INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Gabby Sutherlin Subject: General Science Grade: 8

Common Core State Standards:

 8.E1U3.8 Construct and support an argument about how human consumption of limited resources impacts
the biosphere.

Objective (Explicit):

 Students will be able to correlate how the environment is impacted by human involvement by creating a cause
and effect flow chart with 85% accuracy.

Evidence of Mastery (Measurable):

 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response

Exemplary (3) Proficient (2) Novice(1)

Students will complete the flow chart with 85% Students will complete the flow chart with 70% Students will complete the flow chart with 40%
accuracy and 3 causes that lead to 3 effects accuracy and some causes or some effects accuracy and one cause and one effect

Sub-Objectives, SWBAT (Sequenced from basic to complex)

 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relative to students, their lives, and/or the real world?

o Recognize effects on the environment

o Discover problems in their communities
o Correlate cause and effect relationships

Key vocabulary: Materials:

o Ecosystem o Paper
o Environment o Pencil
o Climate change o Laptops
o Projector

Engage
 How will you activate prior knowledge?
 How will you hook student attention?
 What question will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Students Will:
o Play the opening scene of Wall-e o Watch the clip
o Ask questions to see the students standing o Participate in the discussion in small groups then as a whole
o What did you notice in the clip? class on what they noticed
o What do you think happened to the plants?
o We know the humans left the planet, but what happened
to the other organisms
o Introduce the driving question- How do we as poulators
of the earth help save pollinating organisms

Explore
 How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to
model expected behavior or required procedures.)
 How will students take the lead and actively use materials to discover information that will help them answer the question posed in the
Engage?
 What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Students Will:
o The teacher will escort the students outside o Students will quietly and respectfully follow the teacher
o Ask them to draw or write down however many plants they can find outside
on campus in 5 min o For 5 min the students will record all the plants they see in
o After the teacher and students will return inside and ask the their notebooks
question out of the plants that they saw, how many produce o After finishing the students will participate in a short
flowers and have a short discussion about what they found discussion inside
Co-Teaching Strategy
o At this point you can co-teach by observing the students and asking them questions

Differentiation Strategy
 Students who would like to can draw what they see, others can take notes, if they know the name some can use that as well
 Students can use sentence stems to help guide discussion
Explain
 How will all students have an opportunity to share what they discovered?
 How will you connect student discoveries to correct content terms/explanations?
 How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the
Engage before moving on?
Teacher Will: Students Will:
o Create an imagine scenario to introduce the project o Students will close their eyes and imagine the earth without
pollinating insects
o Students will then discuss with partners what they imagined

Co-Teaching Strategy
 One observe one teach, this portion is only about 10 min, teachers can always jump in with help however

Differentiation Strategy
o Students can use sentence stems to help lead discussion

Elaborate
 How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this
learning at a deep level?
 How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If? Question)?
 How will all students articulate how their understanding has changed or been solidified?

Teacher Will: Students Will:

o Explain the question to the project and get them started on the o Begin researching on the laptops cause and effect on
cause and effect think map. environmental impacts and how they can help
independently

Co-Teaching Strategy
 Co teach, both teachers should circulate and give help when needed

Differentiation Strategy
 Put students in appropriate groups, sit in places so that they can pay attention.

Evaluate
 How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate content)?
 How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

Teacher Will: Students Will:

o Provide an outline of a cause and effect think map o Use their independent research time to fill in cause and effects
pertaining to pollinating organisms