INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Rocky Manzanet Subject: Social Studies Grade: 6th/7th

Common Core State Standards:

 6.SP3.5 Use questions generated about multiple sources to identify further areas of inquiry and
additional sources.
 6.E3.2 Explain the influence the factors of production have on the manufacture of goods and
services within different cultures, regions, and communities.
 6.E5.1 Describe the factors that influence trade between countries or cultures.
 6.G3.1 Analyze how cultural and environmental characteristics affect the distribution and movement
of people, goods, and ideas.
 TH.CR.3.6c c. Use physical and vocal exploration for character development in an improvised or
scripted theatrical work.
 TH.PR.6.7 Perform in a group guided theatrical experience and present it informally to an audience.
 TH.CN.10.6a a. Examine a community issue through multiple perspectives in a theatrical work
Objective (Explicit):
 Students will develop a basic framework of globalization by discussing a trip to the grocery store.
Evidence of Mastery (Measurable):

Students will answer the question, “Why is it important for different cultures and humans to communicate?” in their own words using Flipgrid.
Student will understand three elements of globalization.
Sub-Objectives, SWBAT (Sequenced from basic to complex)

Students will discuss what constructs a trip to the grocery store in steps. Students will be able to work backward from a local store to the state, and
then outward to the country and world.
Key vocabulary: Globalization, Economy, Currency, Materials: Chart paper, markers, highlighters
Transportation
Engage
Teacher Will: Students Will:
Teacher will roleplay an interaction at the grocery store with a Students will observe the teacher’s roleplay scene and
student. Teacher will ask for volunteers to interact with and list the participate when necessary. Students will shout out and help the
steps in great detail. teacher with the steps for a trip to the grocery store.

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:
Teacher will guide the chart activity, observing and side-coaching the Students will model the entry event and work in groups of two to
student groups. create their own list of specific steps detailing a trip to the grocery
Ask questions such as “What transactions do you do?” “Is there money or store.
trade involved?” and “How many people/items/places are involved?” so
they understand the depth of detail needed.
Differentiation Strategy
Students will be working in groups and can participate by speaking, or writing if they are comfortable. I will be defining every large word to
make sure they are comprehending the lesson. I can provide a list of vocabulary definitions for students to keep or have with them
throughout the project. Or, if necessary, I can verbally assess the chart with a student who may need oral help.
Explain
Teacher Will: Students Will:
Teacher will direct a guided discussion connecting similar pieces of the Students will highlight similar pieces of the list by categories of
class’ lists. I will address the important and relative reasons a trip to the “currency,” “people/speaking,” “trade/barter,” and “independent work”
grocery store represents globalization. in different colors. Students will read aloud the lists they created and
play a game of Scattegories by checking off similar steps that others
have read until every step has been read aloud.
Co-Teaching:
Students will naturally elect a scribe, reader, and participants. I will ensure each group is on task and hop from group to group while monitoring.

Differentiation Strategy
Students who need to keep their attention focused, will be given a specific task in the group. Perhaps they are the highlighter, or counter, or scribe
for the group. Putting them with a friend will help them feel comfortable and would contribute to co-teaching for their friends to help give directions or
definitions if I cannot.
Elaborate
Teacher Will: Students Will:
Introduce a new layer to the grocery store scenario by modeling the class Students will explore the classroom in sets of local farmers, grocers,
as a conveyor belt of globalization. Teacher will direct the growth of “local, state commerce, and world leaders to visualize globalization in the
state, country, and globe” circles of interactions. I will guide the discussion real world. Students will follow the teachers guidance but will
and ask for volunteers for a visual guide. discover the growing circles of trade using the grocery store scenario.

Differentiation Strategy
Students who maybe cannot get around the room are willing to shout out answers to help the teacher’s questions. If students are stuck, I
will occasionally ask students to pair and share or in their groups again if they need to summarize.
Evaluate
Teacher Will: Students Will:
Teacher will guide a summarization of globalization, commerce, trade, Students will give their understanding of globalization in their own
and economy. Teacher will guide the importance of this understanding in words using Flipgrid. They will use a real-world example like the grocery
relevance to the upcoming project. entry event. In addition, they will use the two minutes to talk about the
importance of commerce and a possible country or culture they are
interested in for the project.