INQUIRY (5E) LESSON PLAN

Teachers: Siana Berg Subject: Integrated Grade: 7th Grade

Science, Ecology
Common Core State Standards:
• S3C1

Objective (Explicit):
• Students will be able to analyze the risks associated with human interaction with the
environment
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
Students will turn in exit ticket which will have reflection over water pollution and the effects it can have on
the environment. The reflection will have at least two negative effects water pollution can have on local
environments.
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?

ISTE Standards
• Student: ISTE-S 1d
• Educator: ISTE-S 6b
Anchor Standard
• Speaking and Listening: Comprehension and Collaboration

Key vocabulary: Environmental risk, water Materials: Notebook, laptop, whiteboard,

pollution, mining, water contaminant, oil spill. marker, 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:

Set up the entry event. Teacher will show a Watch the video, introducing the driving
video about the importance of water and how question.
little useable water there is on the planet. The
video will then show how the already small
amounts of water are being further decreased
by water pollution, and will show three
different types (oil spill [ex: Keystone
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pipeline], water contamination from poor

infrastructure [ex: Flint, MI], water pollution
from mining [Patagonia, AZ and Grand
Canyon, AZ]). Driving question will be shown
at the end: “What can we, as environmental
scientists, design to lessen water pollution?”

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:
Have a few popplet links for small groups which will Be able to devices to access popplet link. They
be sent out. They will be pertaining to water will then add to the “Know” and “Need to
pollution, and a “need to know” and “know” bubble Know” bubbles associated with each water
students can add to. Teacher will create one of each pollutant. Students will have the ability to
as an example for students. The teacher will comment and extrapolate further using
encourage students during this time to do their own popplet’s tools. Using information from other
research on the topics so they can add to their student’s posts they can start to form an answer
popplet. The teacher will be floating around the to the driving question. This will be done in
classroom for questions and to ensure students stay groups of 4-5. They will also be given 10 minutes
on task. to look up articles on their devices pertaining to
the driving question to help add to their popplet.

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:
Create a “Know” and “Need to Know” for the whole Share the link of their popplet with the teacher.
class on the whiteboard based of off small group Ask questions of the teacher and their
popplets. Teacher will then go over “Knows” and classmates. Students will then use the knew
“Need to Knows” in the popplet, making connections information provided by the other groups and
when possible and giving more information if teacher to discuss as a group. Students will then
appropriate. They will then be put together on the change or affirm their idea(s).
board for whole class discussion.
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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:
Propose a what if question on topic depending on Be put into small groups where they tackle
how the students have formulated “knows” and current knows and need to know about water
“need to knows”. Go around and listen to each group pollutions. Students will discuss a “what if”
as they discuss, prompting further discussion. This situation proposed by the teacher and apply
will occur for a max of ten minutes. After, the teacher current knowledge to the what if question.
will go around and ask the group for a summary of Students will then work on creating a summary
their proposition for the “what if” question. of the “what if” question and how they would
like to tackle it, which will be shared with the
teacher after 10 minutes of discussion time.
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:
Have students fill out a note book with their Update their notebooks with their “Knows” and
updated “Know”s and “Need to Know”s under the “Need to Knows” under the water pollutant of
water pollutant they are interested in doing further their choice. They will then put “Next Steps” for
research. Then, they will write down their “Next their further research. They will then write a short
Steps” their next steps. Teacher will also give a few reflection on the question given by teacher,
minutes for students to reflect on a possible impact finishing their reflection with what water pollutant
water pollutant can have on the environment. they would like to focus on which will be turned in
Teacher will collect the exit tickets as students as an exit ticket.
leave the classroom to formulate groups for the
next day.