INQUIRY (5E) LESSON PLAN TEMPLATE

Teacher: Sienna Samour Subject: Math Grade: 8th/7th

Common Core State Standards:
 CCSS.8.F.B.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph. Sketch a graph
that exhibits the qualitative features of a function that has been described verbally.
 ISTE-S.3D. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and
pursuing answers and solutions.
 ISTE-S.5B. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various
ways to facilitate problem-solving and decision-making.
 Anchor Standard: W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
Objective (Explicit):
Students will be able to investigate pollution in their community by interpreting tables of data and graphs.
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 present the graph they created and discuss their analysis of the data they were given. They will also submit their
worksheet with the guided questions. Students have mastered the objective if they are able to explain the relationship the graphs are
presenting, and explain how the relationship may be affecting their community.
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?

Students will be able to use critical thinking skills to investigate the problem of pollution in their community.

Key vocabulary: Data tables, bar graphs, line graphs, trends Materials: YouTube clip from Wall-E, statistics related to
water usage, trash waste, energy use, emissions, etc., worksheet
of interpreting graphs
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:
Start class with a video clip of the Disney movie Wall-E, one that Students will watch Wall-E clip and discuss amongst partners
shows the amount of pollution in that community. Have students and with the class how pollution can accumulate and how it can
discuss how the world in Wall-E got that way. What effects does impact our world? They will begin thinking about the driving
pollution have on our world? Ask the students the driving question.
question: How do we as individuals contribute to pollution in our
community?
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:
Introduce the project and the expectations of the project. Assign Students will enter the groups they are assigned and investigate
students in groups of three or four and allow the group to pick a a topic of pollution of their choice. They will be given data about
topic of pollution they are interested in investigating. Then provide their topic, create a graph off the data, and analyze the three
two graphs and a table of data related to their specific topic. Have graphs they have. They will answer questions that answer what
the students create a graph of the data they were given, then have
them write their findings from the graphs and tables, including the graphs are representing and the implications this data has on
what implications the data has. their community.
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
For students who may need help understanding the graphs or tables, they will have additional labels and will be given a guide of
questions to answer when reading the graphs. Students will be paired strategically in their groups that students who are struggling
can be paired with one or two students who can help them.
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:
Have the class come back together to discuss the findings each of Students will present their graphs and answers to the class. This
each group. One student from each group will display the graph allows the class to hear about the findings from topics of
they created, while another student explains what the graphs pollution other than their own and be able to see other graphs
represent and discuss their answers from their worksheet. and pieces of data.
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
For students who may not be able to go to the front of the class or talk to the class, the teacher will step in and read some of their
answers and ask leading questions that they would still be able to answer in front of the class without talking too much.
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:

Remind the students of the driving question. Ask how their Students will keep track of how they contribute to their topic of
individual contribution to pollution might connect to the data they pollution until they come back to the next class. They have the
have just looked at. Explain to the students that they will now freedom to use whichever system they would like to keep track,
keep track of how they do/do not contribute to the topic they have whether that be keeping tallies, writing numbers down, writing
chosen. observations, etc. The system they use will depend on which
topic they are investigating.
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
I could provide a guided note sheet to help students keep track of their day-to-day use. For students who may not be able to do this,
I could ask them to only keep track of the things they notice during dinner or a small interval of time, instead of the full day. For
students who want an extra challenge, they can keep track of their contribution to pollution in ways other than their chosen topic.
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:

The student presentations will be used as a first evidence of
mastery of the objective for the day. The students will master the
material if they were able to interpret the graphical data and
explain how the data impacts their community. The teacher will
also collect their guided questions as an exit ticket to also check
the overall class understanding and evaluate whether some topics
will have to be revisited during the week.
Students will be evaluated based off of their group discussions,
class presentation, and their guided questions. If they were able
to adequately interpret the data they were given and be able to
connect to their community, then they have mastered the
material.