INQUIRY (5E) LESSON PLAN TEMPLATE

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Teachers: Katy Penunuri Subject: Science Grade: 6th

Common Core State Standards:

• 6.L2U3.11 Use evidence to construct an argument regarding the impact of human
activities on the environment and how they positively and negatively affect the
competition for energy and resources in ecosystems.

Objective (Explicit):
Students will be able to engage in a discussion about what majority sustainability needs, need
to be prioritized at Copper King Elementary School
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 be creating a report, and presentation based off an area of sustainability they feel is an issue at Copper King
Elementary School.

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 explain key components to sustainability

Students will be able to efficiently delegate tasks within a group
Students will be able to follow a given rubric to construct an outline

Key vocabulary: Sustainability, Environmental Materials: Rubric, and Outline Sheet

provided by teacher, Chromebooks, Google
Docs
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: Play a pre-recorded video of herself dressed up Students Will: Engage in a discussion to find out which
as the head environmental scientist at “PENS areas of the sustainability crisis are the areas in which
AGENCY” (Perfecting Environmentally New Systems) letting the school needs most help in.
the secondary ES’s (students) know there is a major
sustainability crisis at Copper King. Teacher will provide
areas in which CK is struggling that could possibly be
attained to.

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:

Provide areas in which CK is struggling that could possibly Group up based off of interest in issue areas, and
be attained to, and ask students to think about why these discuss the questions the teacher posed.
areas are an issue, and how can they devise a plan to help
mitigate these issues.
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
Those students who may have difficulty working in groups could potentially be accommodated to by having pre-assigned groups.

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:

Lead a discussion in which each group is able to share out Openly share their ideas, and questions about their
their ideas about their specific problem area. problem area.

Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
Open discussions may not be suitable for everyone, so smaller discussions, or even exit tickets could suffice rather than one
large 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: Provide a rubric in which an initial proposal will Students Will: Create an outline based off of the rubric
need to be written on each groups sustainability issue. they were provided.

Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
If students find the rubric to be difficult, I believe it could be beneficial to unpack the rubric with them, either as a class or
individually.

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:

Facilitate the next portion of the sustainability mission, by Apply, or ask questions on any corrections given by the
assessing the outline the students have provided teacher on their outline.