Appendix 1:

Table 1

Items Cost Where to purchase Total

Poster 30 $ Staples
paper and
Markers
Field trip 60 $ https://greatamericancharters.com/schools- 90 $
bus colleges-charter-bus/
 Appendix 2:

INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Subject: Grade:

Yajie Zhang English 7th
Common Core State Standards:
 7.RL.10 By the end of the year, proficiently and independently read and comprehend literature,
including stories, dramas, and poetry, in a text complexity range determined by qualitative and
quantitative measures appropriate to grade 7.
 7.W.3 Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well‐structured event sequences.
 7.W.6 Use technology, including the internet, to produce and publish writing as well as to interact and
collaborate with others.
Objective (Explicit):
 Students will be able to get addressed on their project.
 Students will be able to brainstorm the project
 Students will be able to complete the project by gathering ideas.
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

The poster they finished at the end of the class they provided will help me to check how they addressed the project
Grade：Pass: 30 out of 5o

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 know what is the project, and how to complete
Students will be able to do some research, and share their ideas

Key vocabulary: discuss, share. Materials: video

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:

 Play a video about a climbing adventure  Brainstorm the question I post, and write it on the paper.
 Ask a question：In order to survive, what are the dangers  Discuss the question with partners, then share with the
and necessary preparation for climbing Mount Everest? In whole classmates.
other words, what do I need to know to survive the climb?
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:

 Write some good ideas from students.  Search online.
 Post question, if there a danger happens, what should we do?  Discuss what the information they get online with
How we can make ourselves out of the danger? partners, then share with the whole classmates.
 Give time to make students do some online research.  Write on their popplet.

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
I will walk through, and join into the discussion with students, if someone have questions I will explain.

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:

 Gather the information they have, and write them on the board,  One of the group member will share and explain the ideas
every group will have one idea. to others students.
 Compare these ideas, and expand their ideas.  Add some others’ good ideas on your popplet
 Explain the ideas to other students.

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Through discussion, students will know more about what we are talking about, and I will explain more what they shared.

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:

 Share with students that what I have about the question.  Add all the ideas on their group poster.
.  One of the students will present what they have on their
popplet.
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
  How will you anticipate students that need an additional challenge?
Students will get addressed on every groups’ presentations, and every group will have 5minutes question time, students will ask their peers question
to help them more clear.

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:

 After every group’s discussion, I will give the feedback to  They will have presentations to all the classmates about what
them. they discussed in the class. (Popplet)
 Put the poster on the wall, for other groups to review, and
add.
Appendix 3:

Climber PBL Project Name:

___________________

(50 points)

Essential Question: In order to survive, what are the dangers and

necessary preparations for climbing Mount Everest? In other words,

what do I need to know to survive the climb?

Climbing Mount Everest (or any of the highest peaks on each continent)

requires extensive training and preparation. You have read a narrative

(fictional) story about characters that faced the challenge of climbing

Mount Everest and non-fiction text explaining the preparation and

dangers with climbing.

1. In groups of 3 or 4: Present a slideshow presentation or

television broadcast (you can act this out or video it and play the

video) explaining the preparation to climb Mount Everest.

Presentations should be 4 – 6 minutes. Your presentation must

include but is not only limited to the following:

a. Health & safety

b. Gear & supplies

c. Guides (Sherpas)

d. Weather
 e. Time & route (how long to make it to the summit, explain the

base camps, acclimatization)

f. Visuals to enhance your presentation (maps, photos)

MLA works cited page for all resources

2. After your amazing presentations, you will need to write 2

paragraph reflections, remember, it is an INDIVIDUAL work.

 One paragraph (5 sentences) about your group presentation,

one weakness, and one strength.

 One paragraph (5 sentences) about the description of your

resource.
Rubric: