INQUIRY (5E) LESSON PLAN

Teachers: Ms. Bustamante Subject: Biology Grade: 8

Common Core State Standards:

S3C1PO1 Analyze the risk factors associated with natural, human induced, and/or biological hazards,
including waste disposal of industrial chemicals and greenhouse gases.

Anchor Standards
8.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.

8.W.6 Use technology, including the internet, to produce and publish writing and present the relationships
between information and ideas efficiently as well as to interact and collaborate with others.

Technology Standards

2d Students manage their personal data to maintain digital privacy and security and are aware of data-
collection technology used to track their navigation online.

3a Students plan and employ effective research strategies to locate information and other resources for their
intellectual or creative pursuits.

3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and
theories and pursuing answers and solutions.
Objective (Explicit):
• Demonstrate understanding of the major factors that contribute to climate change.
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 demonstrate mastery of the objective by completing a ticket out the door activity. The activity
will have three questions. The first question will be “Explain what global warming is.” and will be worth two
points. The second question will be “List at least two major factors that contribute to climate change.” and will
be worth one point. The third and final question will be “In a few sentences tell me about one new piece of
information that you learned about while conducting your research.” and will be worth two points.

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?
When students are conducting research, the three skills students will need to use are technology, media, and
information literacy. As we proceed in the lesson, students will use their communication skills to share their
learning with their peers.
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: I will engage the students’ attention by Students Will: Watch the video and write down 5
showing them a Bill Nye video on climate change. important facts. After watching the video, students
https://www.youtube.com/watch?v=EtW2rrLHs08 will pair up with the person sitting next to them or
(0:00-3:37) across from them and discuss the main idea and
points brought up in the video.
After students have watched the video, I will deliver the
driving question so students may begin to explore the
topic.

How can we as climatologists contribute to our

community and help combat climate change?

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: Deliver instructions on how students will Students Will: Conduct research on climate
go about conducting their research. Before allowing change by looking at different secondary sources,
students to conduct research, teacher will ask class to watching videos, and listening to podcasts.
share what media or sites they should include in their
search scope.

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: Walk around during this time and drop Students Will: Be broken up into groups of 4-5
in during group presentations to hear about students’ students and they will present their newly acquired
new discoveries. I will also use this time to ask them information to their group. Group members should
questions that will help them connect their new findings actively listen and take notes. They should have at
back to the driving question. least two pieces of information written down for
each member of the group that presents.
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: Pose a question that will help direct Students Will: Start a web map in which they will
students towards the activity for the next day. “What if I write out factors that contribute to climate change
told you that Earth will not be able to sustain life for and briefly explain why they are contributing
another century if something is not done to combat factors.
climate change?”

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 complete a ticket out the door slip. The Demonstrate mastery of the objective for the day by
ticket out the door will ask students to list a major completing the ticket out the door activity.
contributing factor of climate change and it will also
have them explain how this factor negatively affects
the planet.