E-Cigarettes Lesson Planners

LESSON PLANNER ONE
Key Content Standards:

Standard that most closely aligns with this lesson:
HS- LS1-2→ Develop and use a model to illustrate the hierarchical organization of interacting
systems that provide specific functions within multicellular organisms
Learning Objective
A. Cognitive Task:
Students will be starting to think about vapes and how they can affect the body. Students
will answer some true or false questions about vaping to see what they already know or what
they don’t know about vapes/e-cigarettes. Students will then think about what they may need to
learn more about or what they are wandering about vapes/e-cigarettes based on what they
learned about their vape knowledge from the true or false questionnaire.
B. Understanding or Skill to be Enhanced:

● Students will be able to activate their prior knowledge to show initial thinking
● Students will be able to ask themselves what they may be wondering or what they will
need to learn more about
C. Essential Question(s)
● How can the circulatory and respiratory systems become damaged?
● What does it mean to vape?
● What do you need to learn more about vaping? What do you wonder?
D. What observable real world phenomena is being used to engage students' curiosity and
understanding?
The real world phenomena that is being used to engage students is vaping. Vaping has
become popular among teenagers and the risks aren’t always well known between them.
Students will be exploring vaping/e-cigarettes for the next few days and discover the truth
behind what vaping can do to the body.
E. How will you uncover student thinking (what CCC questions will you ask?)
● How can the circulatory and respiratory systems become damaged? What can you do to
damage these systems?
● Based on what we learned about what we already know about vapes, what else would
you like to learn or what are you wondering about vapes?
F. How are students working as a scientist to uncover understanding?

Students will be working as scientists as they are activating their prior knowledge on a
new topic and asking themselves questions about what they wonder about vapes and what they
would need to learn more about vapes/e-cigarettes.
Formative and Summative Assessments:

During: The assessment during the lesson will be the responses that students will
provide to the initial thinking of vaping assignment where they will see any misconceptions that
they may have about vaping/e-cigarettes. This will help the students and the teacher gage
where the student's knowledge about the topic is and what else needs to be learned.
Closure: The assessment at the end of the lesson will be the Jamboard that contains
the wonderings and questions of the students. The students are looking towards what can be
discovered. The teacher is looking for responses where students are asking themselves
questions that show that they want to deepen their understanding of vaping/e-cigarettes and
how they can affect the body.
Questions at different depths of knowledge:

Facts/Memorization Skills/Procedure Conceptual Application or
Relational Knowledge
How can vaping affect How can the Based on what we
the body? circulatory and learned about what
respiratory systems we already know
What would you need become damaged? about vapes, what
to learn more about else would you like to
vaping? What are you learn or what are you
wondering? wondering about
vapes?
Lesson Resources/Materials:
● Lesson Google slides created by candidates
● Google Form Initial thinking questionnaire
● Wondering/Questions Jamboard
● Performance Task “Dangers of E-Cigarettes” -- created by biology department; modified
by candidate
INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS

Introduction (10 minutes):
Time Teacher Routines/Actions Student Actions and Discourse
Minute The teacher will go over the daily agenda and Students will make note of any
1-3 remind the students of any important announcements that pertain to them.
announcements.
The teacher will then start the review of the Students will think back to prior
circulatory and respiratory systems. The lessons to recall what they know
Minute teacher will ask students to volunteer to share about the circulatory and respiratory
4-8 what they know about each of the systems and systems.
will make a class list. Example of student responses:
The teacher will then ask students “Can these “The circulatory system helps brings
systems be damaged?” “How can the oxygen to the muscles”
circulatory and respiratory systems become “The respiratory system has alveoli
damaged?” (HL) and have students share their where gas exchange happens.”
responses.
Students will think about what they
Minute know or think can damage the
9-10 circulatory and respiratory systems.
Examples of student responses can
be “A heart attack can damage the
heart.” “Smoking can damage the
lungs.”
Body of the Lesson ( 17 minutes):

Time Teacher Student
Minute 1-2 The teacher will then shift the focus to one Students will think about the images
specific way that those two systems can be and share out what they are if they
damaged and show the students a couple know. Example of student response:
images of vapes/e-cigarettes without “Those are vapes.”
captions and ask “What are these?” (LL)
The teacher will then have students fill out
a Google Form that asks a few true or false The students will answer the true or
questions to what students truly know. false questions based on what they
Minute 3-8 The teacher will go over each question and know about vapes.
ask the student what they put and then
show a pie chart of the class responses. Students will share what they put for
The teacher will ask students why they their responses and why. Then
think the statement is true or false. Then go students will look at the percentage
Minute over the answers to each statement and of students that picked true/false for
9-11 foreshadow what they will learn over the each question.
next few days.
The teacher will have students think about
what they wonder about vaping or want to Students will use the Jambard to
learn more about. The teacher will give write down wonderings or questions
students the Jamboard and review how to that they have. Students can use the
use it before proceeding to give students sentence frames provided if needed.
time to add their ideas. The teacher will Examples of responses: “I wonder
then show an example of how they will put why vaping is addictive.” “Something
Minute their wonderings. I would like to learn is how vaping
12-17 The teacher will mention that the Jamboard can be bad for your lungs.”
will stay open if they want to continue Struggling writers and ELL students
adding their wonderings or if they need can use the provided sentence
more time. frames and reference the teacher
example to help them complete their
addition to the Jamboard.
For the IEP student that needs more
time, they can revisit the Jamboard
since it will stay active and open.
Closure ( 13 minutes):
Minute 1-3 The teacher will provide an overview of the Students will take note of the
performance task that students will be performance task and ask any
working on for the next few days. questions they may have.
The teacher will explain the data collection Students will go to their document
Minute 4-6 portion that students will complete until the and note the instructions of the
next class meeting and how students will survey data they will collect.
be collecting data about the students at
the school.
The teacher will give students time to ask Students will start working on their
people in the Zoom call the survey surveys by either creating a Google
Minute 7-13 questions by opening up Breakout Rooms Form, or asking their peers in class
that students can join and leave or time to the survey questions. The students
start planning any other questions they can use the Google Form they
want to add to their survey. completed at the beginning of class
as a reference for their own surveys.
LESSON PLANNER TWO
Learning Objective
A. Cognitive Task:
Students will be discovering what is inside of a vape/e-cigarette and how these different
chemicals in the vapes/e-cigarettes can affect the circulatory and respiratory systems by
completing research.

● Students will be able to analyze sources to extract information that pertain to what they
are focusing on
● Students will be able to notice that there are more chemicals in vapes than just nicotine
● How can vapes/e-cigarettes affect the circulatory and respiratory systems?
● What are the different chemicals that can be found in vapes/e-cigarettes?
understanding?
● What are possible effects of vaping on the circulatory system?
● What are possible effects of vaping on the respiratory system?

Students are working as scientists as they are researching and extracting information
from various sources. Students will be analysing the provided sources of information that will
help them discover how vapes can affect the circulatory and respiratory system overall and how
specific chemicals within vapes can affect the circulatory and respiratory systems.
Formative and Summative Assessments (be sure these are visible in your plans below):
During: The assessment during the lesson will be the graphic organizer that students
will be filling out as they are completing their research. The graphic organizer asks for specific
effects of each chemical that can be found in a vape and there’s another organizer for the
information the students find in provided articles.
Closure: The assessment at the end of the lesson will be a summary that the students
are writing based on what they researched during the day. Students will be creating a “tweet”
where they summarize in 35 words or less, one effect that one chemical found in
vapes/e-cigarettes and its effect on either the circulatory system or the respiratory system. The
teacher is looking for responses that appeal to the audience of their own peers and have
language that is for that specific audience.

What are some How can
ingredients found in vapes/e-cigarettes
vapes? affect the circulatory
and respiratory
systems?
Chemical cards document -- created by biology department; modified by candidate
Vaping Health Risks organizer -- created by biology department; modified by candidate
Tweet Exit Ticket
Google slides created by candidate
Minute The teacher will go over the daily agenda Students will take note of any
1 and any class announcements announcements that pertain to them.
The teacher will give an overview of the
PSA poster that the students will be Students will ask any questions that they
creating at the end of the week. have about the PSA poster thus far.
Minute The teacher will ask students to share in
2-5 the Zoom chat “What is inside Students will think about what they may
vapes/e-cigarettes?” (LL) already know about what is inside of a
The teacher will share one chemical and vape/e-cigarette and share it in the Zoom
state “What if I told you that the same chat. Example responses may be:
chemical that’s found in paint thinner is “Nicotine and flavoring.” Students can
found in vapes?” (LL) and students can choose to share their responses either via
share if they think it’s true or not. the Zoom chat or by unmuting themselves
The teacher will then state that the on Zoom. Struggling writers can unmute
students will be discovering what’s inside themselves to verbally share.
of a vape/e-cigarette and go into their Students will think about whether they
research phase of their performance believe that a chemical in paint thinner is in
task. vapes and state whether they think that
statement is true or false.
Body of the Lesson (30 minutes):
Minute The teacher will have students open the Students will open the graphic organizer
1-2 graphic organizer that they will use to document.
organize the information they are
researching.
Minute The teacher will explain the graphic
3-5 organizer and how to read and locate Students will walk through the graphic
information about the chemicals in organizer document with the teacher.
vapes/e-cigarettes. The teacher will go Students will follow along during the
over an example and then have a student examples and respond in the Zoom chat
led example where the teacher guides or unmute themselves as the teacher
students to fill out the graphic organizer. guides the second example.
Minute The teacher will proceed to explain the
6-8 second portion of the organizer where
there are a few sources linked and a Students will practice how to analyze the
Minute table to record findings. The teacher will sources to find the information that they
8-9 show students the sources and walk need. Struggling readers will see how
through how they can locate useful they can find information that they need
Minute information. using the teacher’s tips and examples.
10-30 The teacher will then explain that
students can work individually or they can
go into a breakout room with a group of Students will think about whether they
their choosing however every student want to work in a group and who they
must complete their own document. want to work with.
The teacher will open the breakout rooms Struggling readers can go into groups to
and have students start their research. get help and support from their peers.
Students will start their research and use
the graphic organizer to organize the
information that they find.
Closure (5 minutes):
Minute The teacher will bring students back to Students will return to the main room.
1-2 the main room. Students will think of the most interesting
The teacher will go over the exit ticket fact that they’ve discovered so far to
where students will be creating a “tweet” include in their response.
aimed for the audience of people their
age where they will summarize what
they’ve discovered in their research. Students will fill out the form with their
Minute The teacher will state that the students “tweets”. Examples of responses may be:
2-5 must include a chemical they discovered “Vapes have formaldehyde! Gross, that’s
is in vapes and an effect it can have on in nail polish and it can cause cancer.”
either the circulatory or the respiratory
system. The teacher will mention that ELL students and struggling writers can
they could mention the one that was most use the provided sentence frames within
surprising or interesting to them. the Google form to help them start or
The teacher will give the students the rest organize their responses.
of the class to complete the Google IEP students can turn in their response
Form. the next day in class.
LESSON PLANNER THREE
Learning Objective
A. Cognitive Task:
Students will be analyzing the data that they collected from their surveys. They will
gather in groups of 4 and share data with their peers. Students will then compare their group
survey data to survey data from the whole class.

● Students will be able to identify patterns that they see in graphs
● Students will be able to find similarities and differences between two graphs
● Students will be able to theorize what can affect data collection and therefore graph
patterns
● What patterns do you notice in the data? How do we explain these patterns?
● What could have affected the data?
● Would the data be different if we asked these questions to people in a different
community?
understanding?
● What patterns do you notice in the data?
● How do we explain these patterns?
● What could have affected the data?

Students are working as scientists as they are analyzing data that they’ve collected out in the
“field”. Students are looking for patterns and possible factors that could skew and affect the data
as well as what the data can tell them about their community and vaping.
During: The assessment during the lesson will be the data analysis discussion. The
teacher is looking for students to notice patterns that are evident in the class data.
Closure: The assessment at the end of the lesson will be an exit ticket Google Form
where the students will write what they learned about their community based on the data they
collected and the patterns they noticed in their group and class data. The teacher is looking for
responses that support their statement with specific patterns they notice in the data so that it is
clear that students learned something from the data analysis.

What patterns do you What does the data What does the data
notice in the data? tell you about tell you about vaping
vaping? in your community?
Would the data be
different if we asked
the questions to
people in a different
community?
What could have
affected the data?
Performance Task “ Dangers of E-Cigarettes” assignment -- created by biology department;
modified by candidate
Group data Google Form
Data Analysis Google Form Exit ticket

Minute The teacher will go over the agenda and any Students will take note of any important
1-2 important announcements for the class. announcements that pertain to them.
Minute The teacher will ask students to share how
3-6 their data collection experience was and Students will share how their surveying
have the students volunteer to share. experience went if they wish to. They
Minute The teacher will show students the chart can share what methods they used to
6-9 that they were to record their data totals in send surveys and which was most
and walk through an example with them. successful for them.
The teacher will organize the students in Students will add up their totals for the
Zoom breakout rooms while the students yes/no, numbers in the short response
are working on their charts. questions, and the true/false questions.
Minute The teacher will explain that students will be Students can follow along with the
10-12 in breakout rooms to gather more data from teacher for the first question and then
their group. The teacher will also explain complete the rest individually.
that they will need to make graphs of their
data totals of the whole group. Then the
teacher will share the Google Form that one
student from each group will fill out with the Students will watch as the teacher
group data. explains how to fill out the table with
their group members.

Minute The teacher will tell students that the group Students will have the group member
1-2 member with the shortest name in each with the shortest name begin sharing
group starts first and then popcorn to the their data totals. Each student will
next student to share their data. complete the table with everyone’s
The teacher will then send them into their totals. The IEP student, as well as
breakout rooms. every other student can use
Minute The teacher will visit each breakout room calculators to count up the totals.
3-10 and monitor student progress as well as Struggling speakers can use their peer
asking them “How is your data similar or responses as a model for how they
different to your group members’ data so can verbally respond to their peers.
far?” (LL) The teacher will also remind them Once they all share they will pick one
about the Google Form to collect class data student to fill out the Google form.
and that only one person per group will be When the teacher reaches their
submitting it. breakout room they will think about
Minute The teacher will make the class data graphs how their data compares to the others
11-17 before bringing the students back to the so far. Example of responses: “My
main Zoom room. data looks the same as (student/s
The teacher will then project the class data name) because we have most of the
graphs and ask students “What patterns do people we surveyed, 7 people, say
you notice about the data? How do you that they did not vape.”
explain these patterns?” (HL) Students will look at the graphs and
The teacher will proceed to ask students state any observations that they make
Minute “What does this data tell you about the about the graphs. Example of student
18-23 community?” (HL) responses: “The number of people
The teacher will then have students share that vape more than once a week is
ideas on “What could have affected the high but the number of people that
data?” (HL) and have students share their said that they vape is low.”
responses. Students will think about what the data
Minute The discussion will end with the question, can tell them about vaping. Example:
24-27 “Would the results be different if we asked “People that vape will vape more than
these questions to people in a different 4 times a month.”
community?”(HL) Students will theorize what can affect
The teacher will have the students input the the data and think back to the steps of
class data graphs into their assignment. their data collection. Example: “People
could have lied and that could have
affected the data”
Students will think about their

community and how the results would
be different in a different community.
Example responses: “If we went to a
senior community I feel like the data
would show no people vaping because
vaping might be bad for their lungs.”
Students will input the class data
graph copies into their assignments.
During the discussion students can
respond via the Zoom chat or by
unmuting themselves depending on
how they feel most comfortable
responding. For struggling writers,
students can choose to speak verbally.
Closure (5 minutes): Summarize how you will bring the lesson to a close allowing students to
reflect or summarize what they learned in regards to the lesson objective.
Minute The teacher will go over the exit ticket Students will start to think about their
1 Google Form by asking the student to start community and the data that was
thinking about “What did you learn about analyzed and what the data depicts.
vaping in your community based on the Students will go to the Google Form
data?” and go over a couple sentence and answer the question Struggling
frames writers and ELL students can respond
Minute The teacher will share the Google Form in using the provided sentence frames if
2-5 the Zoom chat and have students use the necessary.
rest of the class time to complete their The IEP students will get an extra day
responses. to complete this data.
LESSON PLANNER FOUR
Learning Objective
A. Cognitive Task:
Students will be constructing their messages for their PSA posters where they will educate
others about the effects of vapes/e-cigarettes on the circulatory system utilizing the data and
research that they have engaged in in the previous lessons.

● Students will use the data to discover misconceptions that teens/young adults might
have about vaping
● Students will be able to put together the research they’ve collected and the data they’ve
collected to then construct a main idea/message
● Students will be able to think of the bigger picture of vaping/e-cigarettes in a way that
appeals to their audience
● What misconceptions do teens/young adults have about vapes/e-cigarettes?
● Why is it dangerous for people to vape at an early age?
● How would you convince someone your age to stop vaping or warn them against
vaping?
understanding?
behind what vaping can do to the body. Students will bring everything they’ve learned about
vaping and vaping within their community to educate their community and peers with a poster.
● What might be a cause of the misconceptions teens/young adults may have about
vapes/e-cigarettes? How can that affect their actions?
● What effect do you want your poster to have on teens/young adults that vape or are
thinking about vaping?

Students are working as scientists as they bring together all of the work that they have
been doing for the past few days which includes the data that they collected themselves and the
research that they’ve engaged in to understand vaping and the effects on the circulatory and
respiratory systems. They will construct a message that is the big picture they want to present
and work with a group to hear a variety of their peer’s ideas to inspire them or validate their
ideas.
During: The assessment during the class will be the group discussions that will take
place between students where they are brainstorming the main message they want their PSA to
have based on the research and data. The teacher is looking for students to incorporate what
they discovered from their background research and the data to build their message from.
Closure: The assessment at the end of class will be the main message that they will
have written out on their documents as well as the responses they will have in their document of
the questions that were asked in the class discussion.

What misconceptions Why is it dangerous
do teens/young for people to vape at
adults have about an early age?
vapes/e-cigarettes? How would you
convince someone
your age to stop
vaping or warn them
against vaping?
Performance Task assignment “The Dangers of E-Cigarettes” -- created by biology department;
Performance Task checklist -- created by candidate

Minute The teacher will introduce the agenda and state Students will take note of any
1 any announcements for the class. announcements that pertain to
Minute The teacher will have students review what they them.
2-4 learned from the data they analyzed during the Students will share what they found
lesson prior. The teacher will ask “What was the most surprising or interesting
interesting about the data from our surveys?” about the data based off of what
(LL) and “What did we learn about teens/young they stated yesterday or what
adults from the data?” (HL). they’re noticing again. Example
responses may be: “I thought it was
Minute The teacher will then mention that they’re going interesting that so many people
5-7 to focus on the true or false survey responses. said that they didn’t vape.”
The teacher will ask students if they know how Students will share what they
to find a percentage and if so how can it be learned about teens from the data
found. via the Zoom chat or by unmuting
Minute The teacher will use the student responses and themselves.
8-10 show students how exactly to find a percentage
in general. Students will share how they can
Then the teacher will model how to find the find percentages if they know from
percentage of people surveyed that responded prior classes.
Minute to the true or false statements incorrectly. Students will follow along with the
10-12 The teacher will model another example before teacher as the teacher goes over
having students do the last two percentages on the example.
their own. The students with an IEP and a
The teacher will have students share what specific learning disability in math
responses they got for the last two problems by can use a calculator and so can the
typing their percentages in the Zoom chat. rest of the class.
Students will follow the same
method to find the last two
percentages and share their
responses with the teacher via the
Zoom chat.

Minute The teacher will then have the students Students will think back to what they might
1-3 use those statistics to state know about misconceptions and share
misconceptions that other teens may what they think it might be. Example
have about vapes/e-cigarettes. responses may be: “ A misconception is
The teacher will ask “What is a like a misunderstanding.”
misconception?” (LL) and have students Students will look at the percentages and
share what they think it is. point out ones that might stand out and
The teacher will reiterate what a indicate a misconception. Example: “A lot
misconception is using student of people answered the cancer question
responses. wrong so this might tell us that teens don’t
Minute The teacher will then ask students ``What know the effects of vapes”
4-7 misconceptions do teens/young adults
have about vapes/e-cigarettes?” (HL) Students will think about why it might be
The teacher will then switch to ask dangerous for teens to vape at an early
students “Why is it dangerous for people age and respond in the Zoom chat or by
to vape at an early age?” (HL) based on unmuting themselves. Students have the
their research. option to do either.
The teacher will proceed to ask students Students will start to think of ways to
Minute “How would you convince someone your convince someone to stop vaping or not to
8-11 age to stop vaping or warn them against vape based on their knowledge. Example
vaping?” (HL) to have them start thinking responses may be “To warn someone
about their PSA poster. against vaping you can show them the list
Minute The teacher will state that students need of possible effects vapes have on the
12-20 to construct a main message for their circulatory system.”
poster based on their research and the Students will meet in their breakout rooms
data. and discuss what they might want their
The teacher will send students in main message for their poster to be based
breakout rooms to discuss with their on the data and research they’ve done.
peers their ideas for a PSA poster.
The teacher will join the breakout rooms
to assess how students are progressing
with their main messages.
The teacher will bring the students back
to the main room.
Closure (8 minutes):.
Minute The teacher will ask students if they The students will share their responses
1-2 want to share their main messages with either via the Zoom chat or by unmuting
the entire class. themselves.
The teacher will give students the rest
of class time to start planning out their The students will look at the checklist and
poster while explaining what platforms pick a platform that they want to use to
Minute they can use to make their digital create their posters in a way that they feel
2-8 posters and share the checklist with the can be the most creative and the most
students. comfortable with.
Students can begin working on the poster at
home.
Students can be creative with the
organization and presentation of the poster
LESSON PLANNER FIVE
Learning Objective
A. Cognitive Task:
Students will construct their infographic public service announcement poster where the
students will connect the information they extracted in their research about vapes and the
effects of vapes on the circulatory and respiratory systems and the patterns they noticed in the
class data from the whole class’s survey data. Students will use posters to educate their other
teens in the age group of 13-18 years old about the effects of vaping and warn them against
vaping.
● Students will be able to connect their research and their data to their main message.
● Students will be able to show some creativity with their organization and presentation of
their poster.
● How do vapes/e-cigarettes affect the respiratory system and the circulatory system?
● Why do teens vape?
● What can you say/show to convince someone to stop vaping or warn them against
vaping?
understanding?
behind what vaping can do to the body. Students will bring everything they’ve learned about
vaping and vaping within their community to educate their community and peers with a poster.
● How do vapes/e-cigarettes affect the respiratory system and the circulatory system?
● What is the relationship between the data and some misconceptions that teens may
have about vapes/e-cigarettes.

Students are working as scientists as they bring together all of the work that they have
been doing for the past few days which includes the data that they collected themselves and the
research that they’ve engaged in to understand vaping and the effects on the circulatory and
respiratory systems. They will organize and piece these components together to create a PSA
poster that helps to educate others on the effects of vaping on the circulatory and respiratory
system.
Closure: The assessment at the closure of the lesson will be a finalized PSA infographic
poster that students constructed. The teacher is looking for students to include the data and a
data analysis, descriptions as to how vapes can affect the circulatory and respiratory systems,
background research that they’ve discovered about vapes and their effects, as well what they
discovered in their surveys about why teens may vape.

How do Why do teens vape?
vapes/e-cigarettes What can you
affect the respiratory say/show to convince
system and the someone to stop
circulatory system? vaping or warn them
against vaping?
Performance Task assignment “Dangers of E-Cigarettes” -- created by biology department;
Performance Task Rubric -- created by biology department; modified by candidate

Minute The teacher will introduce the agenda and Students will open the checklist for the
1-3 state any announcement for the class. public service announcement to use
The teacher will go over basics about the while they create their posters.
performance task public service
announcement poster and review the
checklist with the students as well as
providing them with the link in the Zoom
chat for the checklist again.
Minute The teacher will remind students of the Students can choose which platforms
1-3 platforms they can use and remind them they prefer to use.
how to turn it in when they finish. Students are given the chance to be
creative.
The teacher will allow for students to start Students can use visuals to help aid their
working while reminding them that they poster message.
Minute can ask questions in the Zoom chat.
3-35
Closure (2 minutes):
Minute The teacher will remind students how to The student with an IEP in work
1-2 turn in their public service announcement completion will have another day to finish
posters. the PSA poster if need be.

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LESSON PLANNER ONE

Key Content Standards:

B. Understanding or Skill to be Enhanced:

F. How are students working as a scientist to uncover understanding?

Formative and Summative Assessments:

Questions at different depths of knowledge:

INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS

Body of the Lesson ( 17 minutes):

B. Understanding or Skill to be Enhanced:

F. How are students working as a scientist to uncover understanding?

Questions at different depths of knowledge:

INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS

B. Understanding or Skill to be Enhanced:

F. How are students working as a scientist to uncover understanding?

Questions at different depths of knowledge:

INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS

Introduction (12 minutes):

Body of the Lesson (23 minutes):

Students will think about their

B. Understanding or Skill to be Enhanced:

F. How are students working as a scientist to uncover understanding?

Questions at different depths of knowledge:

INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS

Introduction (12 minutes):

Body of the Lesson (20 minutes):

F. How are students working as a scientist to uncover understanding?

Questions at different depths of knowledge:

INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS

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