INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Chloe Beach, Tori Chavez, Ashley Fivecoat, Subjects: Math, History, Grade: 9-10
Jordan Gaeta, Nicole Rearick and English

Common Core State Standards: 9-10.W.6 - Use technology, including the internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology's capacity to link to other information and to
display information flexibly and dynamically.

Objective (Explicit):
- Students will be able to identify appropriate and useful internet resources to create a timeline using
technology.
- Students will be able to collaborate with their group to publish a project to the internet.

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

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 determine what is a reliable source

- Students will reflect on prior use of internet for assignments
- Students will be able to properly cite material used

Key vocabulary: Materials: https://www.youtube.com/watch?v=cy-

Identify, Create, Flexible, Dynamic, Produce, Publish, 8lPVKLIo
Laptops/iPad

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:

● Distribute KWL chart on the history of math
● Show YouTube video
○ Ask students to post one takeaway
to Jamboard
● Ask the students the following questions:
○ “How often do you use the internet
to work on assignments?”
○ “How are you going to approach
creating the history of math on the
timeline?”
○ “What era will you be choosing to
research? It is first come, first
serve.”
● Fill out the KWL chart based on their
prior knowledge: What you already
Know, what you Wish to learn, and the
last section (what you Learned) will be
completed at the end of class.
● Watch YouTube video
○ Post one takeaway to the
published Jamboard
 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:

● Place students in groups of 4-5. Describe roles to ● Choose what role they will play in their group.
the group members: note taker, time keeper, ● Explore this website and choose the era you’d
narrator(for video) like to research:
● Have each group pick a time period to research (no ○ https://www.storyofmathematics.com/m
two groups can have the same era) athematicians.html
● Instruct groups to post their chosen era to the
Jamboard ● Post what era their group would like to
● After students have chosen an era, the teacher will research to Jamboard
ask groups to research more about their specific ● Surf the web for the resources and materials
era. they will use for their project.
● Provide students with a list of possible websites to ● Research historical events in math
research historical moments in mathematics. ● Discuss reasoning for choosing certain events
● Provide students with website to create timeline with team members
● Explain the goal of the project: ● Narrow down list to 5 events
“Choose 5 of the most important events in
math history in your opinion, and create a
timeline to show these events. Then create Online Screencasting tools:
a short screencast (4-5 minutes) describing https://www.screencastify.com/
your timeline and why your group chose the https://screencast-o-matic.com/
events.”
● Encourage groups to discuss with each other why
and how they think certain events are important:
- “How will you narrow down your list to what
you think is most important or influential?”
- “What will you do if your group members
disagree about what to add?”
- “Please remember the procedures we
outlined for productive group discussions”

Online Timeline Links: https://creately.com/lp/timeline-

maker-online/
https://venngage.com/features/timeline-infographics

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?

- Provide some students with pre-selected articles/websites if researching on their own is too large of a task
- Allow some students to watch videos for the necessary info, or have the articles read aloud to 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:

● Restate the goal of the finished product ● Use provided website to create finished
● Remind students the appropriate ways to behave timeline
when someone is presenting ● Create screencast video
● Model an example of how to put together a similar ● Present video to class
presentation, and they key parts they need to
include from the rubric.
● Explain the rubric.

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?

- Allow students to choose who in the group will present information (volunteers)
- For students who need an additional challenge: ask them to connect their own experiences to the historical
importance of the events they have chosen. “How do you see the impact of these events in your life today?”

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:

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?

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:

○ Evaluate students with the following ○ Follow the rubric given by the teacher
rubric: ■ Timeline Rubric
■ Timeline Rubric ○ Finish the KWL chart and turn it in.
■ Evaluation is not only happening
 at the end, the teacher should be
evaluating the students
throughout the lesson while
giving feedback when needed.
○ Remind students about the KWL chart
and have them turn it in at the end of
class.