INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Subject: Grade:

Ulises A. Gonzalez-Gonzalez Social Studies 8th
Common Core State Standards:
● State:
o 8.G2.1Examine impact of and responses to environmental issues such as air, water, and land
pollution, deforestation, urban sprawl, and changes to the climate.
● Anchor:
o They use technology and digital media strategically and capably.
● ISTE:
o 3: Knowledge Constructor
o 7: Global Collaborator
Objective (Explicit):
● Student will be able to discuss environmental policy at three different levels of government.
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

◻ Exit Ticket with a summary of groups findings on current climate action.

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?

● SWBAT Perform a search for scholarly information

● SWBAT Understand Key factors of climate change
● SWBAT Analyze effects of environmental policy.
● SWBAT Connect climate change to their daily lives

Key vocabulary: Materials:

Environmental policy Poster Paper
Climate Change ● One piece per group.
Database Markers
Pollution ● To create poster
Deforestation Laptops
● For research.
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:
◻ Entry Event Video: Animated maps of changes to ● Fill in notes on animated maps
climate and environment around the world. ● Spend 2 minutes brainstorming climate action
◻ Entry Event Question: Climate and environment that they notice in their everyday lives.
change are issues that faces us in the coming ● Find Definitions for the presented vocabulary
generations. Scientists have proposed a variety of words.
different solutions, yet many have not been
implemented. What world will you and your
 descendants live in if we continue on our current
path?
◻ What, if anything is being done to address this
problem?
◻ Driving Question: How can you, as students
reduce the negative environmental impact of our
school?
◻ Provided guided notes for the vocabulary as well as
the animated maps
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:
● Facilitate learning by directing students towards ● Divide into groups depending on the scope of
reliable sources that analyze climate data. policy the would like to analyze.
● Conduct a sample database search ● Find credible sources with the area of expertise
● Ensure the data that the students provide is genuine they have either been assigned or have chosen.
and reliable. ● Share data with the class in whichever way they
see fit.
Co-Teaching Strategy
◻ N/A

Differentiation Strategy
◻ In my classroom, there are a substantial amount of ELL students.
o To make this lesson more accessible to ELL students, I will work with the ELL instructor to find
appropriate, translated resources for the students to look through and find the data they need.
o If possible, have a translator included in the groups with ELL individuals
◻ Students that need additional challenge will be placed in a group looking at federal environment policy, which
is much more complex than local policy.
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:
● Provide an example of project’s first deliverable (not ● Begin Creating a mini presentation (no more
due first day) than 6 minutes)
● Explain how an exit ticket should be formatted. ○ This will be shared with their
classmates in a few days
Co-Teaching Strategy
◻ N/A

Differentiation Strategy
◻ For ELL
o Continue with previous accommodations.
◻ For Students that need additional challenge
o Encourage them to try a new presentation technology, if they want to.
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:

● Provide prompt for connecting ideas to driving ● Write a 5-7 sentence paragraph responding to
questions and entry event. their question in preparation for tomorrow.
 ● Ask: “What would you do if you were in charge of
fighting climate change here at school”
○ Paragraph response for homework.

Co-Teaching Strategy
◻ N/A

Differentiation Strategy
◻ For ELL
o Provide sentence stems for them to connect the questions to their learning.
◻ For Those needing additional challenge
o Rephrase the question at hand and have them write their 5-7 sentence response based on the state
government.
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:

● Schedule time for students to present their topics,
from smallest government form to largest.
● Redirect class and provide an exit ticket handout
● Provide an exit ticket including 3 pieces of
information that they found most important in class
(minimum 2 sentences per piece)
● In their exit tickets, connect their three ideas back
to the driving question or other aspects of the entry
event.

● For ELL Students

o Allow them to verbally provide exit ticket