Inquiry-based Lesson Plan Template

Grade: 3rd grade

Teacher: Hernandez

Team Members:

A- Emily Fuentes

B- Tori Nowlin

Summary-A

Building off of our last lesson, we will be learning about the first part of the plant- the
seed. Students will watch the video on seeds. After we will ask questions regarding the
seed and what they know about them. TL will pass out a cup with five different seeds in
it. Students will have to predict what plant they think their seed will be. They will then get
their new plant journal and paste their seeds into the journal. Students can decorate their
journals “plant” themed. Each student will share what they predict a specific seed will be.
Drama:

All the world’s a stage-especially the classroom.

· Learning through creating, practicing, performing, and debriefing skits

· Acting out song lyrics to convey key content

· Learning through involvement by becoming the content

· Role-playing used as a form of assessment

· Creating a multimedia production as a means of learning content

· Creating and performing a talk show based on content

· The teacher becoming the star performer to convey content

· Creating an entire play around content in which everyone can be engaged

We are using drama by…

Asking students to show their best “plant growing” impersonations.

Big Ideas-A

Standard: 3.L1U1.5 Develop and use Inquiry (Essential) Questions:

models to explain that plants and animals
(including humans) have internal and What role do seeds have?
external structures that serve various
functions that aid in growth, survival, How do they grow?
behavior, and reproduction.
What makes a seed different?
Objective: Students will be able to predict
what seeds are what by pasting the seeds
in their plant journals with 5/5 or 100%
accuracy.

I will be able to predict five different seeds

and paste them into my journal
 Knowledge-A

Conceptual: (What you want the students Procedural: (What you want the student to
to know): do)

- The seed is what starts the growth Predict what plant the 5 seeds belong to
of a plant.
- Seeds need moisture, warmth,
nutrients to grow

Differentiation: Vocabulary (with student friendly

definitions):
Excelling- Explain in detail how seeds work
on the back of paper

Quick finisher- Write about their seed and (Will be taken from video)
why they picked the plant that belongs to
on the back

Need support- Write key words on the

board that they may need help with

ELL- Give pictures of the five different

plants options.

Instructional Sequence-A

(include Frontloading Activity/Activate Background Knowledge/Anticipatory set)

Teacher will review last week's lesson. The structure of the plants and why they are
important. Ask students to give best “plant growing” impersonations. Watch YouTube
video.
Exploration/Activity: Resources and Sources:

Students will be given five different seeds,

after learning about what a seed does, they
will observe the seed and determine what
plant they think it will become. They will
then glue it into their plant journals.

Assessment-B

Formative Assessments (during the Summative Assessments (include

lesson/questions):
What seed is the ______ seed?
What seed is the _______ seed?
How do you know?
Which plant will grow the fastest? Why?
assessment and outline of
point/percentage distribution):
We are assessing the students on the
science journals. The students are making
predictions and a chart of which seed is
which. They will be assessed on these
items, 5/5 or 100% accuracy.

Assessment results (include students’ name and scores/anecdotal notes):

 Leadership-B

Emailed teacher lesson plan and C!/T.P./Standard (with date and time)-

Added image/picture to ECH350 Methods FA19 Pictures-

Reflection-B

Group Reflection (after the lesson brief discuss your thoughts, questions, or wonderings,
in addition use track changes to revise lesson)

Team members (each team member writes 3-5 sentences about their contribution, what went well, and what will be
changed in the future)-

A:

B:
 Teacher’s comment (with answer/response):

GCU Faculty/Staff comments (with answer/response):

Inquiry-based Lesson Plan Template

Grade:

Teacher:

Team Members:

A-

B-

Summary-A

This would be information you would want to tell a substitute teacher.

Drama:

All the world’s a stage-especially the classroom.

· Learning through creating, practicing, performing, and debriefing skits

· Acting out song lyrics to convey key content

· Learning through involvement by becoming the content

· Role-playing used as a form of assessment

· Creating a multimedia production as a means of learning content

· Creating and performing a talk show based on content

· The teacher becoming the star performer to convey content

· Creating an entire play around content in which everyone can be engaged

We are using drama by…

Big Ideas-B

Standard: Inquiry (Essential) Questions:

Objective:

Knowledge-B

Conceptual: (What you want the students Procedural: (What you want the student to
to know): do)
Differentiation: Vocabulary (with student friendly
definitions):
Excelling-

Quick finisher-

Need support-

ELL-

Instructional Sequence-B

(include Frontloading Activity/Activate Background Knowledge/Anticipatory set)

Exploration/Activity: Resources and Sources:

Assessment-A

Formative Assessments (during the Summative Assessments (include

lesson/questions): assessment and outline of
point/percentage distribution):
Assessment results (include students’ name and scores/anecdotal notes):

Leadership-A

Emailed teacher lesson plan and C!/T.P./Standard (with date and time)-

Added image/picture to ECH350 Methods FA19 Pictures-

Reflection-A
Group Reflection (after the lesson brief discuss your thoughts, questions, or wonderings,
in addition use track changes to revise lesson)

Team members (each team member writes 3-5 sentences about their contribution, what went well, and what will be
changed in the future)-

A:

B:

Teacher’s comment (with answer/response):

GCU Faculty/Staff comments (with answer/response):