Inquiry (5E) Lesson Plan Template

Teachers: Subject:
Val Garcia History
Common Core State Standards:
Anchor Standard SP1: Chronological reasoning requires understanding processes of change and continuity over
time, which means assessing similarities and differences between historical periods and between the past and
present.

Content Standard: 7.H1.2 Trace the development and impact of scientific, technological, and educational
innovations within historical time periods.

ISTE Standards: Collaborator 4a-b and Designer 5b. ISTE-S Global Collaborator 7b-c and Creative
communicator 6d.
Workplace Employability: Collaborative skills.
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Objective (Explicit):
• By the completion of the project, students will be able to identify the importance and significance of
technology, by taking the traditional and physical approach of gathering information for research.

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.

Assign questions that must be answered within the research gathering for their project. As well as their
overall presentation.

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 relevant to students, their lives, and/or the real world?

SWBAT apply traditional means of research and evidence gathering and create a presentation from them.

Key vocabulary: Internet, Research Materials: Books, dictionaries, encyclopedias,

poster paper and Thesaurus.
Engage
¨ How will you activate student interest?
¨ How will you hook student attention?
¨ What questions will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Roll play a world without internet. A Student Will: Students will watch. Answer questions
time of limited technology. Life 40 years ago from on how much they use the web. Then have to give it
today. up for the next weeks.
Experience how students back then searched for
information.
Explore
¨ How will 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 Engage?
¨ What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Expect students to use traditional Student Will: Students will work in groups of 4 to
physical resources for their project. While they are both search for and work on the project. Using
exploring ask how their searching coming along physical materials and resources to do so.

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Co-Teaching Strategy
¨ What co-teaching approach will you use to maximize student achievement?
Teaching stations to work with and see how students are coming along.
Differentiation Strategy
¨ What accommodations/modifications will you provide for specific students?
¨ How will you anticipate students that need an additional challenge?
Some students might find it difficult with collaborating. Some might not know how to use dictionaries,
encyclopedias, and thesauruses. Perhaps create a short tutorial for them. For collaborating assign all groups
randomly. If any issues arise, I can reassign them.
Universal Design for Learning
¨ Multiple means of representation
¨ Multiple means of engagement
¨ Multiple means of expression
Recruit their Interest Sustaining Effort and Persistence promote Self-Regulation Use graphic organizers emphasize
key ideas and relationships. Use goal setting to chunk learning and monitor progress

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 Engage before moving on?
Teacher Will: Allow students to choose from a list of Student Will: Have to use the materials, read, and
history-based books. Students will create and search for information all without the use of the
answer a historical question gathering information internet.
from the library and their book of choice.
After, they will present their findings and research
to the class.
Co-Teaching Strategy
¨ What co-teaching approach will you use to maximize student achievement?
Teaching stations and observation to help any in need.

Differentiation Strategy
¨ What accommodations/modifications will you provide for specific students?
¨ How will you anticipate students that need an additional challenge?
Some student might require audio books. Some might have trouble reading. Since they’re all working in groups,
student collaboration could negate this issue. However, exceptions can be made if this is not possible.

Universal Design for Learning

¨ Multiple means of representation
¨ Multiple means of engagement
¨ Multiple means of expression

Cooperative learning groups w/ clear goals, roles, and responsibilities Provide feedback that is frequent, timely,
and specific. pre-teach and emphasize vocabulary and symbols, represented through multiple media strategies,
decoding of text. Challenging and realistic goal setting for students

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: Remind how technology and the Student Will: Apply what was learned from Explore
internet makes things a lot easier. and Explain and come to understand the
importance of technology and the internet. Ask
themselves what if the internet didn’t exist? Will I be
able to work like this? Their view on technology
might change and come to respect it.
Co-Teaching Strategy
¨ What co-teaching approach will you use to maximize student achievement?
Teacher can ask students the questions and help visualize.

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 Differentiation Strategy
¨ What accommodations/modifications will you provide for specific students?
¨ How will you anticipate students that need an additional challenge?
Some students might be nervous or shy to present their research with the class. Since they’re presenting in groups
this might negate this.

Universal Design for Learning

¨ Multiple means of representation
¨ Multiple means of engagement
¨ Multiple means of expression
Giving good feedback, keeping goals difficult but reachable, fostering collaboration, and making sure to change
things up, students will gain a sense of persistence and feel proud of the effort they put in. activate or supply
background knowledge, highlighting patterns, big ideas, and relationships, guiding information processing &
visualization Students should always have access and be able to use tools. Assistive Technologies for navigation,
interaction, and composition should be used on a regular basis.

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: Make students present their findings Student Will: Students will present their research
and research to the class. and poster to the class. As well as sharing their
thoughts of creating this without the internet.

Co-Teaching Strategy
¨ What co-teaching approach will you use to maximize student achievement?
N/A Students will be presenting.

Differentiation Strategy
¨ What accommodations/modifications will you provide for specific students?
¨ How will you anticipate students that need an additional challenge?
Some students might be nervous or shy to present their research with the class. Since they’re presenting in groups
this might negate this.

Universal Design for Learning

¨ Multiple means of representation
¨ Multiple means of engagement
¨ Multiple means of expression

Differentiate the difficulty or complexity of core activities. Differentiate the difficulty or complexity of core activities.
Allow for different ways to response for physical action, build levels of fluency for levels of progression, and support
learning with appropriate goal setting

Reflection

This Lesson was created for a signature assignment in another class however I have modified

it to include universal design for learning elements as well as updated differentiation strategies. I

created this lesson which will put students back in time where there was no internet and little

technology, basically, they had to do assignments without technology. After a few assignments They

will then be given technology back and do the assignments but this time with technology and the

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internet, to then compare and contrast the two ways of working. The lesson was to show students

how much technology is taken for granted and how it makes things a whole lot easy. For future

adaptions of the lesson, I would like to use the pandemic that is occurring right now to reflect upon. If

this lesson was to be given during this, it would be impossible to include the removal of the internet

and technology portion since that is a must for online learning. And since schools are closed, I

wouldn’t be able to introduce my students to traditional learning. However, I believe I would be able to

replace it with online learning vs classroom learning and comparing and contrasting the two. For

exceptional learners, I think this would be a great assignment since it gives them a challenge using

old traditional ways of working on assignments rather than using technology. Not only that but this

project can also be tied to other content areas especially English and Math where technology highly

used. I would also like to include inclusion strategies in my lesson particularly video game learning,

podcasting, and virtual reality (M.C Gore Inclusion Strategies). Where I can make it past learning,

present learning, and future learning, and students will compare and contrast them and which they

like best. Overall, Now that I have a future plan for this lesson I may consider using this lesson

perhaps when online learning becomes more prominent then I will change the lesson to include that.