Inquiry (5E) Lesson Plan Template

Teachers: Subject: Grade:

​Brianne Hoopes Water 4th
Conservation
Standard:
● 4.E1U3.9 Construct and support an evidence-based argument about the availability of
water and its impact on life
● 4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
○ a. Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which related ideas are grouped to support the writer’s purpose
○ b. Provide reasons that are supported by facts and details
○ c. Link opinion and reasons using words and phrases (e.g., for instance, in order,
in addition)
○ d. Provide a concluding statement or section related to the opinion presented
Objective (Explicit):
● Students will understand the importance of water and the need for it in order to survive
● student will discuss the impact of water for other plants and animals
● Students will write an opinion piece to share their views on the importance of water
Sub-objectives, SWBAT (knowledge, skill, purpose):
◻ 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 list at least 3 ways they use water everyday
● SWBAT construct arguments on waters impact on all life
● SWBAT write a short opinion piece on what they think about water and its importance
Key vocabulary: Materials:
● conservation ● variety of plant and animal photos
● impact ● paper
● debate ● pencils
● opinion

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:
● ask students who uses ● share how they use water everyday
water everyday.
● ask students how they
use water

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:
● bring out a variety of ● answer if the animals and plants need water
animals and plants ● take turns choosing a plant or animal
● ask if any of them need ● explain how it would use water and share with class
water
 ● have each student pick
one plant or animal and
describe how they use
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:
● read We Need Water by ● listen to the teacher read
Charles Ghigna (online ● give their thoughts on the book
video of book
https://www.bing.com/vid
eos/search?q=weneed+
water+charles+ghingna&
&view=detail&mid=AFAC
3D04D2285D0FB097AF
AC3D04D2285D0FB097
&rvsmid=F2BC173B013
C9AD36A0EF2BC173B0
13C9AD36A0E&FORM=
VDQVAP​)
● ask if the students
learned anything while
listening to the book

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:
● explain what a debate is ● ask any questions they have about debates
and how it works ● sit in their groups
● split the class into two ● create arguments based on their side
groups ● participate in the debate
● have one group create
arguments for the need
of water
● have the other group
create arguments for
why we do not need
water
● allow 10 to 15 minutes
for students to finish their
arguments
● have the students
participate in a debate
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:
● discuss the results of ● give input on what they think the outcome of the debate
the debate was
● explain what an opinion ● ask any questions about an opinion
is ● write a short opinion piece based on what they thought
● have the students write about the debate topic and results
an opinion piece based
on their thoughts from
the debate