Entry Event: INQUIRY (5E) LESSON PLAN

Teachers: Alexis Yerby Subject:Science Grade:7th

Common Core State Standards: Construct and support an argument about how human consumption of
limited resources impacts the biosphere.
Objective (Explicit):
● Understanding of water conservation
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

Students are able to complete with 70% accuracy an assessment about water at a later date.
Answering questions like; how much of earth's water is usable water?
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 Understand the availability of water on Earth and Measure their water footprint.
Key vocabulary: Water footprint, direct and indirect Materials: computers, research/resources
water use
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:
Students are asked to answer the essential Students use their understanding of water and answer the
question. After they will discuss with a neighbor what they wrote.
question:What do you do on a daily basis that They will try to think of other uses that they did not already have
uses a lot of water? written down.

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:
Put research and other resources around the room to help students to Do research about water use and find other ways we use water
understand we have very little usable water and that we use water and how much water is available.
indirectly through producing products and food.
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?
Students who face challenges with organization and writing will receive a graphic organizer to help them with their thought processes.
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:
Explain that in their groups they will research virtual water use and help Work in groups to create a small one page poster answering the
them get to the conclusion. question how much water are we using? and how are we using
it?
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?
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 that they will be inventing a product to help decrease water Discuss in their groups how they can decrease water use at
use in the school. Let the students think about what they can do to school and what they can create to lower water usage.
decrease the use of water in their groups.

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:

Make sure the students understand the main point. And express the Explain to the class (and the teacher) what they put on their one
bigger picture that water is important. page and explain their understanding. They will also express their
ideas for an invention. The students will think about this idea and
come back to it later in the project.