Inquiry (5E) Lesson Plan

Teachers: Subject:
Philip Dush Physics
Common Core State Standards:
 Arizona Content Standards for Science P2, P3, and P4
Objective (Explicit):
 By the end of the project students will have an understanding of the economics, logistics, roles and physics
that it takes to construct a structure.
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 will submit a rough draft on their project that shows what they will build, roughly how much it
will cost and the roles each student is associated with. Students will present their project in such a way
that
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?
Students will utilize the skills and knowledge they have gained about velocity, acceleration, force, kinetic
energy and potential energy to understand how roller coasters operate and how structures are build to
specified codes.
Key vocabulary: Velocity, Acceleration, Kinetic Materials: FAO Schwartz Build-A-Roller Coaster
Energy, Potential Energy, Budgeting Set, Chrome Book
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: Student Will:
Ask students inquiry based questions such as, how Students will talk with peers, and come up with
are structures built, and specifically, how is a roller ideas to answer the question and research the
coaster built. process of constructing a building/rollercoaster.
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: Student Will:
Prompt the students to expand their ideas of Organize into teams, assign roles to themselves,
construction to roles needed. Walk amongst and draft a blueprint of their roller coaster,
students to gauge their progress. culminating into eventually building the roller
coaster.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
Having two instructors walk the room asking leading questions to improve student thought process and answering questions
covers more ground and allows the instructors to engage more personally than superficially.
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
The differing roles will play to different student strengths. Financial/Scientific advisors are primarily focused on the math
aspect, drafters/builders will have a tactile/visual experience, and managers can will be for those with either leadership
qualities or social qualities.
Explain
 How will all students have an opportunity to share what they discovered?
 How will you connect student discoveries to correct content terms/explanations?
1
  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: Student Will:

Write down criticisms and accomplishments that Students who are presenting will show their work,
the students can use as feed back. advertise their roller coaster and give scientific data
(velocity, kinetic energy, potential energy) about
their roller coaster.
Students who are not presenting will be writing
down accomplishments and criticisms of those that
are presenting.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
Having two instructors give critics gives the students presenting a broader sense of what is good and what is not.
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
This again plays into the roles. The more social members will be able to present on the advertisement, those heavy in
mathematics will be able to explain the science better, and the builders/drafters can explain their planning process through
visuals.
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: Student Will:
Once again walk amongst the students to answer Take the criticism from presenting and fine tune
questions and ask inquiry based lessons. their rollercoasters while at the same time fine tune
their presentations into a richer product.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
With critics given out, students will have more questions and two teachers are able to cover more ground and explain more
fully with the extra time afforded to them.
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: Student Will:
Grade the students on another presentation based Present their final product. They will include their
upon a rubric given out from before. planning process, scientific data, and advertise the
attractions about their rollercoasters.
Students not presenting will watch the presentation
and ask questions they have afterwards.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
While one instructor is observing/grading the presentation, the other instructor will manage the students so that they will
reframe from being disruptive during the presentation.
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
The individual roles play to certain strengths. The more social members will be able to present on the advertisement, those
heavy in mathematics will be able to explain the science better, and the builders/drafters can explain their planning process
through visuals.