TD - Inquiry Lesson Plan

8/20/2019 TD - Inquiry Lesson Plan

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SINGLE SUBJECT CREDENTIAL PROGRAM SCIENCE LESSON PLAN

TEMPLATE Revised 4.15For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at

wwwsscphandbookorg

Name CWID Su!e"# A$ea

Thong Thi Dinh Foundational Level General ScienceC%ass Ti#%e Less&' Ti#%e U'i# Ti#%e G$ade Leve%s Ta% Mi'u#es

Life Science Let’s Take a CELLeInvestigation ofCells

7th 22 !inutes

STANDARDS AND LESSON OBJECTI(ESNe)# Ge'e$a#i&' S"ie'"e S#a'da$ds C&mm&' C&$e S#a#e S#a'da$d C&''e"#i&'s

MS-LS1-1 Conduct an investigation to provide

evidence that living things are made of cells; either

one cell or many different numbers and types of cells.

6.EE.9 Use a model to represent two variables and

depict its relationship to one another

Less&' O!e"#ive*s+ Evide'"e

Given different examples of both non-living and livingthings, students will be asked to observe them and

make predictions based on prior knowledge to supporttheir analysis of living and non-living things!.

"tudents will investigate various unknown substances

to determine if living things are present by observing,obtaining# collecting data observational data!,

analy$ing which substance has living things in them.

"tudents will be able to construct a lab write up by

using their U%&' worksheet as a guide to show theirunderstanding of cells and its importance to livingthings.

"tudents will engage in class discussions after working

on their U%&' worksheet. "tudents will produce in

writing as well as spoken language, what they studentand partners! remember are compartments#factors to a

living organism.

"tudents will investigate four unknown substances

with their group mates group of (! in determining

which substances have living things present in them."tudents will practice investigation by filling out a

U%&'! worksheet showing their in)uiry process in

their determination of the substance consisting of a

living organism. "tudents will work in groups but will

produce their own write up at the very end of theinvestigation * providing reasons for their conclusion.

"tudents will articulate their understanding of cells and

its importance to living things by constructing a lab

write up. STUDENT ASSESSMENT

T,-ePu$-&se/&"us &0

Assessme'#Im-%eme'#a#i&' /eeda" S#$a#e2, 3& I'0&$ms Tea"i'2

EL &he purpose of an entrylevel assessment is to

know what students

already understand andto access students+ prior

knowledge. &he entry

level assessment willallow the teacher to

observe which student

is taking part in the

class discussion as wellas see who when

students are in partners!

"tudents will enter theclass knowing to use an

U%&' chart * and

filling in the firstsection; what they

know prior

knowledge!. ext, theteacher will start class

by posing a )uestion in

regards to cells and

living things. "tudentswill volunteer to share

their knowledge#

rgani$ing whatstudents share in the

class discussion.

ngage students withclassroom discussions.

&eacher will provide

direct feedback duringclass discussion as well

as clarify any

misunderstandings.

&his will allow theteacher to know

preconceptions and

misconceptions aboutstudents+ ideas for

living things and its

characteristics. &hiswill be used as a guide

to alter# modify

instruction.

http://www.sscphandbook.org/http://www.nextgenscience.org/next-generation-science-standardshttp://www.sscphandbook.org/http://www.nextgenscience.org/next-generation-science-standards


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is participating and

who is not * allows for

differentiation ofstudent knowledge as

well as modifications to

instruction.

understandings. %f nostudents volunteer, the

teacher will randomly

select students to sharetheir prior knowledge.

%n short, start with a

discussion about whatstudents know.

PM

&he focus of this

progress monitoringassessment is to allow

the teacher to

continually assessstudents and determine

if any ideas#concepts

need to be re-taught in

another form. /llowsthe teacher to see

where students get

stuck or is confused. %naddition, it allows

students to actively

engage in the learning process.

&echer will provideconcise instructions aswell as walk around the

classroom, asking

student )uestions,calling up target

students, listening in on

group discussions * ask students if they

understand the

experiment procedures.

%f students are askingsimilar )uestions * the

teacher will clarify for

the whole class."tudents will actively

engage in the

investigation# lab."tudents will fill in the

U%&' worksheet as

they are completing theinvestigation.

%nstant direct feedbackwhile walking around

the classroom and

listening in on groupdiscussions!, engage

students with classroom

discussions.

&he teacher can focuson different levels of

bloom+s taxonomy with

my students and useappropriate pedagogy

to address their

challenges.

S 'ab write up

"tudents will utili$eU%&' worksheet toarticulate their

understanding and

knowledge of cells andliving things. &eacher

will provide students

with a template for thelab writeup0 1or

nglish learners and

"pecial eeds;

sentencestructures#frames will

be provided within the

template; whereas,advanced students will

be provided with a

template withoutsentence frames.

"tudents will peerreview their partners+

lab write up and

provide comments,

suggestions, and edits by following along

with the provided

rubric. &hen, studentswill correct their work

to turn in for a final

review from the teacher using the same rubric!.

/llows the teacher to

see what their students

can produce from theinvestigation. %f needed

teacher can re-teach any

concepts#ideas byrelating the information

to student+s lives.

/OCUS O/ INSTRUCTIONI's#$u"#i&'a% S#$a#e2ies


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U%&' * strategy to engage students in investigation. "tudents will open the lesson with telling me what theyknow and then formulating )uestions about the characteristics of living things. &hen students will create their

own hypothesis that is testable and falsifiable. 2odify a procedure to conduct the investigation.

Concept maps, facilitative )uestions, and group work will be supporting strategies.

3air share * students will share their thoughts, knowledge, and predictions with their partners to practice

collaborative talk.

Class discussion * students will share their prior knowledge and understanding as a class. &eacher can assessstudents+ prior knowledge which can provide insight in modifying instruction.

4eterogeneous mixed lab groups * students will be placed in groups that will promote students to actively

engage in the investigation.

Less&' I'#$&du"#i&'A'#i"i-a#&$, Se#Time Tea"e$ D&es S#ude'# D&es

5ay 60

67

mins

&he teacher will provide an investigation procedure worksheet U%&' * Using %nvestigation

&o 'earn worksheet! for students.

&he teacher will pose the )uestions for students to

then discuss what they wrote down as a whole

class.

/fter, the class discussion, the teacher will then

begin the next part of the lesson by providing a

short )uick review of non-living versus livingthings and its characteristics.

&he teacher will provide some key notes; brief

overview of cells and living things. ext, imagesas well as animations# gifs of both non-living and

living things will be present for the class toobserve and compare# analy$e.

&hen, the teacher will provide four videos *

showing the ( unknown substances.

&eacher will then ask students to create their own

hypothesis in determining which unknownsubstance they think contains living things.

Upon entering the classroom, students will know

to pick up an U%&' procedure worksheet. ncethey are seated, students will look at the board to

look at the ob8ective of the day as well as the class

agenda * and write down their homework intotheir agendas. nce students write down their

homework and do the normal routine * students

will begin their U%&' procedural by writing downwhat they know when addressing the )uestion0

9:hat are the characteristics of a living thing

:hat are cells :hy are cells important<

"tudents ask more )uestions about the topic and

provide their thoughts, knowledge about the topic

to the class.

:hen the teacher is providing with

images#animations of nonliving and living thingsstudents are discussing with partners, students

will predict and analy$e those provided images#

animations in specifying if it is non-living orliving thing.

:hile viewing the four videos simultaneously,

students will create their own hypothesis indetermining which substance has living things

present.Less&' B&d,Time Tea"e$ D&es S#ude'# D&es

5ay 60

(=

mins

&he teacher will briefly go over the procedures

for the lab * determining the living thing in

unknown substances. %n addition, to going overthe procedures, the teacher will do a )uick

modeling in regards to the lab setup. / )uick 67-

6= minutes modeling of preparing a microscope

slide as well as using the microscope.

3rior to this, students have already been taught on

how to use a microscope as well as how to

prepare a microscope slide. %f students forget *they will need to refer back to their notes or the

provided handout from the teacher. /lso, a )uick

demonstration will be carried out by the teacher!

nce the teacher has given instructions and the


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3rior to the beginning of school, the teacher will

set up the lab stations; take out the microscopes,microscope slides, cover glass, place unknown

substances on test tube racks!

nce the )uick demonstration is over with, the

teacher will walk around the class, observingstudents as well as 8oining in on lab groups to 8oin

in on their conversations.

&eachers will also ask students )uestions, to

informally assess students and check for theirunderstanding throughout the lab 8ust in case

direct clarification is needed. &eacher will also

check in with students; especially, special needsand nglish learners.

green light to begin their lab investigation * thelab area#station will be setup for students; all

students need to do is obtain the four unknown

substances; students will get into their lab groupswhich is a heterogeneous mix of students!. &hey

will discuss their entire hypothesis and as a group

work together to determine which unknownsubstance consists of living things present.

"tudents will work collaboratively with group

members as well as work together to make sureall members are contributing to the lab work.

"tudents will observe, collect data, discuss, and

come to an agreement with their decision indetermining which unknown substance has living

things present in them. "tudents will also provide

feedback for the teacher while the teacher is goingaround the class and visiting each lab groups.

"tudents will actively engage in the investigation

and continue to fill out their U%&' worksheet.Less&' C%&su$eTime Tea"e$ D&es S#ude'# D&es

= mins

5ay >-

(

&owards the end of class, the teacher will issue an

exit ticket0 "tudents are asked to answer the

following06. 'ist the characteristics of a living

thing

>. :hy are cells important?. %n your group, what did you contribute

to the lab

/s students are walking out of the classroom, theteacher is collecting the exit slips and making

sure all three )uestions are answered by each

student. :hile students are leaving, the teachercan also be checking for understanding.

5ay (0 the following day after completion of thelab investigation! &he teacher will provide

templates for students in regards to writing their

lab write up. @1or advanced learners, a template

without sentence frames will be provided; nglish'earners and "pecial eeds students will be

provided with a template as well as the sentence

frames or sentence structures.A &he teacher willalso provide a rubric for students to follow and

allow them to see what is expected to receive a

certain amount of points.

&eacher will also provide examples# model a lab

write up for students, especially special needsstudents and nglish learners.

"tudents will answer the )uestions provided from

the teacher in regards to the exit slip. %n order for

students to leave the classroom, all )uestions needto be answered.

"tudents will work on their lab write up byreferencing back to their U%&' procedure

worksheet. "tudents will articulate their

investigation through writing.

"tudents will peer review their partner+s lab write

up by using the provided rubric. "tudents will

provide thoughts, comments, and suggestions ontheir partner+s write up. ext, students will work

on improving their lab write up by taking into

consideration their partner+s suggestions#comments.


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5ay >#?0 &eacher will go over the rubric for

students to remind them what is expected to

receive what# how many points. &eacher will thendirect students to peer review their partners+ lab

write up. ext, the teacher will allow students to

edit and fix their lab write up for later finalreview done by the teacher.

5ay ?#(0 &eacher will collect students lab write up

and then use the same rubric to grade studentswork.

I's#$u"#i&'a% Ma#e$ia%s6 E7ui-me'#6 a'd Mu%#imedia

%nvestigation 3rocedure :orksheet

&icket out the door slip exit slip!

2icroscope2icroscope slides, glass cover

Unknown substances for lab * lab e)uipment

Guided lab materials * worksheets# visuals/nimations# technology multimedia'ab write up templatesC&8Tea"i'2 S#$a#e2ies

ne teach, ne assist

DI//ERENTIATIONE'2%is Lea$'e$s S#$ivi'2 Reade$s S#ude'#s i# S-e"ia%

NeedsAdva'"ed S#ude'#s

Use visuals

Use graphic organi$ers3rovide instructions

slowly, but very specificand concise

xtra time with text

5raw out the procedures3rovide a word wall

Use non-examples when

teaching meaning

3rovide reading guides3rovide visual procedures

Guided notes# worksheets

with sentence frames3rovide instruction for

students to pay attention

to specific characteristicsof living things

1ocus on vocabulary

3rovide visuals

3rovide various types of

assessments

3rovide compartmentali$einstruction

Check in with students

often/545 * sit near the

teacher, chunk

instructions and procedure, check in with

student often

3roximity is key, allowthem to get out of chair if

needed to be

:hen students are

working on their lab writeup, the sentence

structures# frames will be

taken out and only atemplate of the format

will be provided for the

students. &he teacher willencourage advanced

students to create their

own sentence structures.

RE/LECTION9 SUMMAR:6 RATIONALE6 AND IMPLEMENTATION

/t the beginning of class before instruction, students will know to grab a U%&' chart to complete the firstsection, 9tell me what you know,< for this investigation lesson * this U%&' chart will be completed throughout

the investigation lesson# class period. &he teacher will then start class with a class discussion by asking for

students prior knowledge in regards to cells and living things. "tudents are expected to volunteer and share theirthoughts, knowledge, and understandings * if no students volunteer, the teacher will randomly call on students

or provide extra scaffolding )uestions. &hese )uestions that the teacher poses will be about cells, living versus

nonliving things, characteristics of cells, etc. &hese )uestions are directed to allow students to dig deep into their prior knowledge about what they have been taught already about cells and living things. &he purpose of

assessing prior knowledge is to provide the teacher with a basis in what students know or understand. %t is also


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useful in reference to needing to clarify or make clear of any students preconceptions# misconceptions. &his will provide teacher with the knowledge in whether or not modifying or ad8usting instruction is needed. ext, the

teacher will )uickly go over characteristics of living things, cells and its compartments to clarify if needed. &he

teacher will provide examples of both non-living and living things for students to see the difference between thetwo. /fterwards, students will be asked to carefully predict with their partners if the provided examples; in

images# animations# videos gifs! are considered living or non-living. &hen, the teacher will provide direct

feedback by telling the class if it is living or non-living. &his will allow for students to see different examples ofnonliving and living things, which will provide for a great basis when proceeding to the investigation. ext, the

teacher will provide ( videos of the unknown substances short pre-recorded videos! where students will thencreate their own hypothesis in determining which substance has living things present. /fter the students create

their hypothesis, the teacher will then )uickly and explicitly show students a model of the investigation procedural process; practicing using the microscope, creating a microscope slide using an unknown substance

and glass cover slip. &hen, students will be asked to carry out their investigation; creating their microscope

slides for each unknown substances in heterogeneous groups of four. "tudents will work together to collect dataand collaboratively come to a decision on which unknown substance contain living things in them. "tudents will

continue to complete their U%&' chart as well as contribute to the group work in investigation. /s students are

working on their investigation, the teacher will continue assessing students by informally asking students)uestions * walking around the class and visiting each lab group; 8oining in on their conversations; looking at

their observational data, making sure students are participating and contributing to the lab work as well as

checking in with nglish learners and special needs students. &owards the near end of class, students will beasked to complete an exit slip by answering three )uestions provided to them. &his will act as a ticket out the

door for students; in order for students to leave, all )uestions must be answered. &his assessment will allow the

teacher to see if students were able to grasp the idea. /fter students have completed the investigation portion *

they will be asked to show their understanding by articulating their knowledge in writing by constructing a labwrite up. "tudents will be provided with a rubric so they will know what is expected to do to obtain a certain

grade. &he teacher will provide a template for all students but variations will be present0 for "pecial needs and

nglish learners, sentence frames# structures will be provided whereas, for advanced students, no sentenceframes will be provided * the teacher will encourage advanced students to critically think and create their own

sentences. /fter students have completed their write up, they will carry out a peer review using a provided

rubric to write down suggestions, comments and score their partner+s write up. ext, students will be given time

to review and edit their write up if wanted based on their partner+s comments and suggestions. 'ast, the teacherwill collect the students write up for a final review and final grade.

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TD - Inquiry Lesson Plan