Inquiry Uh Lesson Plan Template
Inquiry Uh Lesson Plan Template
Inquiry Uh Lesson Plan Template
Note: Instructional suggestions for each section are provided in blue text. Delete all blue text and replace it with your own.
Lesson Overview
Content Area TEKS Include all content TEKS that your Lesson targets.
Standards Alignment 9A: The students are expected to: identify the basic needs of plants and animals
https://tea.texas.gov/curriculum/teks/
ELPS N/A
Objectives I can identify what are the plant’s basic needs in order to grow and survive
Assessment
How will you summatively assess student
mastery? In our science journals we will record the progress of our plants over the course of a
NOTE: The summative assessment might week seeing how the lima bean is affected by the exposure of sunlight, water, air,
not be a part of this lesson.You can also use and space At the last day of our observations students will be required to write a
this space to describe your post assessment. three sentence conclusion stating what they noticed about the plant growth and
what affected the growth of the plant
How will you formatively assess student Throughout the lesson I will be asking questions to check for understanding. At the end of the lesson
mastery? For formative assessment, just could also represent a formative assessment to drive later instruction where students will be asked to
generally describe what you will be doing. draw what a plant that has all their basic needs met versus a plant who does not get their basic needs
Specific questions will be included later in the met and what would that look like
lesson plan.
What are your plans for adjusting the pacing For my struggling learners I would slow down the pace and speak with more emphasis
of the unit for struggling learners? on the more complex parts. Students may need more guidance hence I would
prompt them to make more connections to what we are learning to help them
solidify what we are learning now.
Resources/Materials/Tools
Non-Technology resources
and rationale for why each is ● Lima beans for each table row
vital for instruction: ● Baggies for the lima beans
● Spray bottle filled with water
● Science journal to make recordings
Managing Student Behavior: You can’t teach them if you can’t reach them!!!
When and how will you establish rules for Behavior Expectations for the Lesson
learning and behavior during the lesson? ● following along and answering questions to participate in the lesson
What will it look and sound like if students are How Engagement will look and sound in the lesson
engaged vs. compliant in the lesson? ● Making eye contact, following along at the teacher speaks, listening
with their whole body
How will you allow for movement, transitions
or brain breaks to capitalize on engagement Plan for movement, transitions, or brain breaks, if applicable.
and performance ● transitions between desks and floor will be done by calling table rows
Engage - Activate prior A step-by-step description of the scope and Address the following for Address the following for each part of
knowledge sequence of lesson activities, with estimated each part of the lesson plan”: the lesson plan:
Explore- Students will time on task noted in parentheses for each
plant their own lima beans step. In other words, completely describe Grouping of students: Questioning: What kinds of things do
in a baggie the flow of the lesson, the content to be grouping of students will be plants need to grow? How do plants get
based on their table rows. The their water? Can you think of ways
Explain - TC will go over presented, and the strategies to be used. The
benefit to this is that students plants adapt to different environments?
notes that is to be either more detailed you make this description, the are in a mixture of abilities
written on printed notes or more likelihood you will anticipate any meaning students get to be How will you make sure that you are
in their journals challenges or teachable moments that might exposed to a variety of ideas. calling on volunteers, non-volunteers,
Elaborate - Students will occur. Include actual words you will use and and a balance of students based on
watch a video to help questions you will ask students. Consider Differentiation - Enrichment ability and sex? Students will be called
elaborate what they items such as: parts of the lesson that might and Remediation: Students on a volunteer basis or called randomly
learned be difficult, and how you will know whether will be exposed to the content using popsicle sticks
Evaluate - Students will you can go on; how to ensure that students in several different ways.
draw what a plant looks completely understand Tactile by physically touching Academic Feedback What type of
like when basic needs are directions before releasing them to work the lima bean, visual by seeing support or academic feedback do they
met and a plant whose independently; and what students will do if videos, auditory by listening to need to overcome such challenges?
basic needs are not met they finish their work early. lecture Plan at least 2-3 academic feedback stems
that are aligned to the learning goal so
Specific Accommodations that they can easily identify students who
and Modifications: Notes will are meeting those goals.
be written along with the
students and read aloud to
accommodate the students
with dyslexia
NOTES:
● Differentiation (Enrichment and remediation): Tailoring instruction to meet individual needs; differentiating the content, process, and/or product.
Consider cultural diversity, gifted, etc.
● Accommodation(s)- (A change that helps a student overcome or work around the disability); Remember, an accommodation is not lowering
expectations or teaching below grade level content/objectives.
● Modification(s)- (A change in what is being taught or what is expected from the student):
Helpful Links:
ESL Strategies Document
ESL Strategies Matrix
Opening _1__ minutes ● What is a need that's
What will students be doing
Opening: missing that’s similar
immediately after the bell
rings to kickstart class? (if ● TC will introduce learning to the needs of an
applicable) objective animal?
● Learning objective: I can identify ● Why do you think that
Engage
(motivational hook) what are the basic needs of the basic needs of
plants to grow and survive plants and animals are
so similar?
_10__ minutes
Engage Description:
● Students will be called by table
rows to come to the floor
● Go through PebbleGo
presentation about plants
○ Plants are considered to
be producers, why do
you think they are given
that name?
○ What is a need that's
missing that’s similar to
the needs of an animal?
○ Why do you think the
basic needs of animals
are similar to plants?
Conclusion Frame
Closing statement about
what they learned in the
lesson and what they will be
working on next. (Example -
“We have been adding
fractions in this
Evaluate Exit tickets with the five basic needs written on it