Inquiry-Based Science Lesson Plan

PLEASE READ CAREFULLY BELOW / PLEASE SEE ATTACHED LESSON PLAN EXAMPLES/ AND ATTACHED DOCUMENT
Develop aligned and comprehensive inquiry-based learning lesson plans. USE THE TEMPLATE BELOW.
Please be sure to read the Lesson Plan Feedback I posted ALL THE WAY BELOW about THE "Lesson Plan Alignment" resource.
Additionally, see THE ATTACHED Inquiry Lesson samples construct measurable, scaffolded and aligned lesson plans...
Inquiry Science Lesson Part 1(Key Assessment).
(NAEYC 1c, 3c, 3d, 4c, 5a, 5b, 5c; ACEI 1.0, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4.0; NSTA 1, 3, 5, 6, 7, 8).
Candidates will plan an inquiry-based science lesson using a constructivist learning approach. Submit a written lesson plan for the grade level you intend to teach, using a constructivist format. Be sure to utilize the rubric
provided to check your work and include the following lesson plan and supporting artifacts:
1. The written lesson must include:
• Grade Level & Topic – e.g., grade 2, Properties of Liquids
• Standards - New York State Learning Standards for science content and process AND Next Generation Science Standards (be sure to include Science and Engineering Practices). Write standards out in their entirety, including appropriate numbers. NYS Standards should be written at the Performance Indicator Level
1. Student Learning Outcomes (objectives)- 2-5 objectives that are clear, measurable, specific, and standards-based.
**Use the Blooms Taxonomy chart provided to construct measurable, observable goals. Doing this will support alignment between lesson objectives and the lesson assessments. (lesson plan alignment).
http://www(dot)bloomstaxonomy(dot)org/Blooms%20Taxonomy%20questions.pdf
2.
http://www6(dot)bloomstaxonomy(dot)org/?template=ARROW_3&tdfs=0&s_token=1688076534.0488900000&uuid=1688076534.0488900000&term=Taxonomy%20Learning%20Management%20System&term=Taxonomy%20And%20Content%20Management&term=Student%20Corporate%20Learning%20Management%20System&term=Curriculum%20Management%20Software&searchbox=0&showDomain=0&backfill=0
• Also see Syllabus.
• Materials: - what materials are needed to successfully complete the lesson? May include science materials, books, instructional technology, etc.
• Time Estimate – How long will this lesson take?
• Procedure: (provide adequate detail in each area so that another teacher could use your lesson plan, including key questions to ask students)
o Phase I – Engage
o Phase II – Explore
o Phase III – Explain
o Phase IV – Extend/Elaborate
o Phase V –Evaluate (This is your assessment – indicate how you will know students are meeting your objectives)
o Phase VI-E-learning (what instructional technology resources will support students’ learning?)
2. Two supporting artifacts reflection: pick ONE of the learning objectives for this lesson and submit two assessment samples that support achieving that one learning goal. These can be formative and/or summative assessments. The purpose is to demonstrate that we can design varied assessments to accommodate and meet the needs of a diverse learning population by differentiating our instruction. Be sure to explain in a few sentences how these assessments of student learning will inform instruction. Additionally, think about why you would use these activities specifically to assess student learning and why and how would you use these assessments to inform your practice to help students meet intended learning goals?
**(Examples would be: teacher-made assessments, worksheets (modify as needed and please source the website if you use one), photos of student work, a detailed explanation of the assessment, digital resources you would use, etc.
• Written Convention- Ensure that you use proper spelling, grammar, etc.
**Be sure to review the rubric to understand how you will be graded on this assignment.**
The written lesson should include: USE THIS TEMPLATE
Constructivist Lesson Plan Format
Lesson Plan Team Members:
Science Subject Area and Grade Level:
New York State Science Learning Standards:
Objective: The specific objective for your lesson based on the New York State Science
Learning Standards.
Criteria for Success: Describe how you will know students have attained the understanding embodied in the objective.
Resources: What resources will you and the students use?
Adaptations: Describe how you will adapt the lesson to account for two of the following categories: Special Needs Children, Second Language Learners, Individual Learning Styles and Gardner’s Intelligences.
Engage: Describe you will capture the children’s attention and help the children access prior knowledge.
Explore: Describe how you will give students an opportunity to think, plan and organize collected knowledge.
Explain: Describe how you will involve students in an analysis of their experiences. Use reflective activities to help students clarify and modify their understanding.
E-Learning or SMART Board Activities: Describe how you will involve students in an online learning situation or SMART Board activity that offers opportunities for additional review or exploration.

Extend: Explain how you will give students the opportunity to expand and solidify their understanding of the objective and apply what the students have learned.
Evaluate: Describe your final evaluation technique. Also describe how you will evaluate throughout the lesson and how you will involve students in evaluating his or her progress.
Learning Objectives: Stems and Samples to support Lesson Alignment
Generally, learning objectives are written in terms of learning outcomes:
Think: What do you want your students to learn and provide measurable evidence of (through your instructional design) as a result of the lesson? We learn by doing. I can read a manual on how to ride a bike thirty times, but I learn how to ride the bike by doing it...think of this in terms of how we build and bring our teaching to authentic learning. How can we construct scaffolded and achievable lessons that allow students to transfer the skill/s. I can teach all day, but we need to ensure learning. I need to evaluate and assess the outcomes of my students to inform my practice. Then, I revise, modify and extend based on that feedback. Thus, assessment is ongoing and we need to create active, measurable and observable learning goals.
Additionally, here is an excellent Blooms Taxonomy link:
https://www(dot)utica(dot)edu/academic/Assessment/new/Blooms%20Taxonomy%20- %20Best.pdf
Follow the three-step process below for creating learning objectives.
1. Create a stem. Stem Examples:
Student will be able to...
After completing the lesson, the student will be able to . . . After this unit, the student will. . .
At the conclusion of the course/unit/study the student will . . .
2. After you create the stem, add a verb: analyze, recognize, compare, construct list, etc. For a list of action verbs see below.
3. One you have a stem and a verb, determine the actual product, process, or outcome:
The student will be able to sequence the beginning, middle and end of a story.
Below you will find numerous examples of learning objectives used by teachers. Modify them as necessary to create standards-based aligned lesson plans.
ELA Examples
After completing the lesson, the student will be able to:
• record his or her understanding/knowledge by creating pictures . . .
• use the vocabulary of _____ (shapes, colors, etc.) to describe _____ (flowers, etc.)
• explain the meaning of the word(s): _____.
• generate ideas and plans for writing by using _____ (brainstorming, clustering, etc.)
• develop a draft . . .
• edit a draft for a specific purpose such as _____ (word choice, etc.)
• compare and contrast the differences and similarities between the two main characters from _____ and _____.
• identify the definition of _____ (fables, fairy tales, etc.).
• define the literary term _____.
• re-tell in his/her own words _____.
• summarize the plot of _____.
• make inferences from the text . . .
• list (or identify) three facts about . . .
• analyze the main theme of a text by constructing . . .
• illustrate the main idea of a short story...
• represent textual information by _____ (drawing, painting, etc.)
• list the literary devices found in _____.
• state an opinion about _____, using examples from the text to support the opinion
• compare the experience of _____ (a character in a text) to his or her own life
• list the primary plot details in _____ (a text, short story, novel, or drama)
• compare and contrast three different versions of _____ (Cinderella, The Three Little Pigs, etc.)
• write a narrative version of _____, with appropriate plot characteristics of the genre
• compare excerpts of _____ (a novel) to first-hand accounts of _____ (the Civil War, WWI, etc.)
• describe _____ (Victorian, Elizabethan, etc.) attitudes toward _____ (a social concern, a vice, a virtue, an event, etc.)
• analyze _____ (a character's) desire to _____
• list elements of _____ (a writer's) style in _____ (a text)
• identify and trace the development of _____ literature from _____ to _____
• define basic literary terms and apply them to _____ (a specific text or work)
• produce an effective essay which details _____
• produce an effective persuasive essay which takes a stand for/against _____
• use the work of _____ as inspiration for a representative piece about _____
• draw parallels between _____(a text) and _____ (a text)
• explore the nature and implications of _____ (a vice, a virtue, a societal concern, a characteristic, etc.)
• explore allegory in various works of children's literature . . .
• recite a poem (or excerpt of text) with fluency
• use specific examples in _____ (a text) to illustrate an aspect of human behavior
• compose a _____ (haiku, verse, rhyme, poem, etc.)
• describe the traditional rules and conventions of _____ (haiku, the personal essay, etc.)
Math Examples
After completing the lesson, the student will be able to:
• sort _____ by _____ (color, size, etc.)
• follow directions to create _____ (a product)
• acquire data by measuring with _____ (a yardstick, etc.)
• display data using _____ (a graph, etc.)
• calculate . . .
• identify and describe _____ (polygons) using the language of _____ (geometry)
• record observations of . . .
• exercise the skills of _____ (multiplication, addition, etc.) by solving . . .
• discuss, interpret, and ascribe meaning to the organized data . . .
• explain the elements of _____ (a pictograph, etc.)
• use collected data to answer the question(s): _____
• construct _____ (picture graphs, bar graphs, etc.)
• create a series of mathematical steps to be used to . . .
• plot a set of points of graph paper . . .
• interpret the results of the calculations . . .
• solve a numerical expression using _____ (the standard order of operations, etc.)
• use a spreadsheet to calculate . . .
Science Examples
After completing the lesson, the student will be able to:
• recall information about the reading . . .
• develop a basic knowledge of _____ (the solar system, etc.)
• record observations about . . .
• record and compare facts about _____ (the sun, moon, etc.)
• collect, organize, display, and interpret data about _____
• create a visual representation of _____ (the water cycle, etc.)
• identify states of matter . . .
• create a concept map of . . .
• identify relevant questions for inquiry
• sequence and categorize information . . .
• demonstrate learning by producing a _____
• present their findings of _____ to the class
• compare and contrast characteristics...
• sequence the life cycle of....
Social Studies Examples
After completing the lesson, the student will be able to:
• place events in chronological order and describe how . . .
• create a timeline of events . . .
• record his or her knowledge using pictures . . .
• connect his or her own experiences with . . .
• recall information about _____ (a topic) using a CD, the Internet, an encyclopedia, etc.
• identify the contributions of _____ (a person, an event) to _____ (the nation, the process, etc.)
• identify the causes and effects of . . .
• identify relevant questions for inquiry
• organize and interpret information using _____ (graphs, charts, political
cartoons, etc.)
• create Venn Diagrams which compare and contrast . . .
• analyze time period similarities and differences...
Action Verbs for Learning Objectives
Abstract Activate Acquire Adjust Analyze Appraise Arrange Articulate Assemble Assess Assist Associate Breakdown Build Calculate Carry out Catalog Categorize Change Check Cite Classify Collect Combine Compare Compute Contrast Complete Compose Compute Conduct Debate Decrease Define Demonstrate Describe Design Detect Develop Differentiate Direct Discuss Discover Distinguish Draw Dramatize Employ Establish Estimate Evaluate Examine Explain Explore Express Extrapolate Formulate Generalize
Identify Illustrate Implement Improve Increase Infer Integrate Interpret Introduce Investigate
Construct Convert Coordinate Count Criticize Critique
Judge
Limit List Locate Maintain Manage Modify
Name
Observe Operate Order Organize Perform Plan Point Predict Prepare Prescribe Produce Propose
Question Rank
Rate
Read
Recall Recommend Recognize Reconstruct Record Recruit Reduce Reflect Relate Remove Reorganize Repair Repeat Replace Report Reproduce Research Restate Restructure Revise Rewrite Schedule Score Select Separate Sequence Sing
Sketch Simplify Skim
Solve Specify State Structure Summarize Supervise Survey Systematize Tabulate Test Theorize Trace Track Train Transfer Translate Update Use Utilize
Verbalize V erify Visualize
Write