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Inquiry Based Lesson Plan Template 0
Inquiry Based Lesson Plan Template 0
Objective (Explicit):
● The student will be able to utilize given isotopes masses and abundances of an “element” in order to calculate
it’s average “atomic” mass.
The students will turn in their lab reports with filled in data tables covering how to determine average “atomic”
masses of beans.
The students will also complete a Kahoot-style quiz and be asked several questions to assess their knowledge of
isotopes and how to calculate them. The questions will be:
1. An element has two isotopes. One isotope’s mass is 12.00 amu and it’s abundance is 98.9%. The other
isotope’s mass is 13.003 amu and its abundance is 1.10%. What is the average atomic mass of this
element?
a) 1201 amu
b) 12.011 amu
c) 12.5 amu
d) 13.7 amu
2. Isotopes have:
a) the same number of protons, but different number of neutrons
b) different number of protons, but same number of protons
c) different number of protons and neutrons
d) same number of protons and neutrons
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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?
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● Advise students to get into their lab groups
and complete the lab along with the
worksheet (but telling them that the post lab
questions section is to be done after the
vocab activity and is optional).
Co-Teaching Strategy
◻ What co-teaching approach will you use to maximize student achievement?
IMT will walk around with me and monitor progress during the lab and answer questions students might have.
Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ How will you anticipate students that need an additional challenge?
Students who need modifications will be allowed to work with a partner to fill in the worksheet and collaborate with their measurements.
Additionally, students who need modifications could have an option to have half of the amount of beans (so counting is decreased).
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 Engage before moving on?
Co-Teaching Strategy
◻ What co-teaching approach will you use to maximize student achievement?
IMT will monitor for students not using their cellphones or eating food
Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ How will you anticipate students that need an additional challenge?
Students who need accommodations will be given a list of a few major points from the lab and be allowed to rephrase them
using their own words.
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?
Co-Teaching Strategy
◻ What co-teaching approach will you use to maximize student achievement?
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IMT will hold the cotton ball up next to two of the bean types to demonstrate what I am asking.
Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ How will you anticipate students that need an additional challenge?
Students who need modification will be allowed to collaborate with the IMT or a fellow students to talk through the question
and the teacher or IMT can bring up guiding questions to help the student understand the process required to reach the
answer. The student can also have access to the definition of isotopes with key words bolded (such as the SAME element).
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)?
Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ How will you anticipate students that need an additional challenge?
Students who need modifications will be given a premade triangle with the vocabulary words already in place. The sheet
would also have the definitions and the terms written on the page so students can reference them.
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