Inquiry Based Lesson Plan Template 0

Inquiry (5E) Lesson Plan Template
Teachers: Shannon Sipes Subject: High School Chemistry
Common Core State Standards:

● S5C1PO8: Explain the details of atomic structure (e.g., electron configuration, energy levels, isotopes).
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.
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.
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
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?
SWBAT identify what isotopes are

SWBAT calculate average atomic mass of an element (such as beans, given three different types)
SWBAT define content vocabulary
SWBAT know the relation between isotopes, protons, neutrons, and average atomic mass.
Key vocabulary: Materials:
Isotopes, protons, neutrons, elements, atomic mass, Navy, Kidney, and White Beans, paper, writing
percent abundance, average utensils, lab worksheet, scale, beaker/weighing
container, calculator, chromebooks/cell phones to
take kahoot quiz
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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?
Teacher Will: Student Will:

● Show students a short clip about ● Write down notes from the video
isotopes: ● Discuss with their table their
https://www.youtube.com/watch?v=xj ideas/answers to the posed
Y5p-1CDr8
questions
● Ask students to share with their table
where they might think the average
atomic mass comes from (ie. What is
it an average of)
● Ask students if all elements are
carbon, what makes them different?
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”?

● Describe and demonstrate the lab activity ● Observe the teachers modeling of the
the students will be performing lab activity and write notes in the lab
● Show the students the beaker of beans worksheet
they will be getting, which consists of ● Get into lab groups and work though the
kidney beans, white beans, and navy
isotopes lab as instructed while filling
beans.
out the worksheet.
● Demonstrate how the students will be
separating their beans into piles of the
same bean type/color.
● Explain how students will be counting and
recording the number of beans in each
category into the tables on the lab
worksheet.
● Show how students will use the scale to
obtain the weight of the individual types
beans (mass of the beaker-mass of the
beaker and beans).
● Perform a sample calculation of the bean’s
average atomic mass.
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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?

● Once all groups have completed the lab, ask ● Summarize the overall idea of the lab and how it
students what the overall idea they gathered relates to elements on the periodic table.
from the bean exploration experiment
completed and have them tell it to their shoulder
partner as if they were telling a 6th grader.
IMT will monitor for students not using their cellphones or eating food
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?

● Ask students if they could still effectively ● Answer the posed question
conduct the experiment if cotton balls replaced
one of the bean types (answer: no, not the
same “element”/object).
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IMT will hold the cotton ball up next to two of the bean types to demonstrate what I am asking.
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)?

● Have students complete a ● Draw a triangle and put each
vocabulary strategy (vocab word at the corners of the
triangles) by: triangle.
● Have students bring out a piece of
● Think of ways to create a
paper and draw a triangle with
sentence with the different
three terms at the points of the
triangle (terms=neutrons, average combinations of the words.
atomic mass, isotopes). ● Tell the class their sentence if
● Show students a chart that has called on.
the three terms, their definitions,
and a picture representing them.
● Have students write sentences
using the neighboring words on
the sides of the triangle and one
sentence including all words in
the middle of the triangle.
● Call on students randomly to read
their sentences and correct if
needed.
IMT will walk around with the teacher and check for understanding of the vocabulary activity and to observe their process for
creating sentences.
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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Inquiry Based Lesson Plan Template 0

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Inquiry (5E) Lesson Plan Template

Teachers: Shannon Sipes Subject: High School Chemistry

Common Core State Standards:

Evidence of Mastery (Measurable):

Sub-objectives, SWBAT (Sequenced from basic to complex):

SWBAT identify what isotopes are

Teacher Will: Student Will:

Teacher Will: Student Will:

Teacher Will: Student Will:

Teacher Will: Student Will:

Teacher Will: Student Will:

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