Name: Meghan Locker
Date: November 10, 2015
Inquiry Based Science Lesson Plan
Professor Sandy Pesavento
Please list the following content for the plan, including 6 Es.
Subject Area
Essential Question(s)
Title of the Lesson
Grade Level
Estimated Time
Summary of the Lesson
Materials Required
Academic Standards
Objectives
Vocabulary
Procedure
(Science Lesson Plan-Planning for Inquiry6E Model)
Science
Where do we see electricity in every day
life?
Lights on, Lights off!
4th grade
40 minutes
Students will learn how electricity works.
Students will also conduct their own
experiment to make a light bulb light up
using a battery, wire and a light bulb.
Battery, light bulb, wire, Prezi, worksheet
4- PS3-2 Make observations to provide
evidence that energy can be transferred
from place to place by sound, light, heat,
and electric currents.
4- PS3-4 Apply scientific ideas to design,
test, and refine a device that converts
energy from one form to another.
SWBAT compare open circuits vs. open
circuits.
SWBAT create their own electricity
SWBAT repeat vocabulary terms
SWBAT hypothesize why static electricity
Electricity
Circuit
Static Electricity
Before:
Teacher will write the statement of
learning on the board.
Teacher will have students read out loud
the statement of learning.
Students will read aloud the statement of
learning (Engagement).
Teacher will ask a few volunteers to come
up to the board.
Teacher will ask students to rub the
balloon on the top of their head and stick
it anywhere in the room.
Students will rub the balloon on the top of
their head (Engagement) (Exploration).
Teacher will then ask students to go back
to their seat.
Students will go back to their seat.
Teacher will ask the class why the balloon
stuck to the wall.
Students will respond by saying that it
was static electricity.
Teacher will explain that static electricity
is only one type of electricity.
Teacher will ask students to repeat the
term static electricity (Explanation).
Teacher will bring up Prezi slide about
static electricity.
Teacher will go through slides.
Teacher will ask students to write down
the definition of static electricity
(elaboration).
Teacher will ask students what kinds of
charges the balloon and wall had.
Students will respond by saying the
charges were opposite so they attracted.
During:
Teacher will state that they will be
learning about electrical energy.
Teacher will ask students where they
think they get their electricity.
Students will respond, if they know
(Engagement).
Teacher will proceed to the Prezi slides
about electricity.
Students will watch a video on Power
Plants (e-learning).
Teacher will go over the slide about power
plants and the 2 types of circuits.
Teacher will explain how a battery works
in the Prezi.
Teacher will hand out materials for
experiment.
Students will conduct the experiment
(exploration).
Students will write down on their paper,
which ways worked and which didnt
(evaluation).
Teacher will walk around and ask
questions to the students (evaluation).
Teacher will ask a few students to come
up and show the class how they did it
(engagement).
After:
Teacher will ask students if they know
why this way worked and not other ways.
Students will respond if they know, if not
the teacher will respond (explanation).
Dry cell battery to conduct
electricity. We put the wire on both
ends of the battery, which closes the
circuit and reacts to the metal
inside the light bulb causing it to
charge.
Assessment
Adaptations or Accommodations
The teacher will be asking higher thinking
questions throughout the lesson. The
teacher will also be walking around
observing students while they conduct
their experiment. The teacher can also
collect the worksheet if there is time in
the end.
The teacher will have some worksheets
with the drawings on it already and lines
for students that cant write too well.
ENGAGEMENT
Describe how the teacher will capture students interest.
What kind of questions should the students ask themselves after the
engagement?
EXPLORATION
Describe what hands-on/minds-on activities students will be doing.
List big idea conceptual questions the teacher will use to encourage and/or
focus students exploration
EXPLANATION
Student explanations should precede introduction of terms or explanations by the
teacher. What questions or techniques will the teacher use to help students connect their
exploration to the concept under examination?
List higher order thinking questions which teachers will use to solicit student
explanations and help them to justify their explanations.
ELABORATION
Describe how students will develop a more sophisticated understanding of the
concept.
What vocabulary will be introduced and how will it connect to students
observations?
How is this knowledge applied in our daily lives?
EVALUATION
How will students demonstrate that they have achieved the lesson objective?
This should be embedded throughout the lesson as well as at the end of the lesson
E-LEARNING
How will you infuse technology throughout the lesson to enhance technological
skills of the learners as they gather information, engage in explorations, and explain and
communicate findings?
