INQUIRY (5E) LESSON PLAN TEMPLATE

For PBL – Envision the Future – 3D Model Making

Teachers: Adrienne Noyes Subject: Language Arts Grade: 6th

Common Core State Standards:

State of Arizona Common Core Standards
(source: https://cms.azed.gov/home/GetDocumentFile?id=585aa928aadebe12481b8447

Integration of Knowledge and Ideas

6.RI.7 Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
6.RI.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims
that are supported by reasons and evidence from claims that are not.

Research to Build and Present Knowledge

6.W.7 Conduct short research projects to answer a question, drawing on several sources
and refocusing the inquiry when appropriate.
6.W.8 Gather relevant information from multiple print and digital sources; assess the
credibility of each source; and quote or paraphrase the data and conclusions of others
while avoiding plagiarism and providing basic bibliographic information for sources.

ISTE Student Standards:

(source: https://www.iste.org/standards/for-students )

In this 3-D Model Making activity of the Problem-Based Learning Project, students will exhibit
the following ISTE Student Standards (overview standards listed, not full text of each
standard and sub-standard).

While the model making is done with low-tech materials, students can research ideas using
digital tools. They can also use digital tools for computations and measurements and to test
hypothesis about components and their design.

3 Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge,
produce creative artifacts and make meaningful learning experiences for themselves and
others. Includes sub-standards 3a, 3c and 3d.
++++++++++++++++++++++++++++++++++++++
4 Innovative Designer
Students use a variety of technologies within a design process to identify and solve problems
by creating new, useful or imaginative solutions. Includes sub-standards 4a, 4c and 4d.
++++++++++++++++++++++++++++++++++++++
5 Computational Thinker
Students develop and employ strategies for understanding and solving problems in ways
that leverage the power of technological methods to develop and test solutions. Includes
sub-standard 5c.
+++++++++++++++++++++++++++++++++++++++
6 Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes
using the platforms, tools, styles, formats and digital media appropriate to their goals.
Includes sub-standard 6d.
+++++++++++++++++++++++++++++++++++++++
7 Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by
collaborating with others and working effectively in teams locally and globally.
Includes sub-standard 7d.

Anchor Standards:
Source:http://www.corestandards.org/ELA-Literacy/CCRA/W/#CCSS.ELA-Literacy.CCRA.W.6

Research to Build and Present Knowledge:

CCSS.ELA-LITERACY.CCRA.W.7
Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-LITERACY.CCRA.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.

Objective (Explicit):
 Students will use the knowledge gained from their research to sketch out, plan with
a checklist or other organizational tool and construct a model of their vision of the
future to answer the question: “How do I create a model of what I think the future will
be like based on factual research?”
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
I have created a grading rubric for the 3D model making process with daily exit ticket
events and points that will be totaled at the end of the project. The rubric is included
in the appendix of the the S.A. Budget Narrative document and on the last page of
this lesson plan document.
 Provide exemplar student responses with the level of detail you expect to see.
An exemplar project includes a completed list of supply needs with quantities,
measurements, potential uses and comments; a sketch or drawing of the model with
labeled components; a checklist, organizational tool or project plan to follow;
responding to verbal inquiry questions about their vision and construction process I
will ask as they are working; and a complete model. The model itself is not graded,
but the research and process of creating the model are in the rubric.
  Assign value to each portion of the response
Each measurement in my rubric has a point value assigned to it.

Sub-Objectives, SWBAT (Sequenced from basic to complex)

Source: https://www.aeseducation.com/career-readiness/what-are-21st-century-skills

SUB-OBJECTIVE: Students will demonstrate these components of the 21st Century Skill Set
for this initial Entry Event/Kick-off:

(1) – Critical thinking

(2) – Creativity
(4) – Information Literacy
(10) – Initiative
(11) -- Productivity

 How will you review past learning and make connections to previous lessons?

I will review past learning and make connections to previous lessons by having
students reference the research they have completed for the first half of this PBL. Prior
learning will also be accessed as students decide how to organize their project such
as making an outline, checklist or graphic organizer. Additionally, I will ask students
questions about what process they will follow and how will they address changes as
they build their models, all connecting to prior learning in both language arts and other
classes.

 What skills and content are needed to ultimately master this lesson objective?

The skills and content needed to ultimately master this lesson objective are:
1-understand lesson objective
2-formulate idea/strategy to connect research and knowledge into a 3D model
3-create and follow a process (checklist, graphic organizer, marking a sketch)
4-think creatively about how to use common household items to create their model
5-verbalize answers to questions about the processes they are using to turn their
research and written essay into a 3D model depicting their vision of the future

 How is this objective relative to students, their lives, and/or the real world?

This objective is relevant to students, their lives and/or the real world as 6th graders
because the project uses critical thinking skills and organizational skills to write a plan,
follow a plan, test hypotheses in using supplies to make parts of their model, verbalize
their work/answer questions and stay on track over a multi-week project. The skills
used in this PBL are applicable across subjects in school and are used in the
workplace as well as at home.
Key vocabulary: Materials:
Future 1-Supply List and Supplies
Envision 2-Handout with assignment, objectives and
Model rubric
Checklist 3-Paper/pen/pencil
Project Plan
Outline
Graphic Organizer
Engage -- I will provide the lesson objective, instructions and information by delivering the
driving question to students and ask them what questions they have about the driving
question and goal of the overall project in this model making portion of the PBL. I will clarify
that while the model is the product, it is the process of making a list with supplies,
measurements and intended uses, creating a plan/checklist/graphic organizer, using the
research they have gathered and written about and completing the model that are the real
components of the lesson, not the model itself.
 How will you activate prior knowledge?
I will activate prior knowledge by reminding students of other projects in which they
have created a list or a plan, used graphic organizers and other tools to gather,
organize and execute a lesson.
 How will you hook student attention?

I will hook student attention by having a slide show running continuously in the
background with a variety of pictures ranging from maps, space, cities, people,
cultures, technology to get them thinking about the scope of their model making
process (to use their research, to plan, to follow a plan and to work with challenges
they may encounter along the way).
 What question will you pose, based on your objective, that students will seek to answer in Explore?

I will pose this question: How do I create a model of what I think the future will be
like based on factual research?

Teacher Will: Students Will:

Ask driving question: “What is your vision of Take notes.

the future?” Think/Pair/Share with another student.
Provide an example of one thing that might be Share ideas with class.
in the future. Confirm understanding of assignment
Ask students to share ideas in think/pair/share. through use of idea sharing and
Ask students to share ideas with classroom. verbal/physical confirmation when asked if
Write ideas on whiteboard. they understand the scope of the entire
 project and specifically of this portion of
the PBL.
Explore: Responses to this section are below in the “Teacher Will” and “Students Will”
Sections
 How will you 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 the
Engage?
 What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Students Will:
- Review the rubric and how to maximize - Refer to their research and essay
score draft to sketch out and plan their
- Show examples of project plans, model
checklists and graphic organizers and - Use graphic organizers, outlines or
ask students why these are important to checklists to create their supply list,
use when making their models determine the order they will make
- Ask Questions to prompt student components of their model and stay
exploration: on track to complete their model in 5
- 1-What part of the future will they focus days
on? (If students are not sure, ask the - Follow their organizational plan
class to share ideas such as technology, - Answer verbal questions I ask to get
energy, medicine, social issues, them to think critically about their
government, travel/transportation) research and applying it to their
- 2-How can they use these every day model
common supplies to create objects that - Complete a daily status check with
represent the future? me
- 3-How will they test using components
they make?
- 4-What will they do if something does not
work the way they had planned?
- 5-Conduct a daily status check to ensure
students are on track to complete their
models in week 2 of the PBL

Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement? N/A
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?

For differentiation, I will first have made personal notation of my ELLs, IEPs, 504 and other
students identified during the semester as having a requirement or need for
accommodation, modification or simply just some extra attention. The processes and
strategies used are effective with all students, but I will double check with my students who
require extra assistance/accommodation by getting verbal confirmation of their
understanding using the following techniques:
-- share examples of the supply lists and how to determine what they need, how to estimate
quantities and make measurements
-- have them watch other students and ask questions about what they are doing
-- have them draw or cut out pictures to use as part of their model
-- ask about what organizational tools they have successfully used in the past and have
them talk about what type of tool would work for this PBL
-- guide them with completing their project plan with their chosen organizational tool
-- ensure they are making daily progress and allow them to work on some components at
homework if needed

For students who need an additional challenge, I will:

- Ask them to share their ideas and information with classmates (it is not a group
project but students may partner to help identify sources and brainstorm)
- Have them draw or sketch a final version of their model with labels of components
and relate them back to their research
- Think about one particular component of their model and write about why it is
important to their vision of the future.

Explain: Responses to this Explain Section are noted below in the “Teacher Will” and
“Student Will sections:
 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 the
Engage before moving on?
Teacher Will: Students Will:
- Have students submit a list of their - Submit their supplies list to receive their
requested supplies with quantities, supplies
measurements and intended uses
demonstrating comprehension of - Answer probing questions about how or
planning why they will use certain supplies and not
- Confirm students understand the others
purpose of the model (this is not an art
class) to physically share their vision of - write a brief project plan, checklist,
the future graphic organizer or step by step process
- Will share examples of a brief project of what they will build, in what order and
plan, checklist or step by step process of why
what they will build, in what order and
why -build their model and components and
answer questions I ask as they are working

-connect their research to their model

 - Ask probing questions about how or why
their research will help the student
envision the future and make the model

Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement? N/A
Differentiation Strategy – See Above – same strategies applied for each section
 What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
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?

Please see my response to ELABORATE in the “Teacher Will” and “Student Will” sections
below.
Teacher Will: Students Will:
-Expand on probing questions from “Explain” -Think about what they need to do to
section to ask students about what part of the successfully complete the model including
future they are focused on and why? how they will use supplies, test ideas and
-Ask students to think about some “what if” follow a plan.
questions and how they impact their models: -Refer to their research
-- what if we no longer have gasoline, how will -Refer to and follow their organizational
we power transportation? tool / project plan
-- what if we find a cure for cancer, what will all -Read and confirm understanding of the
of the doctors, nurses and health care rubric
practitioners do?
-- what will housing look like?
-- what will schools look like?

Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement? N/A
Differentiation Strategy - N/A at this time
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Evaluate - Please see my information on EVALUATE in the “Teacher Will” and “Student Will”
sections below
 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)?
Teacher Will: Students Will:
I will conduct daily checkpoints of progress
tied to the lesson objective using the Rubric I
have created and shared with students.
Please see addendum following the end of
this template for my Rubric including
descriptions and point values.
Conduct a daily check in with each student to
ensure the student is meeting project
completion steps, connecting back to their
research, following their project plan and
using their research to guide their vision into
the 3D model.
PBL 3-D Model Making Grading Rubric on next page.
Rubric – students will have the rubric at the
start of the lesson and will be able to refer to
it projected on the white board as they are
working through this model making part of
the PBL to ensure they can earn maximum
points.
Big Concepts – students will have an
opportunity to summarize the big concepts of
the lesson by answering verbal questions I
ask as they are working, explaining how they
connect their research to their vision and
ultimately into their 3D model.
At the end of the two-week PBL period, some
students will volunteer to present their
model, supported by their research, to the
class, showing big concept knowledge.
Students who do not present to the class will
still have the opportunity to share during one-
on-one conversations with me.
PBL 3-D Model Making Grading Rubric:
Measure Exemplary Proficient Approaching Proficient Unsatisfactory Score
& Points (4) (3) (2) (1) achieved:
PBL Day 6 Supply List with Supply List with Supplies listed but lacking Supply list has only supply
Exit Ticket quantities & quantities & quantities & items listed or is not
Achieved measurements measurements with measurements, notes, completed at all
completed with some intended use comments, intended use
intended use, comments, notes and/or and/or sketches
comments, notes and sketches
sketches
PBL Day 7 Completed project plan Started project plan Have selected an No effort in selecting an
Exit Ticket using an organizational using an organizational organizational tool but organizational tool nor
Achieved tool such as a graphic tool such as a graphic have not filled in any verbalizing model making
organizer, outline, organizer, outline information (will check for plan as they begin model
checklist or another checklist or another tool verbal organization ideas) construction.
tool of student choice. of student choice, not as they begin model
Begin model complete but making it construction.
construction. as they begin model
construction.
PBL Day 8 Progress on Progress constructing Progress constructing Little progress on
Exit Ticket constructing model and model and components model but not following constructing model or
Achieved components, following but not following sketch any order, sketch or making model without
a sketch and/or or organizational tool organizational tool; not referencing any tool and
organizational tool; and able to verbally able to articulate clear lack of responses to
and verbally responding responding to most responses to inquiry verbal inquiry questions
to inquiry questions inquiry questions while questions
while working working
PBL Day 9 Progress on Progress constructing Progress constructing Little progress on
Exit Ticket constructing model and model and components model but not following constructing model or
Achieved components, following but not following sketch any order, sketch or making model without
a sketch and/or or organizational tool organizational tool; not referencing any tool and
organizational tool; and able to verbally able to articulate clear lack of responses to
and verbally responding responding to most responses to inquiry verbal inquiry questions
to inquiry questions inquiry questions while questions
while working working
PBL Day Model completed with Model completed with Model complete or mostly Model incomplete and
10 Exit documentation of some documentation of complete and student can student not able to
Ticket process followed based process followed based describe some but not describe how components
Achieved on organizational tool on organizational tool most model components represent his/her vision of
and/or sketch; student and/or sketch; student and how they represent the future; student did
fully describes features describes some features his/her vision of the not complete
and functions of model and functions of model future without having organizational tool.
component and how it component and how it completed an
represents his/her represents his/her vision organizational tool.
vision of the future of the future
Total
Score 20 15 10 5
Possible
 References:

Anchor Standards,

http://www.corestandards.org/ELA-Literacy/CCRA/W/#CCSS.ELA-

Literacy.CCRA.W.6 Accessed 10 Nov 2019

Arizona, State Common Core Standards,

https://cms.azed.gov/home/GetDocumentFile?id=585aa928aadebe12481b8447

Accessed 10 Nov 2019

Citation Machine, http://www.citationmachine.net/apa , Accessed 10 Nov 2019

ISTE Student Standards, https://www.iste.org/standards/for-students Accessed 10 Nov

2019