Inquiry Lesson Plan Template

Mary Lou Fulton Teachers College at Arizona State University

Teachers: Joe Hurst Title & Topic: Grade Level:
Mapping Madness 9th-12th

Standard:
(NGSS)
o ETS1.B: Developing Possible Solutions
There are systematic processes for evaluating solutions with the respect to
how well they meet the criteria and constraints of a problem.
o LS2.A: Interdependent Relationships in Ecosystems
Organisms and populations of organisms are dependent on their
environmental interactions both with other living and with nonliving factors.
(AZCCRS) Strand 1: Inquiry Process:
o Concept 1: Observations, Questions, and Hypotheses
PO 1. Evaluate scientific information for relevance to a given problem
o Concept 2: Scientific Testing (Investigating and Modeling)
PO 2. Identify the resources needed to conduct an investigation.
PO 5. Record observations, notes, sketches, questions, and ideas using tools
such as journals, charts, graphs, and computers.
o Concept 4: Communication
PO 1. For a specific investigation, choose an appropriate method for
communicating the results.
PO 3. Communicate results clearly and logically.
PO 4. Support conclusions with logical scientific arguments.
Strand 3: Science in Personal and Social Perspectives
o Concept 1: Changes in Environments
PO 1. Evaluate how the processes of natural ecosystems affect, and are
affected by, humans.
PO 4. Evaluate the following factors that affect the quality of the
environment:
urban development
PO 5. Evaluate the effectiveness of conservation practices and preservation
techniques on environmental quality and biodiversity.
Strand 4: Life Science
o Concept 3: Interdependence of Organisms
PO 2. Describe how organisms are influenced by a particular combination of
biotic (living) and abiotic (nonliving) factors in an environment.
Objective (Explicit & Measurable):
SWBAT propose a potentially viable location for a riparian preserve in the
Rex Basin area by collecting data (Elevation, forest age, stream gradient,
and proximity to roads) and analyzing these variables effect on local wildlife.

Evidence of Mastery (Measurable Assessment: formative and summative):

(formative) Students will list general requirements for life during engage
portion. Once entire list has been given by student body the instructor will
go over them once again.
(formative) Students will develop methods of recording and accurately
record data from a series of maps and an info sheet. Teacher will sign off on
method prior to allowing them to attempt lab.
(summative) Students will effectively write a proposal, with accompanying
 justifications, on the desired 0.5 square mile location for the riparian
preserve. Proposal will either be a free write (if a one day lab) or a more
formal/structured written response (if a two-day lab) which would not be due
for 1 week. Proposal will include all aspects included in rubric if a formal
response. If summative assessment is a free write all aspects will still be
required but no formal format/structure will be required. (see example work
for ideal student response)

Sub-objectives, SWBAT (steps that lead to completion of objective; sequence

from simple to more complex):
Make predictions based upon prior knowledge on what factors affect the
survivability of a species.
Make predictions on what efforts could be made to protect a species from
extinction by identifying what factors are contributing to their extinction.
Design a data collecting system and work collaboratively by using the same
system and reporting back results to each other.
Record data directly from a specific map by using an agreed upon method.
Make a claim based upon recorded data that answers the question of What
is a potentially viable location to build a preserve?
Communicate their claim with the whole class and/or a written response by
focusing on the question and the evidence.
Create a proposal based upon data, analyzing evidence, and argumentation.

Lesson Summary and Justification: This lesson has students us

transparencies to overlay on maps of the Rex River basin in Washington
state. This location is a known habitat for the Tailed Frog. The Tailed frog is
a species that is very sensitive to human interaction. Students will learn of
Tailed frog habitat, gather data on the location, and synthesis the
information into a coherent argument on a location best suited to build a
preserve.

Operational Vocabulary Conceptual Vocabulary

Vocabulary prior to the experience Vocabulary developed during lesson
(Tier 1): (Tier 3):
Streams Gradient
Mountains Topographical Map
Frogs Amphibians
Trees Riparian
Roads Silt

Misconception: (what possible misleading thoughts might students have?)

Students may erroneously believe that designing a plan to help save a
species of frog is beyond the abilities of a group of high schoolers. (This
lesson might provide an excellent opportunity to give examples of high
school aged, and younger, students who have made contributions to both
their local and/or scientific communities. There are many which can be
shared which might help with motivation, time permitting.)
Safety:
No horse play.
No throwing or tossing objects.
Students will be walking around the classroom. Ensure that all
laptop/cellphone cords, backpacks, and other obstructions are cleared from
 walking paths.
Before lab starts, make sure that desks are arranged in a way that students
can travel from map location to map location without bumping into/running
into each other.
Stress to students not to draw on themselves, or each other, with the wet
erase markers. Remind them of sink/soap location in the event that they do
get marker on them.
Model expectations for participation, classroom movement, and use of
transparencies/markers prior to allowing them to participate in lab.
Remind students to report ANY issues with lab equipment to instructor
immediately.
Inquiry Questions: (testable in the here and now.)
1. (to explore) : What data do we need to form a viable solution? How will we
record it?
2. How can information about a species habitat requirements help scientists
make decisions?
3. How can maps be used to help answer scientific questions?
4. (to elaborate): What location is the most strongly suited for our objective?
Materials: (list item and possible quantity)
1. Four Maps
2. Transparencies
3. Wet Erase markers
4. Pre-researched facts about Tailed Frog
5. PowerPoint
Engage - In this section you should activate prior knowledge, hook student
attention, pose a question (IQ#1) based on your lesson objective that students
will seek to answer in Explore. Estimate how much time you need.
Teacher Will: Students Will:
Show endangered species, What do Only have a piece of paper and a
all of these have in common? Tell writing utensil on desk.
neighbor. List things that they think the
o All of these will likely be extinct by displayed animals all have in
the time I die unless drastic steps are common.
taken. Write down how seeing pictures of
Briefly review prior knowledge of maps those animals, and learning they
and what life needs to survive. are extinct/endangered, makes
Explain that even though the basics them feel.
are generally the same, different types Give answers to what goes on a
of life need different things. map and what animals need to
Explain that all of the creatures that survive.
we just looked at either lost, or are Answer which need for life is most
losing one of those requirements for commonly lost? (most common
life. answer is typically habitat, which is
o Ask, which of these needs do you the correct answer)
think is the most commonly being Listen to information given by
lost? instructor quietly, answering and
Explain that the two major losses we asking questions wherever
want to focus on today are loss of appropriate.
habitat and introduction of toxins into Receive fact sheet.
environment. Share with shoulder partner what
Tell students that many people work they know about what today's class
very hard to combat the loss of these will involve.
species. (Could introduce idea of
 Gilbert riparian preserve)
o One of the biggest challenges to
helping these species is securing
funding.
o Some really exciting news is that one
of our professors here at ASU is
putting together a grant proposal to
help one such species
Introduce The Tailed Frog -Image or
video would help
o Hand out fact sheet.
o (Depending on class, let them do their
own research in addition)
Review unknown vocabulary.
Explain that the objective of the grant
is to purchase ~0.5 square miles of
land. (approximately 1 cm^2 on map)
We need research assistants to help us
gather the data needed to put
together a rock solid proposal.*Remind
students that grant proposals have to
be written out and defended with
data/facts*
o TODAY YOU HAVE ALL BEEN HIRED AS
RESEARCH ASSISTANTS!
CFU- Turn to your neighbor and explain
what we will be doing today.
Best Teaching Practice Strategy/Differentiation and Teacher Notes
Students will be given a sheet listing all the information found on maps and
general animal needs.
Students will be able to work with a partner to gather the information of the
Tailed-Frog.
Explore - In this section students should take the lead and actively use materials
to discover information that will help them answer the question posed in
Engage. Teachers may choose to give steps to follow, especially for younger students,
but the goal is for students to discover some or all of the sub-objectives of the lesson.
Estimate how much time you need.
Teacher Will: Students Will:
Divide into groups. (Seating Be in groups of ~4.
may already be in collaboration Not touch anything on their tables
groups) These groups will the until directions have been given.
home groups for a jigsaw activity. Read and underline fact sheet and
Give each student a clear potentially research for more
transparency. information.
Explain that each group will Allow students to mark (each
be responsible for finding a student needs to mark in a
potentially viable location for the different pattern or color: i.e., dots,
frogs to thrive using all of the dashes, solid, black, green, blue)
data they are able to acquire transparency and gather data for
using the maps and what they 5-10 minutes.
will learn about the frog via the o Bring data/transparencies back.
fact sheet. Superimpose them one and a time.
 Explain to them that they Have group synthesize what they
are going to spend 5-10 minutes are seeing. Give guidance as
going over the fact sheet(or for needed
those students needing
extension, researching on their
electronic devices information
about the Frog.) Writing down
anything that they think might be
worth remembering.
Ask class to read through
the fact sheet underlining words
they do not 100% understand.
Circle information that they think
is key information. Also, students
will be encouraged to annotate
the sheet with extension
questions, such as what other
information would be useful that
is not found here?
(Pullout: NOS!) Inform them
that since we are not able to go
to the field and directly observe
the Rex Basin. We must rely on
data which has already been
obtained.
o As with real
science, there is no one
place has all the answers
but rather, you have to go
gather all the data from
various sources and
synthesize it all together for
your specific problem.
o Your professor
has contacted 4
organizations/companies
with maps that contain data
that may help you. (NOS:
Notice that not all of the
companies are what we
would traditionally call
ecologically friendly.
Companies with private
interests often have some of
the most comprehensive
data available. Especially in
geological related fields.)
Allow students to go mark
transparences.
Best Teaching Practice Strategy/Differentiation and Teacher Notes
Students can work with a partner on the map to find the best area for the
frog.
 Students could be given a printed out copy of the map to work with at their
desk.
Students will underline concepts/words they are not 100% sure of the
meaning of and circle information they think will be essential.
Explain In this section students share what they discovered, teacher connects
student discoveries to correct content terms/explanations, students
articulate/demonstrate a clear and correct understanding of the lesson sub-objectives
by answering the question from Engage before moving on. Estimate how much time
you need.
Teacher Will: Students Will:
Teacher note* it is expected, desirable Ask themselves and write down
even, that students will struggle and their answers to the following
fail with the first attempt as a group. questions (part of PowerPoint):
This is part of the N.O.S. Discuss with Do we have all the needed
the class what went well and what did materials/information?
not go well when they brought back How should we solve this problem?
their collected data. What are we looking for?
Tell students this is why it is important How are they going to present their
to have consistent ways of marking solution to the class?
and measuring (Standard units). Develop a consistent marking
Help students formulate a solid plan system.
by having them answer the following
questions as a collective group
BEFORE their next attempt in
elaborate.
Best Teaching Practice Strategy/Differentiation and Teacher Notes
Have prewritten instructions for example ways of marking, sample questions
to ask themselves as a group, and ways of presenting information to the
class.
Elaborate In this section students take the basic learning gained from Explore and
clarified in Explain and apply it to a new circumstance or explore a particular aspect of
this learning at a deeper level. Students should be using higher order thinking in this
stage. A common practice in this section is to ask a What If? question. Estimate how
much time you need. IQ #2
Teacher Will: Students Will:
Repeat the activity from explore with Have each group select the
the new strategies they collectively one ~0.5 square mile area that they
came up with (NOS!) and knowledge think would be the most ideal
that certain areas can be improved. location to preserve the frogs.
Lead students in sharing, comparing, Come together, whole group
communicating, and critiquing, their and have each group share out
claims and evidence in a whole-class where they selected.
discussion. While telling the rationale for
Students will be asked to come up and the location they selected have
mark on a projected map where their
them give a reason or two why they
chosen location is.
thought that would be a good
STRESS that there is no wrong
answer. Though some are better than location or what more they need to
others. know about that location
Tell students to Explain what you saw
on the map, and information you found
online, in your own words.
Ask if they were able to pull on any
 prior knowledge that they had from
any field, that helped them make a
determination. Prior knowledge
outside the scope of this assignment is
VALID information!
Ask for clarification and justification
for all responses.
Best Teaching Practice Strategy/Differentiation and Teacher Notes
Allow for various methods of presentation. If students are not comfortable
with oral presentation, they may sketch or draw, etc However evidence
must be cited regardless of medium presentation occurs in.
Evaluate In this section every student demonstrates mastery of the lesson
objective (though perhaps not mastery of the elaborate content). Because this also
serves as a closing, students should also have a chance to summarize the big
concepts they learned outside of the assessment. Estimate how much time you need.
Teacher Will: Students Will:
Give students time to write an Write a ~2 paragraph ( page)
informal proposal. proposal on why you think your
Introduce main summative proposed solution (area for grant
assessment and model money to be applied) will be
expectations/present rubrics. effective. Why will it not be effective?
For the summative assessment the Are there any unknowns? Information
students will compile their formal you would still like to know prior to
proposal. The instructor will ensure submitting proposal?
group synthesis in the final product For Homework will complete outline
by modeling a proposal. The finalized for the formal proposal following the
proposal will include: template on the shared Google Doc
o An executive summary. Including on Google Classroom. Formal
proposed protections, land use proposal will be due next week.
changes (if applicable), and
requested goals and actions.
o Rationale and approach.
o Proposed park or protected area, in
further detail than in the executive
summary.
o Benefits to the community,
ecosystem, and geosystem.
o Signatures from group members.
o And an appendix for their maps and
any researched wildlife information.

Closure:
How valid do you think your proposal is?
Is there any information that you did not have that you wished you had?
How do scientists use data and maps from various sources?
References Used:
Based on:
http://oceanservice.noaa.gov/education/yos/curriculum/ecologybyinquiry.pdf
 Worksheet-

The Tailed Frog

(Ascaphus truei)
The Tailed Frog belongs to a family
of frogs called Ascaphidae that use
a false tail to internally fertilize a
females eggs. Tailed frogs are very
small (~5cm or 2 in). Interestingly,
these frogs make no known sounds.
Tailed frog lives in cold, fast-flowing
and steep mountain streams.
Besides adequate temperature and
type of a stream, tailed frog requires
stable rock bottom, composed of
granite usually. Population of tailed
frogs has been declining in certain
areas due to habitat destruction.

Habitats: where to look for them

This small frog is rarely seen, as they seem to prefer privacy. Tailed frogs live in
and near rocky, mountain streams that have cold (Icy even!), fast-flowing water.
They come out of hiding at night to look for food and to breed. They can leave the
stream and travel a long way through the forest on rainy nights but they usually
spend their time in the stream. Tailed frog streams need rocks that adults can
hide under (usually Granite cobbles), and flat moss free stones that tadpoles can
cling onto. Tailed frogs are almost never found in open, sunny creeks or heavily
silted water.

Human activities can impact tailed frog habitat

Logging frequently destroys the Tailed Frogs habitat by removing the old trees
that shade the stream, help keep the water cold, provide a home for many of the
creatures the frog eats, and reduce erosion or the stream bank. Roads next to the
stream are also a large problem for the Tailed Frog. Any silt, oils, or other toxins
from roads or logging that gets in the stream can kill the frogs eggs and tadpoles.
As of today, most regions have regulations that require logging operations to
leave trees intact that are next to streams, rivers, ponds, and lakes. Rules also
regulate how and where roads are built in relationship to steep hills and bodies of
water. These rules are not always followed and the effectiveness of these rules at
protecting Tailed Frog habitat is unknown.

Status in the food web

A typical menu for tailed frog adult would be snails and slugs, various delectable
slow moving invertebrates such as spiders and insects. Although adults are
carnivorous, they are not known to eat tailed frog tadpoles.
On the other hand, tailed frogs tend to be a favorite menu item for many animals.
One known predator of this frog are snakes. Garter snakes have been seen preying
on adults and larvae. Other amphibians and predatory freshwater fish such as trout,
are also known to have an appetite for these frogs.
 K W L
(What do I know) (What do I want to (What did I learn)
know)

Question #1)
This makes me feel.

Because.

Question #2)
I think life requires.

I have seen maps with..

Question #3)
Mark on the map the general location your group chose.
List at least 3 pros for this location:
1.
2.
3.
And 2 cons and/or unknowns:
1.
2.
 For the summative assessment the students will compile their portions of the proposal

into a formal proposal. The instructor will ensure group synthesis in the final product to be

given to local community leaders. The finalized proposal will include:

o An executive summary. Including proposed protections, land use changes (if

applicable), and requested goals and actions.

o Rationale and approach.
o Proposed park or protected area, in further detail than in the executive summary.
o Benefits to the community, ecosystem, and geosystem.
o Signatures from class members and any community members the students are

able to solicit for signatures to sign off on their proposal.

o Appendix for maps and wildlife information.
Rubrics-
Collaboration Rubric
Collabora
tion Below At Standard Above Standard
Rubric
Standard
Leadersh Student plays a Student plays an active
In addition to meeting the
passive role, role in generating new
ip Student ideas. criteria for At Standard, the:
Student takes initiative Student thoughtfully
generates few new
organizes and divides the
ideas in getting tasks organized.
work between group
Student tends to Student keeps members.
only do what they are group/class on task and on Student monitors progress
told to do by others. schedule. toward group goal.
Student understands Student adapts easily to
and articulates goals of changes in the task or
class/group. group.
Student accepts
responsibilities for his or her
actions and the actions of
the group.

0.13 14.17 18...20

Cooperat Student does not Student follows directions

In addition to meeting the
willingly follow from group leaders, group
ion criteria for At Standard, the:
directions. members and adults who
Student encourages
Student vocalizes take the lead or offer
cooperation through words
intense opposition assistance.
and actions.
to group or Student expresses the
Student creates or initiates
classroom goals. ability in words and deeds
procedures (or activities)
Student does not to adapt to the goals of
that encourage cooperation.
comply with group, the group, even when
Student willingly switches
classroom and those goals may be
roles in group or classroom
community rules. different than their own.
as required by the situation.
Student complies with
group and classroom and
rules.

0....1 14..17 18.20

3

Attitude Student does not Student displays positive

In addition to meeting the
display positive attitude toward individual
& criteria for At Standard, the:
attitude in words, and group tasks in words,
Demeano Student models appropriate
expression or body expression and body
speech, behavior, clothing,,
r language language
etc. even at the risk of
Student does not Student provides positive
breaking peer norms.
provide positive feedback to peers and
Student goes out of their
feedback. adults
way to encourage positive
Student does not Student dresses, acts and
behavior and attitude.
dress, act or responds appropriately to
respond the task at hand.
appropriately to
the task at hand.

0....13 14...17 18..20

Facilitati Student is passive Student seeks to resolve

In addition to meeting the
in the face of conflicts between
on & criteria for At Standard, the:
individual or group individuals or groups by
Mediatio Student serves as facilitator
conflict. listening to both sides.
or mediator between groups
n Student Student encourages peers
or individuals.
encourages and adults to listen to
Student volunteers to find
discord. each other.
resources or schedule
Student does not Student never attempts to
meetings between individuals
seek or encourage cause conflict by false
or groups in conflict.
 facilitation or reporting. Student, alone or in concert
mediation of Student only engages in with other students or adults,
conflict. private side conversations initiates activities that
when attempting to reduce further harmony between
discord. individuals or groups.
Student is willing to
accept facilitation or
mediation in the event
they are involved in a
conflict.

0.1 14.17 18.20

3

Empathy Student does not Student expresses

In addition to meeting the
express empathy empathy for the feelings of
criteria for At Standard, the:
for the feelings of others through words,
Student engages in action
others. body language or deeds.
that makes the emotional
Student displays a Student displays
comfort of others a primary
lack of awareness awareness of diversity and
concern.
or disregard for the needs of different
Student attempts to broaden
diversity. ethnic/social/religious
group activities to be more
Student is locked groups.
inclusive.
into one view of Student demonstrates
issue(s). ability to look at issues
from multiple points of
view.

0.1 14..17 18.2

3 0

Content Rubric for Selected Preserve Presentation

Below At Standard Above Standard

Standard
CONTEN The presentation lacks The presentation: In addition to meeting the Mastery
T one or more of the Location of the criteria the presentation:
following components: selected preserve. Thoroughly presents location
Location of the Evaluates the of the selected preserve..
selected preserve. location. Thoroughly evaluates the
Proposal is Proposal w/ at location.
given. least one justification. Proposal w/ multiple
Addresses Addresses justifications.
environmental and environmental and Thoroughly addresses
human factors. human factors. environmental and human factors
Evaluation of Evaluates cost Evaluates and illustrates
effectiveness. effectiveness effectiveness of the selected
No conclusion is given Makes a conclusion proposal.
or the conclusion is that is supported by the Makes a conclusion that is
not supported by data. strongly supported by data.
data. 86.100
0..65 66.....85

Proposal Rubric
Distinguishe Mastery Below Mastery
d
Advantage Several A single advantage is provided, A single advantage is
s advantages are but numerous reasons are given provided and limited
provided and for why the proposed area would reason/s is/are provided
multiple reasons succeed in rehabilitating frogs. for why the proposed area
are given for why OR would succeed in
the proposed area Multiple advantages are given rehabilitating frogs.
 would succeed in and one/few reason/s is/are given
rehabilitating for why a the proposed area
frogs. would succeed in rehabilitating
frogs. 1
17..22 ..16
23.25

Recommen Consideration of There is some evidence that the There is little/no evidence
dation the mission mission statement was that the mission
statement is considered when making the statement was considered
clearly evident. recommendations. when making the
AND AND recommendations.
Recommendation is Recommendation shows both
clearly stated and human/animal benefits.
justified. 17....22
23.25
1
.16

Usage/ Student showed Student used adequate control of Student showed basic or
Mechanics exceptional control sentence structure with limited control of sentence
of sentence appropriate word choice and use structure with limited or
structure with of language. There were some inappropriate word choice.
precise word errors in grammar, and spelling, There were multiple errors
choice and and/or punctuation, but they did in grammar, spelling
appropriate use of not cause confusion or create a and/or punctuation that
language. distraction for the reader. caused confusion or were
AND distracting to the reader.
There were few
17..22
errors in grammar,
1
spelling, and
.16
punctuation.
23.25

Example work- Provided to Professor Lee in person. Time did not

permit for full proposal.
PowerPoint