INQUIRY LESSON PLAN DESIGN AND RUBRIC

Brittaney Garba
EDU 505

Heat Energy
Physical Science/1
1. MATERIALS/PREPLANNING
Materials
10 small birthday candles
1 hot plate
1 double-boiler pan to melt candles
1 square piece of aluminum foil for each child (expansion)
1 spoon to place wax on foil (expansion)
Vocabulary
Heat------ calor
Energy------ energa
Liquid-------lquido
Change-------cambiar

Literature

Video
https://www.youtube.com/watch?v=PjZSMu2SXt4

2. OBJECTIVE
The science objective will state the learning that the students will attain by the

end of

the lesson.

State the objective in behavioral terms, as follows:

2nd grade students will be able to plan, classify, and conduct investigations on
observable materials in relation to heat energy. With 95% accuracy students will
be able to write, and give a verbal account on their findings in reference to the
rubric.
Understanding and Applying
Science Standard
2-PS1-1.
Plan and conduct an investigation to describe and classify
different kinds of materials by their observable properties.

2. ASSESSMENT
Key question: Students will be able to plan and conduct an investigation of heat
energy as a whole with the direction from an adult. Students will be able to state
and describe the observations they viewed using key vocabulary. My method of
assessment is an informal assessment strategy. I will have students write down
their observation in their science journal and make sure they highlight all key
vocabulary used. Students must use a minimum of two vocabulary words. The
assessment will be kept in the students science book but level of proficiency will
be documented in the grade book.
3 Advanced
2 Proficient
1 Basic
Student
Student
Student did not
demonstrated
demonstrated key
demonstrate
advanced
understanding of
understanding of
knowledge of the
the heat energy
the observation
topic.
concept
Student did not use
Student used all
Student used at
any key vocabulary
the key vocabulary
least two key
in science journal
and used
vocabulary words
superiority in
in science journal
explaining the
observation
4. PURPOSE
It is important for students to understand the effects of heat energy. Heat energy
is used every day and aides in the understanding of different states of matter.
Students will be surprised to know that heat energy is used for food, in
photosynthesis, and many other everyday activities. It is important for students to
know the process in which daily activities occur.
5. MOTIVATION FOR LEARNING- Anticipatory Set
https://www.youtube.com/watch?v=PjZSMu2SXt4

6. LESSON BODY: Note: Students MUST do the inquiry and teacher MUST not provide the
answers to the questions of inquiry
Students will lead the lesson coming up with investigative strategies to figure out how a solid
turns into liquid using heat energy. Giving the students control of the lesson allows them to
use their mind and generate authentic answers. Gathering information from the internet,
books and through examples students will be able to express themselves while using specific
unit vocabulary. It is important for students to understand this topic because it is used on a
daily basis without their knowledge.

1. 2nd grade students will be able to plan, classify, and conduct investigations on
observable materials in relation to heat energy. With 95% accuracy students will be able
to write, and give a verbal account on their findings in reference to the rubric.
2. Complete following lesson steps:
a. The teacher describes the essential features of a problem or situation
(S/A Inquiry Teaching) to get students thinking and into an inquiry.
Examples: Are birthday candles a liquid or a solid?
How can you turn a solid into a liquid?
How does an ice cube melt?
Why does chocolate melt in the sun?
Students suggest possible solutions or explanations. The ideas will be
recorded on a large chart so they can be used later on in the process.
The teacher is the facilitator, not the expert. List the possible ideas here
in bullet form:
Birthday candles are a solid.
I can turn a solid into a liquid by adding heat.
I can turn a solid into a liquid by putting it into the sun.

An ice cube melts by putting it into a glass of water

Chocolate melts in the sun when it is too hot.

b. Students gather evidence that can be used to test the accuracy of these
solutions or explanations (Students use library, texts or web resources
to gather information to solve the problem)
As a class students will be able to view the teacher as he/she melts birthday

candles using a hot plate. Students need to gather information and explain
why the candle is able melt and turn into a liquid. The students will further
hypothesis individually when they are given a spoon full of the melted wax.
Students must explain why the melted candle which was a turned from a solid
to a liquid form is able to turn back into a solid form once cooled down.
Students will be given internet access, use of Heat Energy book, and able to
view the heat energy YouTube video which was used during the anticipatory
set.
c. Next, you bring the class back to the whole group and have students
revisit the chart from step 2.
Now students will evaluate the information and discuss additional solutions and
possible applications based on the new evidence gathered from their research/
inquiry.
The teacher is the facilitator, not the authority. Let students think and evaluate
the information. List any additional ideas or cross off ideas that are not in
agreement with the new information gained in the research.
New list of ideas presented or crossed off (revised chart from step 2):
A solid turns back into a liquid when heat is not there
A liquid can be hot or cold
A gas doesnt always start off as a solid
Birthday candles melt on birthday cakes
Birthday candles stop melting when you blow the fire out.
Birthday candles stop melting when we turned the fire down.

d. Students will now develop a conclusion that is supported by the best

evidence. The teacher facilitates the discussion and helps keep students
focused on using the data to support the conclusions.
Looking at the possible solutions listed in step 4, evaluate each based on the
information or data students bring to the discussion.
Wow, I am very impressed with our investigator skills. I saw some of you
use prior knowledge, generalization strategies, and help from available
sources. This is evidence that you all have the ability to be great
investigative scientist. Lets take the example of a chocolate bar. I happen
to have a mini chocolate bar in my pocket. I am going to demonstrate heat
energy and the process of making a solid into a liquid. It is simple I am
going to use my body heat to melt the chocolate. This demonstrates the
transfer of energy and the change in matter. Now as investigative scientist
take the chocolate example and answer the liquid birthday experiment.
Why did the candles melt? What type of energy was used? Can you
recreate this experiment using different devices, what devices?

f. Students will write a summary of the evidence and a concluding statement

or rationale based on the information gathered. This writing will be part of
their portfolio or journal and would likely need an accompanying scoring
guide or rubric. This task can begin in class and be finished for homework or
in future days.
7. CLOSURE
Include/describe a strategy for closing the lesson.
Ask the students to state here what they learned in their own words. It is here
that you pull them back together as a class for a moment. They should be able to
express in their own words the learning they acquired using the vocabulary
exposed to the students during this lesson.
Ask students if they have any other comments.
Congratulations students you just discovered how to plan, classify and conduct
an investigation. Using these strategies you were able to discover the use of heat
energy you are now educated in the process of change and the transfer of
energy.
8. INDEPENDENT PRACTICE
Assign Journal Entry response. The research should be addressed and added to the
science journal. Students should be able to hypothesis about an experiment and do the
experiment at home. In their journal they should be able to write down predictable
outcomes and the answer questions as well-taught 2 nd grade scholars.
9. DIFFERENTIATION/ADAPTATIONS OF INSTRUCTION (10 points)
How will you meet the learning needs of all students in the group? Provide specific strategies
that might be used for each type of learner. Provide a rationale by answering How and Why for
each student group.
Color highlight the strengths, weaknesses, and your adaptation

Red Weaknesses
Green Strengths
Blue What you are doing about both strengths and weaknesses.

Provide Rationales for each Adaptation

Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this
students learning. Be specific so that reader can easily see the connections between your decisions and the student
needs. You can include links to theory/frameworks, or text resources if appropriate. Link to the objective and
specific standard element and cognitive level(s) addressed.

1. Students should be able to understand and apply their knowledge based on their hypothesis
and observations.
2.
3.
Rational for making Adaptations Sentence Frame
Because the student(s) is/are weak in this particular skill of observing which is linked to science standard or standard
concept, I selected this particular instructional focus of having a pre written worksheet the student must fill out in

order to follow the correct observation concepts.

Because the student is strong /has strength in this particular area of planning I choose this adaptation. Because
several students are weak in this skill of planning I am selecting this strategy for all students struggling with
observation.

Describe Focus Student Presenting Instructional Challenge

Include several (3+) of the following data points:
Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests
and any other behavior or cultural factors to consider in planning instruction. What was the actual evidence (i.e., student

actions) that formed the basis of your description?

Sam is a ELL second grader who is new to our school. He scores basic in language proficiency
but is very eager to learn. Sam loves science and is very inquisitive, always asking questions and
trying to solve problems. Sam struggles with his writing; although he is able to verbally
communicate it is hard for him to write his ideas on paper in an organized format.
Prescribe /Describe Three Adaptations for Instruction
Link each adaptation to specific characteristic of this students needs.

1. Because Student struggles with writing I am doing a pre written worksheet for the student to follow and fill in blanks.
2
3.
Provide Rationales for each Adaptation
Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this
students learning. Be specific so that reader can easily see the connections between your decisions and the student
needs. You can include links to theory/frameworks, or text resources if appropriate. Link to the objective and
specific standard element and cognitive level(s) addressed.

1. I made this adaptation because Sam will be able to use the worksheet (graphic organizer) to
help organize his thoughts and answers in paragraph form.
2.
3.
Rational for making Adaptations Sentence Frame
Because the student(s) is/are weak in this particular skill of writing which is linked to the science standard or
standard concept, I selected this particular instructional focus of graphic organizer.
Because the student is strong /has strength in this particular area thinking outside the box I choose this adaptation.
Because several students are weak in this skill of critical thinking I am selecting this strategy to better service all
students.

Describe Advanced Focus Student

Include several (3+) of the following data points:
Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests
and any other behavior or cultural factors to consider in planning instruction.

What was the actual evidence (i.e., student actions) that formed the basis of your description?

Dante is a very high functioning 2nd grader. Dante is advanced in his language proficiency and
has a kinesthetic learning style. He enjoys math but dislikes science, Dante is very smart but
when a subject does not catch his attention he will speed through it giving minimum amounts of
effort.
Prescribe /describe Three Adaptations for Instruction
Link each adaptation to specific characteristic of this students needs.

1. Because Student struggles with the process of quality work rather than quantity work I am doing a specific rubric for
him. Dante will need to expand his vocabulary and use words that describe heat energy based on descriptions found on
the internet or in a classroom dictionary.

2.
3.
Provide a Rationale for each Adaptation
Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this
students learning. Be specific so that reader can easily see the connections between your decisions and the student
needs. You can include links to theory/frameworks, or text resources if appropriate. Link to the objective and
specific standard element and cognitive level(s) addressed.

1. I gave Dante more detailed work so he is able to take his time when finding the answer and is
not able to speed through the work and lack the main focus.
2.
3.
Rational for making Adaptations Sentence Frame
Because the student(s) is/are weak in this particular skill of elaboration which is linked to language arts standard or
standard concept, I selected this particular instructional focus of elaborating a text using the help of outside
resources.
Because the student is strong /has strength in this particular area of education I choose this adaptation. Because
several students are weak in this skill detailed information I am selecting this strategy for detailed specific work.

10. THEORETICAL OVERVIEW 10 PTS. : I believe giving the students to proper

tools to find out answers on their own is keen. I gave students the tools and concepts to
build elaborate details of heat energy. Students should be able to understand what heat
energy is and apply their understanding in a safe environment at home.
Structure of Knowledge

Cognitive
Level

Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.

Evaluation
Synthesis
Analysis
Application

I used an Inquiry lesson for students to apply their comprehension of heat energy into safe at home
experiments
.

Comprehension

Example: I used an inquiry lesson for this standard because I wanted student to
comprehend in their own terms what heat energy is.

Knowledge

11. ATTACHED STUDENT WORK

Attach the work you have assigned for independent practice. You must do the
assignment just as if you were a student in your class. Use the appropriate paper,
print, and line size suitable for the developmental level of the class.
12. Complete the following reflective summary of your lesson preparation

Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Preparation
o Adaptation of
Content
o Background

Scaffolding
o Modeling
o Independent
Practice

Grouping
o Whole group
o Works
Independently

Adaptation
o Advanced
o EL

o
o
o

Knowledge
Strategies Used
Resources
Selected
E-resources

Integration of
Processes
o Reading
o Writing
o Vocabulary

Comprehensible
Input

Application
o Hands on
o Meaningful
o Linked to objectives
o Engaging
o Active Learning

Assessment
o Rubric
o Group

Other

Objective
o Linked to
Standard
o Age Appropriate