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Inquiry Lesson Plan Template (with Four Ways of Thinking

connection)
Teacher: Domenica Minin
Content & Title:
Grade Level:
Science
6th
Where does my
food come from?
Standards:
Strand 1: Concept 4: Analysis and Conclusions: Analyze and interpret
data to explain correlations and results; formulate new questions.
Objectives (Explicit & Measurable):
Students will be able to describe and explain what a food supply chain
is with a real life example.
Students will be able to address how food processes affect the
environment with specific details.
Evidence of Mastery (Measurable Assessment: formative and summative):
(formative): Students will participate in class discussions each day at
least twice.
(summative): Students will present their food supply chain to the class,
following specific directions and score at least 80%.
Sub-objectives, SWBAT (steps that lead to completion of objective; sequence from
simple to more complex):

Students will be able to participate in a class discussion.


Students will be able to use a computer to research and find
information.
Students will be able to use that research to put together a cohesive
presentation for the class.
Lesson Summary and Justification: (summary gives detailed information about what
students are doing. Justification why is this lesson being taught)

Learning about the food that they eat is a really important concept for
students to learn. Once they are educated about food, they will be able to
make healthy choices about what they eat. They will also be able to teach
others about where food comes from and what types of food should be
eaten. This is directly related to science because they will be learning about
crops and how they grow. They can also talk a lot about social studies
because it can be related to the agriculture revolution and how that
influenced how crops are being grown today.
Background Knowledge: (What do students need to know prior to completing this
lesson)

Students need to have thought about the fact that food goes through a
process to make it to their tables. They also need to be able to use a
computer to research about food and its processes.
Misconception: (what possible misleading thoughts might students have?)
Many students will not think that food could cause any harm to the
environment because they may think that all food comes from the
environment so it could not possibly be harming it.
Process Skills: (what skills are you introducing or reinforcing)
The food supply chain will be introduced along with the process of making
food.
Finding and using information that was researched will be an reinforcing
skill.

Four Ways of Thinking connection: (Provide a complete explanation of how your

lesson plan connects to futures, system, strategic, or values thinking. Define the way of
thinking you selected and used in this lesson plan. Remember, this should be included
meaningfully in the lesson plan.)

Students will think about how their food process can harm the environment
and if that harm will affect future generations.
Students will be researching the process and supply chain of their food and
therefore, be systems thinking.
In their presentation, students will discuss what changes they would make
to their food process. This explanation will vary depending on the values of
the student and what they feel needs to be addressed.
Students will have to come up with strategies and solutions to problems that
might be in their food supply chain.
Safety: (what safety rules and items need to be addressed?)

Students need to be reminded how to use the computers correctly and to be


researching information that is relevent to their topic.
Inquiry Questions: (testable in the here and now.)
1. (to explore): How does food processes affect the environment?
2. (to elaborate): How can we change or modify those processes to make them better or
more efficient?
Key vocabulary: (list and define)
1. supply chain- the sequence of processes
involved in the production and
distribution of a commodity.
2. Process- a series of actions or steps
taken in order to achieve a particular
end.

Materials: (list item and possible


quantity)
1. Computers for every student
2. Papers
3. Pencils

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.
Teacher Will: (hook)
Students Will:
Ask the students what they have eaten so far
that day or the day before. Ask them to think
about how these food get made and discuss
with the person sitting next to them.

Write food down on the paper.


Discuss with other student about how food
is made.

Best Teaching Practice Strategy/Differentiation/ELL and Teacher NotesWalk around the room to make sure students are writing food down on their
papers and discussing about the topic at hand.
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.
Teacher Will: (pose IQ #1)
Students Will: (list all steps)
Ask students the question: Where does our
food come from?
Choose a few students respond to the
question. Mention using the information about
food supply chains that they learned earlier
that week.
Explain to the students that they will be
choosing one of the foods that they listed and
researching to find its food supply chain.
Take students to computer lab (have them
bring paper and pencil).
Let them begin to research their foods and
each part of its supply chain, writing down

Raise hand to answer the question.

Choose one of the foods that they listed to


research about.
Use the computer to research their food,
finding relevant and important details
about the supply chain.

important information as they go.

Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes


Give enough time after asking the question before choosing on a student to
respond. Walk around computer lab and keep an eye on students to make
sure they are looking at relevant websites.
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.
Teacher Will:
Students Will:
Once students have had adequate time to
research and come up with a detailed supply
chain, allow them to discuss with the person
next to them about their findings.
Give them ideas to focus on such as: pros and
cons of their chain, changes that could be
made, how it affects other chains

Discuss with another student about their


supply chain

Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes


Make sure students are discussing about the topic and help with any
conversations that seem to be struggling by giving them questions/ideas to
focus on.
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. IQ #2
Teacher Will: (pose IQ #2)
Students Will:
Once they have adequate time to discuss, ask
them: How could their process affect the
environment?
Tell students to begin researching possible
answers to this question using the computer
and writing down information as needed.

Think about the question that was asked.


Research on the computer about their
process and its affect on the environment.

Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes


Give students ideas on what to think about: where resources come from,
affects to the climate, air, soil, water, etc., and what might happen if a
section of the process was gone or if a certain resource was not avaliable
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.
Teacher Will:
Students Will:
After students have enough time to research
their process, they must begin to put their
supply chain together in a way that is able to
present.
They must include how it affects the
environment in their presentation and what
changes they would make to it if they could.

Put all their information together in a


presentation.
Present their food supply chain to the class
in any way that seems for them, and
including its affects on the environment.

Closure: (revisit objective, IQs and make real world connections)


Ask students why they think this topic was important to learn about. Allow them to discuss
with another student their answer and allow a few students to tell their response to the
whole class.

**Best Practices List the Best Teaching Practices you will use to enhance
the learning outcomes. In each section where prompted, list the best
practice, how the practices will be used and the purpose.

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