Develop an integrated inquiry program on the needs of living things. There are a total of 15 in depth lesson plans required in your daily work pad (DWP) 15 lesson plans – includes 1 x incursion lesson plan and 1 x excursion lesson plan. The integrated programming model you will use is the 5E inquiry. Make sure that your inquiry question is evident throughout the program.

Please note that I have started the program (document uploaded) and completed the first lesson. Do not change the layout; just fill in the missing parts as some bits have been done. I have added some info for each lesson under the heading What this lesson needs to address to help complete the lesson. This is not all that needs to be addressed so please add to it. Just keep in mind that the students are 5 and 6 years old and only have a max of 1hr per lesson. Please look at the curriculum links provided at the bottom of the template document to base all the lesson plans around. They must all link to the curriculum. If you are unsure, please ask – don’t assume. I have uploaded units to use as a guide only as they are not my work. Also, please make sure you use the reference list provided in the document and add to it.

• Assessment strategies must be clearly linked to objectives in each lesson. Show the steps in the lessons and the curriculum links that are being used to support each lesson in your program. Link these objectives to your program checklist and rubric.

Assessment strategies that must be used include:
1. Questioning
2. Brainstorming
3. Observations
4. Collection of work
5. Recorded conversations and discussions
6. Anecdotal records
7. Checklists
8. Diagrams
9. Portfolio (this is the final rich task)

You must include the following within the program:
1. Marion Blank Model of Questioning
2. Gardners Theory of Multiple Intelligences
3. Think-pair-share
4. Research skills
– formulate questions
– focused questioning
– application discussions

Curriculum links are all provided at the bottom of the template document. Please select the links appropriate for the lesson plan.

• Pay attention to the introduction lesson and conclusion lesson/s of your inquiry: Make sure that these are significant.
• Demonstrate at the conclusion of your program how you will display, collect, share or exhibit 15 lessons’ of cross- curricular activities that lead the children to answer the inquiry question you have posed.
• Include varied ‘hook ins’ (motivation, engaging moment) to lessons.
• Lessons must be age appropriate (5-6yrs) and relevant to prep/foundation and your program.
• The learning activities will need to be shown in sequence.
• The program must integrate the Mathematics and English learning areas with two or more learning areas provided in the curriculum links section.
• Demonstrate how you will differentiate each of your 15 lessons.
• Provide details of how each lesson could be extended.
• Provide a rubric for assessing the final product at the end of the inquiry or a collection of items at the end of the inquiry (such as a collection of Portfolio items). This rubric should include at least three levels of achievement and be accessible to children (use age appropriate language).
• Provide a checklist, for assessing English in the context of the integrated program. A checklist which could be utilised by the teacher, for a whole class and be clearly linked to the 15 in depth lessons in your DWP.

Some more clarification about the checklist and rubric:
The checklist clearly demonstrates a highly comprehensive use of the outcomes and objectives in English, and covers the entire 15 lessons. You would have items listed in your checklist that cover, knowledge, skills, attitudes, behaviours etc that you can observe over the program. You would use the checklist to record what you observe/assess during lessons and experiences. Each of the in depth lessons will link to your checklist and you will describe the behaviours or indicators you expect to see during the lesson that enable you to see that the children have demonstrated the learning outcome. This is a teacher checklist.
Assessment rubric for the end of program. A rubric that can be used to assess the FINAL product that the children produce e,g. portfolio (a collection of work from 15 lessons). You would develop a rubric that allows you to grade the portfolio as a whole), performance on the last day of the program, presentation during the last few days of the program, artwork produced in the final week/last day etc. The FINAL product allows the children to demonstrate their learning about the topic over the program. The rubric you develop is the assessment tool you will use to assess learning, misconceptions and to inform your future planning. The rubric needs to be written so in child friendly language children can understand what is required.

Is the Extension part of our lesson plan ideas for early finishers or other lesson ideas to continue the outcomes of the lesson?
The Extension is an open ended task, that would be suitable for all children in the class (more able and less able children), to extend the outcomes of the lesson.

For each of the 15 lessons you need to include how you will assess the outcomes.
Program Checklist – Focus on English and make sure every lesson that has English Curriculum outcomes will link to your lesson objectives and the Program Checklist. Your checklist must show the Curriculum outcome (link), lesson objective, the learning area strands (e.g. English – strands of Language, Literature and Literacy). You need a title and short description of the purpose of the checklist. You also need to have a place to put the date the Curriculum outcome was achieved and a place for the child’s name. This Program Checklist is for use by the teacher.
Program Rubric (science focus) – this is used to assess the child’s actions/behaviours or the product produced in the final (or almost final lesson) of the inquiry. This Program Rubric is for use by the children and the teacher. The language used must be easily understood by the children. This is the Rich Task (end of inquiry). The Rich Task should draw together the learning, skills and knowledge gained during the inquiry. You might chose to have the rich task in lesson 14 and use lesson 15 to reflect on the rich task.
Indicators are things you will be looking for when assessing – behaviours, what the child says, how they act and interact, what they produce or create.
Rubric Dimensions/Criteria – are the parts of the task or component skills.