Task 4

Choose ONE lesson that you will teach and show how you developed it as an INQUIRY based lesson that uses
the 5E cycle. You should teach this lesson, get feedback, and do the usual reflection that is required for all
lessons (see Task 3) (CLOs 1-6).
Lesson Title Communication.
Level of Inquiry Guided.
A brief description of the The lesson discuss some 21st century ways of communication.
lesson As well as, it ask the students to critical think and come up with
an answer wither these new communication ways affect
human being in a good way or not, and how do they affect
them in these two ways.
The Problem or Issue How can these applications affect human’s communications
nowadays?
Essential Question What are some new ways of people communicating nowadays?
How people used to communicate in the past?
Guiding Questions How does these two ways, past and present affects us?
Do they serve us positively or not? How?
Learning Outcomes (LOs)  Identify some new terms related to the lesson.
By the end of the lessons  Critical think about the reading passage.
students will be able to:  Connect new terms in their daily life, besides using them in full
sentence.
Hypothesis Inquiry based learning approach is one of the effective ways of
teaching and guiding the learner to a new topic. It enhance
learner’s enthusiasm about learning something new, and fill
their curiosity gap (Edutopia, 2016).
Making the students search for an answer to their question is
more likely way to make them accommodate that answer.
Moreover, it makes the information more adapted, in which,
they are the one who finds it out and understand it as well.
For this lesson, giving them the guiding question and letting
them explore it by themselves will make them more aware of
the answer. However, they will do some reading and
answering questions in their workbook, which is a guiding task
as well. Additionally, asking them to discuss their answers with
their classmates would make them find different answers,
where they will listen to more than one student’s perspective,
this will enhance other point of views acceptance, and maturity
emerges.
Prediction In this lesson, most of the stages will need students to work as
peers. This will enhance the collaborative learning and would
make more interesting instead of asking them work
individually, which is boring from what I got and found after
discussing with them. Some students may not be able to
identify some new words even after self-directing and
research, for that part, the whole classroom discussion comes.
Furthermore, the workbook task will also help them to be
more able to understand new terms and adapt them well. Some
of them may find it difficult to understand clearly, what does
each term means; thus, this will guide them, where it asks
them to fill the terms in the correct place.
The outcome or product At the end of the lesson, students are expected to define new
of the students’ terms related to the lesson, besides using them fully in their
investigation (i.e. what daily life. In addition, they will be able to find wither these new
will the students be applications are good, and enhance the relationship between
expected to produce at people nowadays or not. Additionally, they are expected to
the end of their discuss about how they can build a good communication using
investigation) these new applications instead of using them inappropriately.
Moreover, they should be able to write full sentences using
new terms and their researches, besides expressing their
thoughts in a short paragraph, which will be about the lesson.
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate
in?
What are some questions What process skills will I Which literacy skills will
These must also include: that I will ask students create experiences for I create experiences for
during each ‘E’ ( & at what students to use at each ‘E’ students to use at each
 Differentiated Activities
level of Bloom’s is each of (name, how, and where) ‘E’ that students will
and
these questions?)? use at this stage
 formative evaluation,
including what will (name, and say how
students produce by and where)
the end of this section.
Engagement - They will The questions will be as - They will - They will
 Access prior participate in the following: experience experience
learning exploring about - What are some critical thinking, reading and
 Engage the new new in which, they vocabulary
students in communication communication will try to think skills, they
new concept. ways and what ways that we and guess the will read and
 Elicit curiosity
each of them use nowadays? answers. identify new
 Act as a bridge
called through - Are they terms by
between past
and present reading passages, beneficial or themselves
learning besides how they not? How? as peers, and
experiences are used and how - How people then share it
 Expose prior they will affect used to as whole
conceptions. future communicate in classroom.
 Organise communication. the past?
students - Relate the new - Who am I
thinking lesson with their questions, in
towards the prior knowledge, which, It will
Los in which, they are include general
already familiar applications and
with some new they have to
ways of guess which
communication. application is
this through
Stage What Experiences will Questioning Map Process skills Literacy skills
students participate
in?
What are some questions What process skills will I Which literacy skills will
These must also include: that I will ask students create experiences for I create experiences for
during each ‘E’ ( & at what students to use at each ‘E’ students to use at each
 Differentiated Activities
level of Bloom’s is each of (name, how, and where) ‘E’ that students will
and
these questions?)? use at this stage
 formative evaluation,
including what will (name, and say how
students produce by and where)
the end of this section.
- Turn on their what is
curiosity about described. For
the topic through example, I am
some questions yellow, all
that needs critical people love me,
thinking. who am I?
Therefore, they
have to answer
snapchat.
- They all in the
analysing level,
in which, they
will differentiate
and distinguish
between ways
of
communication
in the past and
nowadays, in
addition, how
they affect us.
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate
in?
What are some questions What process skills will I Which literacy skills will
These must also include: that I will ask students create experiences for I create experiences for
during each ‘E’ ( & at what students to use at each ‘E’ students to use at each
 Differentiated Activities
level of Bloom’s is each of (name, how, and where) ‘E’ that students will
and
these questions?)? use at this stage
 formative evaluation,
including what will (name, and say how
students produce by and where)
the end of this section.

Exploration - What is the - They will - Reading and

 According to the - The students will passage about? experience writing. In
level of inquiry, do a small - What are new critical thinking which, they
students are given research about terms you have and collaboration will read
opportunity to what kind of read? skills. In which, some
design and/or communication - What are some they will work as passages
conduct a
applications used new groups to read about the
preliminary
investigation. The
nowadays. What applications will the passages and lesson and
investigation people used in be used in the answer the summarize
allows learners to the past to keep future? How do questions. some ideas
use their prior in touch with they serve us as answering
conceptualisations each other and human? Are the questions
to explore how these two they beneficial they will be
questions and types influence or not? How? given.
possibilities us, wither in the - These questions
surrounding the past or present are in the
LOs, and to
and what might evaluating
generate new
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate
in?
What are some questions What process skills will I Which literacy skills will
These must also include: that I will ask students create experiences for I create experiences for
during each ‘E’ ( & at what students to use at each ‘E’ students to use at each
 Differentiated Activities
level of Bloom’s is each of (name, how, and where) ‘E’ that students will
and
these questions?)? use at this stage
 formative evaluation,
including what will (name, and say how
students produce by and where)
the end of this section.
thinking about the happen in the stage, in which,
LOs. future, are they the students will
going to keep us decide about
close or will be the questions,
fast but not stand and justify
beneficial. them as well as
- After the support their
research, they answers with
will be discussing some lines from
their findings and the reading
share different passages.
thoughts.

Explanation - The students will - What are the - They will Vocabulary, writing
 Teachers provide use the workbook new terms have experience and speaking skill. In
opportunities for in order to solve all of you critical thinking which, they will be
learners to engage a puzzle that is found? What and self- defining new terms
in the conceptual consist of the does each of direction, in and sharing them
probing and
terms they them mean? which, they will after they wrote
development
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate
in?
What are some questions What process skills will I Which literacy skills will
These must also include: that I will ask students create experiences for I create experiences for
during each ‘E’ ( & at what students to use at each ‘E’ students to use at each
 Differentiated Activities
level of Bloom’s is each of (name, how, and where) ‘E’ that students will
and
these questions?)? use at this stage
 formative evaluation,
including what will (name, and say how
students produce by and where)
the end of this section.
needed to explain supposedly had - How did you think about the them as a speaking
the science (or a read, and classify find what each question and part.
focus area of it) each term in the of them refers classify each term
that supports the correct place. to? to its definition.
exploration, and
- At the ends of - What is the
its outcomes.
this puzzle game, passage
the terms will be purpose?
discussed, - These questions
interpreted and are in the apply
clarified as whole stage, in which,
class, in order to they will start to
support their explain and use
explorations. what they
researched for
besides
implementing it
in the puzzle
game.
Elaboration - The students will - How do you use - They will - Writing and
 Teacher provides link their these experience speaking
students with researched applications? critical thinking, (making full
experiences, which information and - How would you self-direction and sentences
help to deepen identifying the use them in the communication using new
and broaden
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate
in?
What are some questions What process skills will I Which literacy skills will
These must also include: that I will ask students create experiences for I create experiences for
during each ‘E’ ( & at what students to use at each ‘E’ students to use at each
 Differentiated Activities
level of Bloom’s is each of (name, how, and where) ‘E’ that students will
and
these questions?)? use at this stage
 formative evaluation,
including what will (name, and say how
students produce by and where)
the end of this section.
students’ new terms in future in a while discussing terms and
conceptual skills their daily life beneficial way? their answers and link them to
and knowledge situations. In How could you making full their daily life
around the LOs. which, they will prevent using sentences using and speak
The elaboration,
make full these the new terms. about it).
extension, and
application of the
sentences using applications in a
LOs to real life new terms and bad way?
phenomena is talk about the - These questions
welcomed at this applications, how are in the
stage do they use it and understanding
how they will be stage. The
using the new students will
one as well. describe and
Besides, how discuss all the
could all of them work they have
affect them done in the
either directly or research part.
indirectly?

Evaluation - Students will - What does - They will - Reading.

(Summative) participate in the goggles mean? experience self- Where they
kahoot game as How can direction, in will be
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate
in?
What are some questions What process skills will I Which literacy skills will
These must also include: that I will ask students create experiences for I create experiences for
during each ‘E’ ( & at what students to use at each ‘E’ students to use at each
 Differentiated Activities
level of Bloom’s is each of (name, how, and where) ‘E’ that students will
and
these questions?)? use at this stage
 formative evaluation,
including what will (name, and say how
students produce by and where)
the end of this section.
 Evaluation with an evaluating meeting rooms which, they will reading the
the 5E learning stage. The game will be answer kahoot’s questions in
cycle occurs at will contain all of disappeared in questions the game in
every other ‘E’ what they did the future? individually in order to
formatively; and at
during the lesson What does each order to evaluate answer.
the end of the
as questions and terms means their level of
lesson
summatively. they need to and so on. understanding.
answer all of - These questions
them individually. will be in the
remembering
and evaluating
stage. They will
be remembering
all of what they
have done in
the lesson in
order to answer
as well as
evaluate their
level of
understanding
each learning
outcome.
Reference:
- Wolpert-Gawron,H. (2016, August 11). What the Heck Is Inquiry-Based Learning? Retrieved from Edutopia :
https://www.edutopia.org/blog/what-heck-inquiry-based-learning-heather-wolpert-gawron