Inquiry Lesson Plan Explanation/Example
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Lesson Title: Developing Effective Social Policy for Change
Course /Grade level:	Social Issues in an Industrial World//12^th grade
Unit Objective[s]:
Key Concepts/Terms/TEKS: (3)A The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings
Behavioral/Performance Objectives:
use a problem-solving process to identify a problem, gather information list and consider options consider advantages and disadvantages, choose and implement a solution evaluate the effectiveness of the solution
Anticipatory Set:
1. Developing the problem or question by making it manageable and meaningful
[Tell an interesting story, show a video, present an artifact, or demonstrate a skill to set the stage for the lesson. The story does not necessarily need to relate to the exact area of study, however, it does need to set the stage for lesson.] Example: § Show pictures or a video of current suffering in a poor area of the world. Discuss population and food concerns. [Ask a question or pose a problem that will make the students want to seek an answer or solution.] Example. § Suppose you were the leader of the country and you were concerned about the future of your people. Propose three possible government policies to deal with the problem.
Lesson Development (Teaching Procedures).
2. Hypotheses: [Generate some tentative answers or educated guesses through a question and answer discussion. Write suggestions on the board or overhead.]
§ Student Examples: Policy One: Allow only one child per family. Policy Two. Set aside land for food and offer monetary rewards for farmers. Policy Three: Work with the United Nations and others to deal with the current and future problems. (Could be as many as Six possible policies.)
3. Data Collection and Analysis: [Arrange students in cooperative groups to work on each of their self-generated solutions (hypotheses).]
Example: § Form three (as many groups as hypotheses) groups and assign each group one policy statement. § Provide sufficient resource materials for students to research their topics (internet sites, encyclopedias, magazines, textbooks, interviews, etc.). § Require students to take notes on their research. Collect information on things that support the policy and things that contradict the policy. § Require students to analyze the data for accuracy and bias. § Require students to draft a statement to the nation on this policy: They could state their agreement or disagreement followed by a rationale for their view.
4. Conclusion: [Evaluating evidence against the hypothesis. ]
Example:
§ Require each group to make a short presentation to the class in the form of a speech to the nation (this should follow their draft statement).
§ Require students in class to take notes and ask questions of the group.
§ Following the presentations ask the class to choose their policies. Write the policies on board and have the students vote on them.
5. Generalizations: [Testing against new evidence.]
Example:
§ Have students offer possible consequences of their suggested policies.
§ Help students develop generalizations about leaders in these situations and their policies. student examples: 1. Leaders that make with difficult choices for long term benefit of the people lose short term support. 2. Leaders that go against the moral policy of the majority do not get re-elected.. 3. Overpopulation and lack of food lead to political instability. Solutions to overpopulation and food shortages are often unpopular with the majority.
6. Summary [End lesson by discussing the original objectives ]
Assessment
7. Evaluation: [Evaluate student competence in meeting the objectives.]
Example: § Students could have been graded on a number of items, such as: group skills, presentation skills, research skills, policy statements, or content. § A rubric for each category with appropriate points could be developed with the class before the lesson began.