Inquiry Based Lesson

Ashley Lee Grade Level: 7th grade Unit 1: Operations with Rational Numbers

Inquiry based project: Students will work in groups as if they have been hired by an educational filming company.
They will need to find a short video that imaginatively demonstrates how to add and subtract integers. The students
will create a digital story that visually represents the reasons behind the rules of integer operations – The students will
need to create a narrative, not an explanation. The students will present the video to a panel of judges (Teachers) who
will decide which video should be distributed.
Standards directly Taught and Learned Learning Targets Assessment strategies
through Discovery
ISTE Standards: The students will demonstrate an understanding The students will use a Vocabulary Checklist to
Students recognize the rights, responsibilities of and respect for the rights and obligations of check for understanding of the concepts.
and opportunities of living, learning and using and sharing intellectual property.
working in an interconnected digital world, and The students will prepare and present a video
they act and model in ways that are safe, legal that explains through a narrative how adding
and ethical. and subtracting integer’s works using flip
The students will select and use digital tools to cameras and video editing computer programs.
Students use a variety of technologies within a plan and manage a design process that considers The students will meet the criteria referenced in
design process to identify and solve problems by design constraints and calculated risks. the Video Rubric.
creating new, useful or imaginative solutions.
The students will submit a storyboard prior to
Content Standards: The students will know basic addition, video recording to the teacher for advice and
MGSE7.NS.1 Apply and extend previous subtraction, multiplication, and division facts of approval as assessed on the Storyboard Rubric.
understandings of addition and subtraction to whole numbers.
add and subtract rational numbers; represent The students will meet the teacher-chosen
addition and subtraction on a horizontal or The students will know how to use criteria on a teacher-made test on adding and
vertical number line diagram. manipulatives (number lines, cubes, chips, etc.) subtracting Integers.
to represent numbers.
MGSE7.NS.1d Apply properties of operations
as strategies to add and subtract rational The students will develop and test rules for
numbers. adding and subtracting integers based on
manipulatives.

Students will derive rules for addition,

subtraction, and multiplication of integers.
Inquiry Based Lesson
Skills & Technology Tools
Information and Communication Skills:
21C.O.5-8.1.LS2 - Student interprets abstract
visuals and creates products (e.g. digital
storytelling) that reflect a growing
understanding of visual language and require the
effective use of tools (e.g. cropped photos,
original charts and graphs, well-chosen images
from databases, video clips).
21C.O.5-8.1.TT4 - Student uses audio, video,
pictures, clip art, moviemaker programs,
webpage design software, electronic documents,
and other files to create and publish electronic
products to communicate with various audiences
inside and outside the classroom.
Thinking and Reasoning Skills:
21C.O.5-8.2.LS1 - Student engages in a critical
thinking process that supports synthesis and
conducts evaluations by applying
comprehensive criteria.
21C.O.5-8.2.TT2 - Student collaborates with
peers, experts, and others using
telecommunications and collaborative tools to
investigate curriculum-related problems, issues,
and information, and to develop solutions or
products for audiences inside and outside the
classroom.
21st Century Learning Skills
Teaching Strategies
The teacher will guide students in the use of
materials and tools necessary for creating final
project.
Digital Citizenship Rubric
http://edu.symbaloo.com/mix/digitalstoytelling
https://storify.com/ashleylee60/moviemaker
The teacher will provide access to technology
that is needed to complete the project.
1. Digital Citizenship
2. Moviemaker
3. Free digital storytelling tools
4. Digital Cameras or Video Recorders
5. Computers
The students will be monitored by informal
observations and self-documentation of goals
accomplished.
The students will be monitored by informal
observations and self-documentation of goals
accomplished.
Assessment Strategies
The students will use the mathematical
modeling process to create a video that explains
the addition and subtraction of integers. The
video will be evaluated by the Video Rubric.
The students will use video cameras, digital
storytelling tools, and moviemaker programs to
create a video that explains the addition and
subtraction of integers. The video will be
evaluated by the Video Rubric.
Each student in the group will discuss and sign a
Team Contract that contains an agreement for
collaborative work.
Students reflect on contributions made from
each team member prior to determining a final
recommendation and what the video will contain
(Journal Prompts).
Students share and have relevant conversations
Inquiry Based Lesson

Personal and Workplace Skills:

21C.O.5-8.3.LS6 - Student maintains focus on
larger project goal, frames appropriate
questions, reflects on possible courses of action
and their likely consequences, develops and
initiates a plan of action with appropriate
smaller objectives and benchmarks, and submits
the completed project when due.
Teacher will facilitate a discussion of the
driving question and project rubrics and will
guide students in their efficacy and use.
Inquiry Questions:
Lesson 1: How can student’s source and use
content for multimedia projects safely and
ethically?
Students adjust time line plans and resources to
allow for project completion.
Students try to resolve issues without teacher
engagement.
Students ask descriptive questions.

21C.O.5-8.3.TT6 - Student applies productivity/
multimedia tools and peripherals to support
personal productivity, group collaboration, self-
directed learning, lifelong learning, and
assistance for individuals with disabilities
including supplemental assistive technology
tools.
Lesson 2: How can we use manipulatives to Students record decisions and plans.
make the rules of integer operations Students evaluate the significance of new
information.
memorable?
Lesson 3-6: How can we use technology to
creatively make the rules of integer operations
memorable?
Teacher will assist groups with technology
assistance, reference materials, and differentiate
materials as necessary

Lesson 1: What is Digital Citizenship?

Inquiry Question: How can student’s source and use content for multimedia projects safely and ethically?
ISTE Standard- Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected
digital world, and they act and model in ways that are safe, legal and ethical.
Thinking and Reasoning Skills:
 21C.O.5-8.2.LS1 - Student engages in a critical thinking process that supports synthesis and conducts evaluations by applying
comprehensive criteria.
Inquiry Based Lesson

 21C.O.5-8.2.TT2 - Student collaborates with peers, experts, and others using telecommunications and collaborative tools to
investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and
outside the classroom.
Overview of the Lesson: In this lesson, the students will explore different elements of what qualities you must have to be a digital
citizen in order to navigate the web and use online material in an ethical manner.
Learning Objectives:
1. Students will collaborate to demonstrate an understanding of and respect for the rights and obligations of using and sharing
intellectual property
Assessment strategy: Students will record relevant information using note-taking and organizational strategies to develop rules and
procedures for using online material safely and ethically.
Materials needed:
 Classroom set of laptop or BYOD
 Live binder link Digital Citizenship

 Post‑it Self‑Stick Easel Pad, 25 x 30.5 Inches, 30‑Sheet Pad

Engage: The teacher will project an image that represents digital citizenship and ask the students to write down 5 things they think
the image is a reflection of by focusing on the objects and focal point of the image. Once the students have completed this activity, the
teacher will ask the students to share their ideas with a partner. After sharing, the teacher mention the upcoming project and introduce
the topic of digital citizenship. Image
Explore: The teacher will divide the students into groups of 5 according to prior assessments for the remainder of the project. For this
specific lesson, each group member will be assigned a topic to explore on being a digital citizen:
1. Digital Citizenship
2. Digital Etiquette
3. Digital Rights & Responsibilities
Inquiry Based Lesson

4. Digital Communication
5. Digital Security
Elaborate and Explain: The teacher will provide group with a post-it pad. The students will use the link provided by the teacher to
create 10 rules for each topic about what it means to be a digital citizen by using the inquiry question: How can student’s source and
use content for multimedia projects safely and ethically?
Evaluate: Students will self-evaluate using the provided rubric. Students will use the Critical Thinking and Collaboration and
Communication Reflection for middle school to evaluate their collaborative work during the inquiry.

Lesson 2: Introduction to the Inquiry based project

Inquiry Question: How can we create a story using manipulatives to make the rules of integer operations memorable?
Personal and Workplace Skills- 21C.O.5-8.3.LS6 - Student maintains focus on larger project goal, frames appropriate questions,
reflects on possible courses of action and their likely consequences, develops and initiates a plan of action with appropriate smaller
objectives and benchmarks, and submits the completed project when due.
Content Standards-

 MGSE7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent
addition and subtraction on a horizontal or vertical number line diagram.
 MGSE7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers.

Overview of the Lesson: In this lesson, the students will be introduced to the inquiry-based project on adding and subtracting
integers. The students will explore a set of given links to understand digital story telling.
Learning Objectives:
1. The students will develop and test rules for adding and subtracting integers based on manipulatives.
2. The students will derive rules for addition, subtraction, and multiplication of integers
Prerequisite skills
1. The students will know basic addition, subtraction, multiplication, and division facts of whole numbers.
Inquiry Based Lesson

2. The students will know how to use manipulatives (number lines, cubes, chips, etc.) to represent numbers.
Assessment strategy:
Students will self-evaluate by reflecting on contributions made from each team member prior to determining a final recommendation
and what the video will contain
Materials needed:
 Manipulatives (number lines, cubes, chips, etc.)
 Classroom set of laptop or BYOD
 Vocabulary Checklist

 Team Contract

 Journal Prompts

 https://storify.com/ashleylee60/moviemaker

Engage: The teacher will instruct the students to remain in their groups from the previous lesson. The teacher will provide the groups
with manipulatives and a vocabulary checklist to review the basic concepts of integers. The students will collaborate in their groups to
fill in a definition and give three examples for each word on the vocabulary checklist. The students will be monitored by informal
observations and self-documentation of goals accomplished.
Explore: The teacher will explain the inquiry based project on creating a digital story for operations with integers and handout team
contracts. The students will have to choose a role for the project. The teacher will provide the groups with a link to explore digital
storytelling and possible tools that can be used to produce their project. The students will need to come up with 3 ideas for the
following question: How can we create a story using manipulatives to make the rules of integer operations memorable? The teacher
will assist groups with technology assistance, reference materials, and differentiate materials as necessary.
Elaborate and Explain: The students will need to work together to complete the journal prompt document. This document has a set
of questions to foster an idea of how they can use manipulatives to demonstrate operations with integers.
Inquiry Based Lesson

Evaluate: The students will be evaluated by informal observations and self-documentation of goals accomplished. Students will use
the Critical Thinking and Collaboration and Communication Reflection for middle school to evaluate their collaborative work during
the inquiry.
Lesson 3: Choose the tool and start on storyboard assignment
Inquiry Question: How can we use technology to creatively make the rules of integer operations memorable?
ISTE Standard- Students use a variety of technologies within a design process to identify and solve problems by creating new, useful
or imaginative solutions.
Personal and Workplace Skills:21C.O.5-8.3.LS6 - Student maintains focus on larger project goal, frames appropriate questions,
reflects on possible courses of action and their likely consequences, develops and initiates a plan of action with appropriate smaller
objectives and benchmarks, and submits the completed project when due.
Content Standards-
 MGSE7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers;
represent addition and subtraction on a horizontal or vertical number line diagram.
 MGSE7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers.
Overview of the lesson: In this lesson, the students will use their journal prompt activities to determine which tool they want to use
for the inquiry based project and begin creating a story board.
Learning Objectives
1. Students will select and use digital tools to plan and manage a design process that considers design constraints and calculated
risks.
Assessment strategies
1. The students will submit a storyboard prior to video recording to the teacher for advice and approval as assessed on the
Storyboard Rubric.

Materials needed:
Inquiry Based Lesson

 Manipulatives (number lines, cubes, chips, etc.)

 Classroom set of laptop or BYOD
 Completed Journal Prompts
 http://edu.symbaloo.com/mix/digitalstoytelling
 Storyboard Rubric.
Engage: The teacher will open this lesson by presenting 3 digital storytelling projects similar to their assignment. The teacher will ask
the student to focus on the application used and style of the presentation. The students will be asked to choose which video they
enjoyed the most. The teacher will tally the class votes and monitor a discussion on what key aspects they liked the most in the video.
This activity will help the students have an idea of what tools they will use to complete their project.
Explore: The teacher will provide each group with a symbaloo link to explore different applications that can be used to create their
digital story. The inquiry driven question during exploration is: How can we use technology to creatively make the rules of integer
operations memorable? The students will need to collaborate on which tool will work best for them before starting on the storyboard
assignment. The teacher will assist groups with technology assistance, reference materials, and differentiate materials as necessary.
Elaborate and Explain: After exploring and choosing a tool, the groups will use the journal prompt assignment to start on their
storyboard for the inquiry-based project. The teacher will provide the groups with a rubric that explains their expectations.
Evaluate: The students will be evaluated by informal observations and self-documentation of goals accomplished. Students will use
the Critical Thinking and Collaboration and Communication Reflection for middle school to evaluate their collaborative work during
the inquiry.