Adapting previously taught lessons that include technology using the following criteria:
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a. 5E lesson planning format
b. Students use the technology to learn, and/or students use technology to show you what they have learned
c. You must have work samples (technology products) from the students that you taught for each lesson.
d. Design assessments as instructed on the Teaching & Assessment sample page and grade at least one student’s work (technology product) from each lesson using a rubric you create. Make sure to weigh subject area content (math, science, language arts, etc.) most heavily on any rubric you use.
e. Upload the lesson plans, assessments, and student work samples on your Teaching & Assessment page, along with the other information specified on the sample web page.
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Teacher
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Date
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Subject area/course/grade level
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Materials
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Standards (State and IST
E
Standards for Students)
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Objectives
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Differentiation Strategies (How will the lesson address the various learning styles of the students and the needs of those with special needs?)
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The 5 Es
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E
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Description
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Engagement
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Replace this description with your work. Here is your chance to catch the student’s attention. You must pose questions or design an activity to help the students build on what they already know in preparation for learning something new. Provide specific details on your engaging activity and include hyperlinks or screen shots to videos, web resources, or mobile applications. Also, include any presentations or documents used. You are not required to use technology for the engagement phase but may choose to do so.
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Engagement Assessment
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Exploration
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Replace this description with your work. This is it, the heart of learning. Hands-on experiences are mandatory and should include chances for the students to collaborate and experiment and be able to discuss their learning with others. Provide specific details on the exploration activity in which your students will participate. Include hyperlinks or screen shots to videos, web resources, or mobile applications. Also, include any presentations or documents used. You are not required to use technology for the exploration phase but may choose to do so.
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Exploration Assessment
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Explanation
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Replace this description with your work. This stage of the lesson is your part. You will cover vocabulary, concepts, ideas – whatever is necessary – to help the students understand the lesson. Include higher order thinking questions to help the students connect and comprehend the point of the lesson. Provide specific details of your explanation phase. Include hyperlinks or screen shots to videos, web resources, or mobile applications. Also, include any presentations or documents used. You are not required to use technology for the explanation phase but may choose to do so.
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Explanation Assessment
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Elaboration
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Replace this description with your work. This is your chance to plan activities for the students to apply what they learned in the lesson to their lives and new situations. You will need to be creative and allow your students to do the same. Design an assignment that requires students to create a technology product (webpage, blog, brochure, game, etc.) to demonstrate their understanding of the content taught. Provide a sample technology product for your students to use as an example. Additionally, you will upload or include the URL of your student created technology products on the Teaching & Learning page of your website.
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Evaluation
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Replace this description with your work. Remember, assessment is part of each stage of the 5E lesson planning process. You will need to assess each student on their participation and understanding and evaluate how close they have come to meeting the objectives of the lesson. Create a checklist or rubric to grade the student created technology product, paying close attention to the objectives of the lesson.
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References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.: National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.
