Will send Rubric as well
GCU College of Education
5E LESSON PLAN TEMPLATE
Revised 1-5-2016
Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title |
Maria Thompson |
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I. Planning |
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Lesson Summary and Focus: |
In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Clarify where this lesson falls within a unit of study. |
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Instructional Materials, Equipment, and Technology: |
List ALL materials, equipment, and technology the teacher |
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Classroom and Student Factors: |
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. |
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National / State Learning Standards: |
Identify the relevant grade level standards, including the strand, cluster, and standards by number |
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Specific Learning Targets/Objectives: Specify exactly what the students will be able to do after the standards-based lesson. |
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Lesson Focus Question: Write a question which is aligned to the learning target and which demonstrates the overall “big idea” students should learn through this lesson. |
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Academic Language: |
Key Vocabulary: Include the content-specific terms you need to teach and their meanings according to this lesson. |
Instruction and Development: Include instructional strategies for teaching the selected academic vocabulary terms, as well as vocabulary development activities to allow students to practice and apply the terms. |
Summative Assessment: |
Include details of any summative assessment as applicable. Explain how the summative assessment measures the learning targets/objectives. |
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Differentiation Strategies |
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Instruction |
Activities |
Assessment |
Describe instructional differentiation strategies to be used throughout the lesson to enhance instruction and make the content comprehensible for all students. |
Describe instructional differentiation strategies to be used throughout the lesson to scaffold learning and engage all students. |
Describe differentiation strategies for formative and summative assessments to allow all students to demonstrate what they know or have learned. |
II. Instruction |
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The 5Es |
Probing Questions |
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Engage |
Designed to help students understand the learning task and make connections to past and present learning experiences. It should stimulate interest and prompt students to identify their own questions about the topic. Typical activities in this stage include posing a question, defining a problem, or demonstrating a discrepant event, then using small group discussions to stimulate and share ideas. Instructors help students connect previous knowledge to the new concepts introduced in the unit. |
Develop a few questions which help students access prior knowledge and get them thinking about the big idea of the lesson. |
Explore |
Students have the opportunity to get directly involved with key concepts through guided exploration of information. They begin identifying patterns and make connections to other disciplines. Frequently, students will diverge from the slated activity to explore their own questions, continually building on their knowledge base. In this stage, instructors observe and listen to students as they interact with each other and the information provided. Probing questions help students clarify their understanding and redirect their investigations when necessary. |
Develop a few probing questions which help students move towards mastery of the learning target and promote critical thinking and inquiry-based learning. |
Explain |
Activity: |
Develop a few questions for class discussion which help students work through misconceptions, gain a deeper understanding of the content, and move students toward mastery of the learning target. |
Elaborate |
Activity:
Closure: |
Develop a few questions, aligned to the learning target, which allow students to apply new knowledge in a different context. Include the focus question here. |
Evaluate |
Formative Assessment: |
© 2016. Grand Canyon University. All Rights Reserved.
Class Profile
Student Name |
ELL/ Proficiency Level |
Socioeconomic Status |
Race/ Ethnicity |
Native Language |
Gender |
IEP/ 504 |
Other |
Age |
Reading Performance Level/Score* |
Math Performance Level/Score* |
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Arturo |
Yes – 4 |
Low |
Mexican |
Spanish |
Male |
No |
Glasses |
Grade level |
One year below grade level /98 |
At grade level/151 |
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Bertie |
Yes – 5 |
Vietnamese |
Female |
None |
One year above grade level /210 |
At grade level/108 |
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Beryl |
Mid |
White |
English |
None |
Two years above grade level/268 |
At grade level/163 |
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Brandie |
Liberian |
Liberian English |
At grade level/178 |
One year below grade level/79 |
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Dessie |
Russian |
At grade level/113 |
One year below grade level/65 |
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Diana |
At grade level/198 |
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Donnie |
Mid |
African American |
Yes |
Hearing Aids |
At grade level/150 |
At grade level/124 |
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Eduardo |
Low |
Puerto Riccan |
One year below grade level/88 |
At grade level/101 |
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Emma |
At grade level/135 |
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Enrique |
ADHD |
One year above grade level |
One year below grade level/45 |
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Fatma |
Yes – 5 |
One year below grade level/21 |
One year above grade level/289 |
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Frances |
Diabetic |
At grade level/116 |
At grade level/114 |
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Francesca |
At grade level/162 |
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Fredrick |
Learning Disabled |
Two years below grade level/285 |
Two years below grade level/15 |
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Ines |
Yes – 4 |
One year below grade level/50 |
One year below grade level/55 |
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Jade |
At grade level/183 |
One year above grade level/224 |
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Kent |
High |
At grade level/178 |
One year above grade level/208 |
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Lolita |
Yes – 5 |
Navajo |
At grade level/110 |
At grade level/141 |
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Maria |
NOTE: School does not have gifted program |
At grade level/139 |
Two years above grade level/296 |
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Mason |
High Func-tioning Autism |
At grade level/154 |
At grade level/138 |
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Nick |
One year above grade level/205 |
At grade level/180 |
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Noah |
At grade level/193 |
At grade level/177 |
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Sharlene |
One year above grade level/110 |
At grade level/125 |
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Sophia |
Guatamalan |
At grade level/129 |
At grade level/152 |
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Stuart |
Allergic to peanuts |
One year above grade level/231 |
At grade level/116 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Terrence |
At grade level/189 |
At grade level/192 |
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Wade |
At grade level/179 |
One year above grade level/223 |
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Welington |
Yes – 3 |
Cuban |
One year below grade level/82 |
Two years below grade level/24 |
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Wendell |
Yes – 2 |
Somali an Refugee |
Somali |
One year below grade level/51 |
Two years below grade level/45 |
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Yung |
Burmese |
One year below grade level |
Two years below grade level/65 |
*Scaled Scores Key: Above Grade Level = 200 +, At Grade Level = 100-199, Below Grade Level = 0-99
© 2018. Grand Canyon University. All Rights Reserved.
Benchmark Instructions – Science/Health Mini-Unit Plan INSTRUCTIONS |
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For this benchmark, you will create a unit plan containing three individual lesson plans designed for the students outlined in the “Class Profile.” Choose a grade level for the students, then select an NGSS from the physical, life, or earth/space sciences, as well as a health/nutrition standard from your state, for the 3-lesson unit. You may adapt any previous assignments in the creation of this mini-unit plan, as long as the three lessons form a planned, cohesive unit. Use the 5E lesson plan template for each of the three lesson plans.
In your unit, design the three lesson plans so that they:
1. Use a variety of teaching strategies and technologies that encourage the students’ development of critical thinking and problem solving.
2. Use strategies that create opportunities for students’ active engagement in their learning and promote a supportive learning environment.
3. Incorporate the use of digital resources to promote effective verbal, nonverbal, and media communication techniques while creating opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom.
4. Integrate formative and summative assessment techniques that measure all four DOK levels, and provide students feedback on their learning so that they can make adjustments; and
5. Use differentiated strategies to meet the needs of all students in the “Class Profile.”
Along with the unit, submit a 250-500 word rationale describing your reasoning for your instructional choices, your use of the 5E model, and how you connected the content to student learning needs.
Llewellyn, D. J. (2013). Inquire within: Implementing inquiry- and argument-based science standards in grades 3-8 (3rd ed.)
Course Code | Class Code | Assignment Title | Total Points | |||||||||||||||
ELM-360 | ELM-360-O500 | Benchmark – Science/Health Mini-Unit Plan | 300.0 | |||||||||||||||
Criteria | Percentage | 1: No Submission (0.00%) | 2: Insufficient (65.00%) | 3: Approaching (75.00%) | 4: Acceptable (85.00%) | 5: Target (100.00%) | Comments | Points Earned | ||||||||||
100.0% | ||||||||||||||||||
Science and Health Content InTASC: 1(b), 7(a) ACEI 2.2 COE D2 C2.2 | 1 | 5.0% | Not addressed. | Lesson plans are incomplete and do not create a unit, or are complete but do not have aligned learning targets, activities, and assessments that creatively and comprehensively teach one or more fundamental concepts of physical, life, or earth/space sciences and a state health standard. | Lesson plans are complete and form a unit. They have learning targets, activities, and assessments that teach one or more fundamental concepts of physical, life, or earth/space sciences and a state health standard, but are lacking alignment. | Lesson plans are complete and form a solid unit. They have learning targets, activities, and assessments that align to one or more fundamental concepts of physical, life, or earth/space sciences and a state health standard. | Lesson plans are complete and form a clear, cohesive unit. They have clear, well-aligned learning targets, activities, and assessments that creatively and comprehensively teach one or more fundamental concepts of physical, life, or earth/space sciences and a state health standard. | |||||||||||
Teaching Strategies ACEI 3.3; InTASC 3(g), 7(k), 8(f), 8(g), 8(l) COE D3 C3.3 | Lesson plans do not use a variety of creative, age-appropriate, teaching strategies and technologies. There is no demonstration of students’ development of critical thinking and problem solving. | Lesson plans use a variety of teaching strategies and technologies that inconsistently encourage elementary students to develop critical thinking and problem solving. | Lesson plans use a variety of teaching strategies and technologies that frequently encourage elementary students to develop critical thinking and problem solving. | Lesson plans use a variety of creative, age-appropriate, teaching strategies and technologies that skillfully demonstrate progression of knowledge and encourage elementary students development of critical thinking and problem solving. | ||||||||||||||
Student Engagement ACEI 3.4; InTASC 3(b), 3(c), 3(i), 3(j), 8(n) COE D3 C3.4 | Instructional strategies do not create opportunities for students active engagement in their learning and are not supportive to the learning environment. | Instructional strategies generally create opportunities for students active engagement in their learning and promote a supportive learning environment but are overly simplistic. | Instructional strategies create opportunities for students active engagement in their learning and promote a supportive learning environment. | Instructional strategies skillfully create opportunities for students active engagement in their learning and promote a supportive learning environment. | ||||||||||||||
Digital Resources ACEI 3.5; InTASC 3(f), 3(h), 3(m), 8(m) COE D3 C3.5 | 10.0% | Digital resources do not promote effective verbal, nonverbal, and media communication techniques and do not create opportunities for collaboration in the elementary classroom. | Digital resources involve appropriate verbal, nonverbal, and media communication techniques. They create some opportunities for collaboration, in the elementary classroom. | Digital resources promote effective verbal, nonverbal, and media communication techniques while creating opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom. | Digital resources skillfully promote effective verbal, nonverbal, and media communication techniques while creating opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom. | |||||||||||||
Assessment ACEI 4.0; InTASC 6(a), 6(g), 6(j), 6(k), 6(l), 7(d); 7(l) COE D4 C4.1 | Planned assessments do not clearly measure the stated learning targets, do not provide meaningful feedback to teachers or students, do not measure all four DOK levels, and/or seem opposed to the form and function of the lesson plans. | Planned formal and informal assessments are generally aligned to the stated learning targets and standards. Formative assessments are generally designed to provide data on student performance for monitoring and adjusting, and provide students some feedback so they can evaluate and adjust their own learning. Summative assessment simplistically measures four DOK levels and is somewhat cohesive in form and function for the unit. | Planned formal and informal assessments are aligned to the stated learning targets and standards. Formative assessments are designed to provide data on student performance for monitoring and adjusting, and provide students feedback so they can evaluate and adjust their own learning. Summative assessment measures all four DOK levels and is cohesive in form and function for the unit. | Planned formal and informal assessments are well aligned to the stated learning targets and standards. Formative assessments are carefully designed to provide data on student performance for monitoring and adjusting, and provide students feedback so they can evaluate and adjust their own learning. Summative assessment measures all four DOK levels and is cohesive in form and function for the unit. | ||||||||||||||
Differentiation ACEI 3.2; InTASC 2(a), 2(h), 8(a) COE D3 C3.2 | Lesson plans instruction, instructional supports and assessments ignore students learning needs as identified on the Class Profile. | Lesson plans include simplistic, but appropriate, differentiated instruction, instructional supports and assessments. They address some of the student needs represented on the Class Profile. | Lesson plans include sound differentiated instructional activities, supports and assessments that are clearly designed to meet the needs of students represented on the Class Profile. | Lesson plans have creative, well-developed differentiated instructional activities, supports and assessments that are clearly designed to meet the needs of specific individuals and/or groups with similar needs, consistent with the Class Profile. | ||||||||||||||
Unit Plan Rationale ACEI 3.1; InTASC 7(a), 7(b), 7(g) COE D3 C3.1 | Rationale inadequately summarizes instructional choices and/or does not identify student needs at the center of the design. | Rationale summarizes a simplistic, but adequate reasoning for instructional choices, the use of the 5E model, and meeting needs of the students. | Rationale describes sound reasoning for instructional choices, the use of the 5E model, and how the lessons were designed to meet student needs. | Rationale comprehensively summarizes instructional choices, the use of the 5E model, and how the lessons were designed to fully engage students in the content and meet their instructional and motivational needs . | ||||||||||||||
Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | ||||||||||||||
Total Weightage | 100% |
GCU College of Education
5E LESSON PLAN TEMPLATE
Revised 1-5-2016
Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title |
Maria Thompson 2nd 2/28/21 Science Matter mysteries |
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I. Planning |
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Lesson Summary and Focus: |
Students will learn about the properties of solids and liquids. |
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Instructional Materials, Equipment, and Technology: |
Object ideas Slime Playdoh Spikey ball Rubber band ball legos Action figure Balloon Soda bottle Water wiggler toy Toy car Squishy ball Noodles/pasta Pinecone Shell Tea bag Gummy worms (wet) Ice cubes (in a baggie) Jell-o (premade in a baggie) Sugar/flour/corn starch (in a baggie) Jellybeans Toothbrush (new of course) Tube of toothpaste Teddy bear keys Worksheets Pencils Notebook Visual cards (for those students that need them) |
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Classroom and Student Factors: |
15 students are not proficient in ELL, 2 students have IEP’s, 2 students with ADHD, 3 students are LD, 1 high functioning autistic student, 1 gifted student, 10 students below grade level in reading, and 7 below grade level in math, 10 students above grade level in ELA/Math. 16 non-English native language students I am going to have to ensure that I am differentiating the assignment and accommodating per the IEP’s, as well as for the students with ADHD (depending on if they are able to work through the stations). For the gifted and above grade level students, they will have different variations. My biggest concern are the 16 students whose native language is NOT English. Make sure I have visuals out for them to refer to. |
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National / State Learning Standards: |
2.5 (A) classify matter by physical properties, including relative temperature, texture, flexibility, and whether material is a solid or liquid. 2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. NGSS: 3. Planning and carrying out investigations |
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Specific Learning Targets/Objectives: Students will be able to describe and classify the observable properties matter. |
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Lesson Focus Question: How can we classify different materials? |
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Academic Language: |
Key Vocabulary: Length Flexibility Texture Shape State (solid or liquid) |
Instruction and Development: I will present a slideshow for the students with the vocabulary words and have them write it in their notebook. After the slideshow I will have visuals (cards or actual objects) and go over their names and call on students to tell me what the matter of the object is (solid or liquid) and why. |
Summative Assessment: |
Students will identify and name (or match for those that need modifications) objects to what matter they represent. |
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Differentiation Strategies |
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Instruction |
Activities |
Assessment |
The students that have IEP’s will be able to use their notebooks. The ESL students will be able to use whichever language that they are more comfortable with. |
This is a group activity, students are allowed to openly work with their peers, discuss what they are feeling inside the bags. I will have a premade record sheet for all students to record their observations. IF needed I will have a worksheet for students to match pictures to their form. If students are not familiar with the words of the objects, there is a space to draw what they think it is. |
Students will have a simple exit slip to fill out stating 2 objects for solid and 2 for liquid. If students do not know the word they can draw a picture |
II. Instruction |
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The 5Es |
Probing Questions |
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Engage |
I open the lesson with a short statement, “Everything is made of matter”. I then pass out to all students a plastic cup with a few ice cubes in it. Students will begin the lesson by playing with ice. I will then get student volunteers to tell me the properties of the ice (cold, hard, smooth, white/clear etc.). I will then ask the students to hold the ice tightly in a closed fist or between both hands. I will then ask for students to tell me what is happening to the ice cube (its melting, got smaller, turned to water). I will then go over the properties of solids and liquids. |
What is in your cups? What can you tell me about that object? Can anyone tell me the matter which ice is classified as? How about water? |
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Explore |
The students will be divided into 6 different groups. Students will rotate through a selection of 6 mystery bags. Each bag will have a few (2-3) items inside that might be challenging to guess. They will feel the object through the top of the paper bag without looking inside. Students will discuss with their group and come up with both an individual and a group answer sheet with what their thoughts are on what the objects are and whether they are solid or liquid. |
Tell me what does the objects in your bag feel like? Are they hard or soft? Are they wet? Are they cold? Do they feel rough or smooth? |
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Explain |
Activity: Students, the groups will present their finding of the mystery bags, after the students complete their individual sheets (which has a section for the students to draw a picture of the object). |
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Elaborate |
Activity: Students will make a collage out of pictures that they find in magazines, newspapers, sales fliers, or even online. Students can use construction paper and make a collage of solids and liquids OR they can make a slide on the computer OR they can even give a verbal report of their findings on liquids and solids. Closure: We will end the lesson by |
We will play a game of thumbs up thumbs down. I will use flash cards or images on the smart board, I will show an image and say thumbs up for solid, thumbs up for liquid, thumbs down if neither. |
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Evaluate |
Formative Assessment: I will use the students collage presentation as their assessments |
© 2016. Grand Canyon University. All Rights Reserved.
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