5E Lesson Plan Ideas

Pay attendtion to the words in red. They provide the specific requirement for that section .
Provide enough written detail so that the reader understands and can duplicate the lesson.

Subject area/course/grade level (2 points):

American Symbols/ Social Studies/ 3rd grade

Standards (Both State and ISTE Standards for Students) (2 points): No abreviations please. Type out the full standard.

State:
12 ) Explain the significance of representations of American values and beliefs, including the Statue of Liberty, the statue of
Lady Justice, the United States flag, and the national anthem.

ISTE:
1) Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their
learning goals, informed by the learning sciences.
3) Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and
make meaningful learning experiences for themselves and others.
6) Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools,
styles, formats and digital media appropriate to their goals.

Objectives (2 points):

The students will be able to explain, write and create a powerpoint to show understanding of the importance of American
symbols.

Differentiation Strategies (4 points):

How will the lesson address the various learning syles of the students and the needs of those with special needs?

Since the lesson will contain stories, videos and hands on learning with technology all the students will be engaged
regardless of learning style. Many of the students have IEPS. I will repeat directions, make sure those students are in close
proximity to me, shorten assignements (if needed) and provide a peer helper during the projects.

ENGAGEMENT (18 points):

The lesson will start off with a slideshow displaying the different American Symbols. This will get the students discussing what
they might already know (or not know) about the symbols. (Using partner talk)

Next, I will show a video from safari montage, American Symbols. After watching the video they will have a matching activity
that includes the different symbols they just learned about from the video. They will have to match up the symbols to a brief
description of their history.

Approved January, 2013

*Screenshots of video being used

EXPLORATION (18 points):

Research project: The students will be placed into groups of two (teacher will assign partners). They will be assigned an
American symbol at random by choosing out of a hat. Once they have selected their symbol they will have an outline to follow
about which details/ideas they need to focus on while researching. They will have an available list on symbaloo of approved
websites they can use. Partners will take turns on the chromebooks writing down important information and facts. Once they
have completed the graphic organizer they must summarize the information and present their findings to the class. They will
also have photos/drawing of their symbol to show the class.

Comic Strip: The students are going to create comic strips based on the symbol they did their research on. The comic strips
should include two facts they learned about their symbol and have atleast 4 panels. Once completed the students will present
their comic strips to the class. (They will use Make Belief Comics)

EXPLANATION (18 points):

Presentation: Introduce and go through the presentation with the children making sure they are clear on ideas. Presentation
and graphic organizer attached. Slide four will link to a video of U.S. Symbols. Leave time for questions at the end.

*Presentation created on visme.com

Approved January, 2013

ELABORATION (18 points):

Individual Assignment:
Every student will choose a landmark or building that they think should be considered a US symbol. Using google slides the
child will create a presentation explaning why they think their object or landmark should be a US symbol known around the
country. They will present their slideshow to the class.

*student example attached under lesson plan.

4. Distinguished 3. Proficient 2. Apprentice 1. Novice

B. Irvin (Grand
Canyon)
Has included facts Has included facts Does not provide Has little to no
What building or and pictures of their and pictures of their clear facts and information on
landmark do you U.S. Symbol. U.S. Symbol. pictures. symbol or landmark.
think should be a Information is clear Information is not More details needed.
U.S. Symbol? and detailed. clearly given with
more detailed
needed.

Approved January, 2013

EVALUATION (18 points):
Assessment is part of each stage of the 5E lesson plan 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. Explore the following resources
to create assessments to evaluate students’ learning outcomes for each of the lessons being taught.

Assessment:
To check for understanding and mastery of American Symbols I will use a Kahoot quiz. Each child will have a chromebook and
login to kahoot and enter the gamepin (6481079). Using the rubric added I will grade each child based on how many of the
symbols they guessed correctly.

4. Distinguished 3. Proficient 2. Apprentice 1. Novice

A.
Santiago
Identified all 15 Identified at least 11 Identified at least 8 Identified 7 or fewer
Content- symbols/landmarks of the of the of the
Amount of independently. symbols/landmarks symbols/landmarks symbols/landmarks
Information: independently. independently. independently.
How many of
the American
Symbols can
you identify?

Alex answered 12 out of the 15 questions on

the kahoot quiz we took during class.

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.

Approved January, 2013