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University of West Alabama

5E Lesson Plan Template

Teacher: Brennan

Date: 3/11/19

Subject area/course/grade level: Science/Earth and Space/6th grade

Materials: Chromebooks, pencils, articles, lab supplies

Standards (State and ISTE Standards for Students):

ISTE Standard: Students use a variety of technologies within a design process to identify and solve
problems by creating new, useful or imaginative solutions.

5 ) Use evidence to explain how different geologic processes shape Earth's history over widely varying
scales of space and time (e.g., chemical and physical erosion; tectonic plate processes; volcanic eruptions;
meteor impacts; regional geographical features, including Alabama fault lines, Rickwood Caverns, and
Wetumpka Impact Crater).

Objectives:
The students will plan and carry out a lab investigation to identify minerals based on their physical
properties.
The students will write an investigative lab report about findings.

Differentiation Strategies (How will the lesson address the various learning styles of the students and the
needs of those with special needs?): Students will work in leveled small groups allowing the teacher to
work closely with the groups who need support.

ENGAGEMENT:

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.

Students will be prompted to write down what they think minerals are and how they are classified
before watching.
Introduction to Minerals Video: https://www.youtube.com/watch?v=8a7p1NFn64s

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Assessment: After watching the video, students will return to the questions they answered and add correct
answers.
EXPLORATION:

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.

Students will be given an article and guiding question for the investigation. After reading and
annotating the article, they will plan their lab with their group.

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Planning Document used by groups during this phase. They shared it with each other and planned
their lab together. This is also where they recorded data.

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Assessment
EXPLANATION:

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.

Teacher will use a power point presentation to make sure that the students understand and are on
the right track.

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Assessment
ELABORATION:

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. You will upload or cite the URL of your student created technology
products on the Teaching & Learning page of your website.

Students will use writable.com to write their investigative reports on their lab experience. The
writable site will then assign each student other reports from their class to review. Then they are
given the chance to edit their work after getting peer feedback.

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EVALUATION:

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.

The teacher will use the writable checklist rubric used by the students to then grade their final
products.

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.

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Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry.
New York: Teachers College Press.

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