5E Lesson Plan Template

Teacher

Date 11/2/20

Subject Kindergarten Mathematics

area/course/grad
e level

Materials Leaves, Chart Paper, Markers, iPad

Standards (State
State Standards:
and ISTE
Standards for Classify objects into given categories; count the number of objects in each
Students) category and sort the categories by count. (Limit category counts to be less
than or equal to 10.) [K-MD3]

Understand that the last number name said tells the number of objects
counted. The number of objects is the same regardless of their
arrangement or the order in which they were counted. [K-CC4b]

Identify whether the number of objects in one group is greater than, less
than, or equal to the number of objects in another group, e.g., by using
matching and counting strategies. (Include groups with up to ten objects.)
[K-CC6]

ISTE:
Use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways

Objectives Students will be able to sort 15 objects into groups by color.

Students will be able to identify, and express which group is greater, and
which is less.
Students will understand the last number name to be said is the number of
objects in the group.

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Differentiation In this activity, students of all academic levels are working together. The
Strategies (How students who are on-level or at a higher academic level will peer tutor the
will the lesson students who are at a lower academic level.
address the
The students who need extra support will be provided with the leaves
various learning
instead of collecting them in the group. The graph for the data will also be
styles of the
provided for these students. When working on the iPad to complete the
students and the
activity, the teacher will scaffold and aide them when their turn to present
needs of those
data occurs. Extra time will also be allotted for these students to complete
with special
this activity.
needs?)

The 5 Es

E Description

Engagement To engage all students, in a whole group setting I will start the discussion of
what we began learning in math last week. I will ask, “What did we learn to do
with our shapes last week?” Students will reply, “Sort them by different shape
and size.” To refresh our memory, the children will divide up into their 4 usual
groups. I will provide each group with 10 foam shapes to allow children to sort.
When they have completed this activity, we will check each group’s work
together to ensure they are correct. (The sorted shapes should be 3 triangles, 4
circles, 1 square, and 2 rectangles.) Next, I will ask students in which other
ways we can sort by other than shape and size. The students will say “color.” If
not, I will give them the answer after allowing children plenty of time to come up
with answers on their own.

Engagement Teacher Observation: Teacher will walk around and observe as each group
Assessment communicates and works together to complete the sorting activity. Teacher will
also ask questions for group conversation.

Exploration I will first explain that we are going to complete an activity that requires sorting
objects by color. I will then explain that we are going to walk outside around the
trees with our four center groups. Together they will hunt for 15 leaves, but they
cannot all be the same color. This is when children are able to engage and
interact with one another outside of the classroom environment. The students
will put their leaves together and count to make sure they have 15 leaves to
bring back inside for our activity.

When all four groups have found their 15 leaves, we will head back inside to
work on our activity. Each group will lay out their leaves and count them one
more time to make sure they have 15. Then, they will begin to sort the different
leaves by color. Some groups might have two colors, and some might have 5.
As the children sort them, the teacher is walking around to observe the ones
who understand what to do and others who might need extra support. Then, I
will ask the children to discuss within their group how many groups they sorted

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E Description

the leaves in, how many are in each group, which group had the greatest
amount of leaves, and which group had the least amount of leaves. I will also
explain that if two groups have the same amount of leaves, that is called equal.
(We hit on this one day last week but have not gone into full detail on it yet.)
After the children discuss this in their groups, I will ask each group at a time to
tell me their color group that had the greatest amount and the least amount.

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 E Description

Exploration Teacher Observation: Teacher will walk around to each group for observation of
Assessment level of understanding of the activity.

Explanation Teacher will ask the students how we can represent our data. The answer will
hopefully be to make a graph. (Our school recently made a school wide graph
to determine which class picked the heaviest pumpkin, so they could use their
previous experiences to make a connection with this activity.) Teacher will ask
for a student to describe what a graph is. After, the teacher will ask if everyone
agrees that a graph would be a good way to show our data.
Teacher will then ask the students how they could make a graph. The teacher
will ask the students to talk in their groups and think of all the materials they
might need to make a graph. The groups could use the iPad to create an
interactive video displaying their graph. Students could use chart paper to make
a rough draft of the graph, and then use the iPad to create their interactive
video.
Teacher will also ask what needs to be on the graph. Students should say
things like a title, lines or columns, drawings of the different colored leaves, and
some type of representation to show the number of leaves for each color found.

Explanation Teacher and Student Conversation: Teacher will interact with students to see
Assessment their level of understanding.

Elaboration Teacher will allow students to work together as a group to complete their
interactive video of their graph on the iPad.
This is an example of the graph on chart paper that will then be displayed on
the interactive video.

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 E Description

Technology product: Interactive Leaf Graphing Video

Evaluation This is a completed checklist from one student from the technology product
completed by a group.

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 E Description

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.

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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.

Note: Content of form approved January 2013.

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