DRI greenPower Green Box
Learning Cycle 5E Lesson
Based upon and modified from Roger Bybee* (1990)
Bybee, R & Landes, N. (1990). Science for life and living: An elementary school science program from Biological Sciences Curriculum Study (BSCS). American Biology Teacher.52 (2).92-98.
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DRI GreenPower Program Green Box
Title of your box
DRI GreenPower Program
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Table of Contents
Next Generation Science Standards (NGSS)
Background Knowledge
Teacher:
Student:
Materials List
Engagement
Exploration
Explanation
Elaboration
Evaluation
Formative: Qualitative Data
Summative: Quantitative Data
Clean-up
Closure
Adaptations for ESL, Special Ed, or G.T.
Management Strategy
Lesson
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Lesson Name: Page 1
Next Generation Science Standards (NGSS)
List all of the NGSS for this particular lesson here:
- Use bullets for each standard.
- Another bullet.
Background Knowledge
Teacher:
In this section, include a couple of paragraphs reviewing the content. This should be enough information that a sub would know the content and be able to teach the lesson from it. This should be detailed and have references. You may attach detailed information to the lesson plan. This should be more in-depth level than what you are teaching.
Student:
- Prior Standards: Look to the standards. What should the students have as prior knowledge before beginning this lesson? What standards should have been covered in previous grades? If this is an introductory lesson, indicate as such.
- Life Experience: Thinking back to Piaget, what prior life experience would be reasonable for a child to have with this topic?
Materials List
Include a detailed list, in bulleted list form, of materials needed for this lesson.
Safety Procedures
List any possible safety hazards or issues that may appear in your lesson.
Engagement
In this section, explain how you will activate prior knowledge and get the interest of students. This can be a literature connection.
Exploration
For this section, include detailed step by step procedures of a hands-on Inquiry activity.
Explanation
For this section, write at least five questions that you would ask the students in debriefing in order to see if they learned the content that they were supposed to learn. Be sure this section includesscientific vocabulary and definitions (Tier 3 vocabulary) that are introduced (E.g. Word Wall).
Elaboration
In this section, include an extension activity that is hands-on with detailed procedures.
Evaluation
Formative: Qualitative Data
Include on-going teacher observation, questioning, a list what you will be looking for and/or asking questions about, etc.
Summative: Quantitative Data
Describe final projects with grading rubrics.
Clean-up
How will you involve the kids in clean-up?
Closure
State the objective and relate back to standards.
Adaptations for ESL, Special Ed, or G.T.
Are there any adaptations for ESL, Special Ed, or G.T.? If so, include.
Management Strategy
What management strategy will you use? Include here.
Lesson Name: Page 1