5E Lesson Plan

Teacher: Sheri Carter
Date: 2nd Six Weeks;
Subject area / course / grade level: Health
Materials: Computer, textbook, Printer.
TEKS/SEs:
Teks 17: Personal/Interpersonal skills. The student applies strategies for advocating and evaluating outcomes for health issues. 17A,17B,17C
TAKS (Biology, IPC and Chemistry)
·  I.4 (A, C, D) – Understand the concepts of force and motion evident in everyday life.
Know the definition of force and motion
How is force and motion evident in life activities
·  I.5 (D, G, I) – Recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life.
Recognize energy forms (potential, kinetic, thermal, electric, chemical etc.)
Impact of energy transfer and conservation within systems
Campus Improvement Plan:
RRISD Goal 3: Reduce the gap on SAT and ACT exams between the average scores of economically disadvantaged students and the whole student group.
2012-2013 Strategies:
CTE - Will, through our Writing Across the Curriculum efforts and working with the English Department, incorporate the use of ACT/SAT words in our writing assignments and warm ups.
RRISD Goal 4: Increase the percentage of Limited English Proficient (LEP) students achieving passing rates on the statewide standardized testing program.
2012-2013 Strategies:
CTE - Will continue to use best practices, in regards to our LEP students, that we have
learned from trainings such as SIOP and the Short&Sweet Professional Development sessions.
RRISD Goal 6: Continue to monitor curriculum alignment with the TEKS and STAAR programs to ensure a comparable level of instructional rigor and student learning expectations across the district.
2012-2013 Strategies:
CTE - Will continue to establish the CTE ARRC and horizontally align lesson plans and assessments. We will also increase the number of college credit hours and certificates earned.
RRISD Goal 7: Develop a plan for greater and more effective use of technology by students and staff in their direct work.
2012-2013 Strategies:
CTE - Will continue to utilize our classroom computer labs and also increase our use of the laptop carts made available to us on campus.
Lesson objective(s):
Warm Up Writing Activity:
Students, with previous knowledge, attempt to define and explain Force/Motion and the different forms of energy (potential, kinetic, thermal, electric, chemical). Afterwards we go over the answers with the entire class. I provide picture examples to help support the findings with a visual representation.
Checking For Understanding Activity:
All students must turn in an “exit” slip to the “Question Box” before leaving the room.
The students must write three complete sentence responses to these statements.
1.  Tell me whether or not you were able to complete today’s assignment.
2.  Tell me something you learned and understood today.
3.  Tell me something you are having trouble with and would like me to demonstrate.
Differentiation strategies to meet diverse learner needs:
Reduce/Increase the length of the response to the prompt.
ENGAGEMENT
·  Students are asked several probing questions about a range of issues; historical, political, science, culture and ethical, etc…
·  Questions are as closely aligned with current events or with issues or subject matter that are in the news or coming up in their other core classes.
EXPLORATION
·  Students login to the computers and go use them to answer the questions.
·  Students also use the internet to research further on the days topic for more background information
EXPLANATION
·  Students will be asked:
o  To summarize the point of the question/prompt.
o  Explain their understanding of the prompt and any background knowledge they have currently.
o  Give their opinion on the matter.
ELABORATION
·  Based on the information given in the “Explanation” questions:
·  Students will be asked to:
o  Elaborate on their opinion by giving supporting evidence to their stance.
o  Provide any text evidence, studies, or anecdotal stories that lend credence to their opinions.
EVALUATION
·  Students will create a response to the prompt that will be graded, not just by completion, but by all the conventions of English grammar and composition.

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