Using Models to Teach About Forces and Motion: 5E Lesson Plan
Participant: ______Subject: ______Grade Level: ____
School: ______Duration of Lesson: ______
Introduction
As the final product for this course, you will create a 5E Science Lesson to teach the concepts you have chosen in your goals and objectives. Use this template to help you manage your thoughts as you work through the workshop. Save the file to your desktop or into a folder on your computer with a new name and then you can type directly into the template or cut and paste text and graphics from other sources.
The course introduces you to the 5E Learning Cycle lesson design and the idea of using concrete, computer, and/or theoretical models to teach science concepts. It allows you to locate resources and develop strategies to incorporate into each of the phases and develop some technology integrations. Be sure to examine the rubric for the lesson plan so that you are aware of what is expected of you.
The text boxes will expand as needed when typing!
Lesson Title
What is the name of your lesson/unit?
Standards/Objectives to be Addressed
What National Standards and State Content Standards and Objectives will your lesson plan address? Please include both the CSO subject/number and the text of the CSO.
Essential Understandings of the Lesson
What essential science concept(s) will you ask your students to demonstrate that they understand when they have completed the lesson?
Other Skills Addressed in the Lesson
What other skills, if any, will the students demonstrate as they complete the lesson? These could include reading, writing, observing, collecting and/or organizing data, constructing models, working collaboratively, designing experiments, making presentations or using technology among others.
Engagement Activity
What activity will you use to introduce the central idea of the lesson? It could be something such as an exciting story, a discrepant event, or a real-world example shown by demonstration or video that will engage the students’ interest and help them connect the concept(s) to their previous learning experiences.
Engagement Activity description:Resources needed (include any lab equipment, reading sources, video titles, websites or software used):
Questions/strategies used to determine prior knowledge and elicit student interest:
Exploration Activities
What exploration(s) will you provide for students to work individually and in groups to build background, conduct investigations, solve problems, manipulate models, construct hypotheses, or otherwise discover and experience the concept(s) through direct inquiry? You should have at least two explorations. One must be a hands-on activity using concrete objects that students can manipulate while the other one may be a computer generated simulation or virtual exploration.
Exploration Activity #1 description:Resources needed (include any reading sources, models, video titles and websites or software used):
Directions/questions/strategies used to foster student exploration, discovery, scientific experimentation and internal concept construction:
Exploration Activity #2 description:
Resources needed (include any reading sources, models, video titles and websites or software used):
Directions/questions/strategies used to foster student exploration, discovery, scientific experimentation and internal concept construction:
Exploration Activity #3 description (optional):
Resources needed (include any reading sources, models, video titles and websites or software used):
Directions/questions/strategies used to foster student exploration, discovery, scientific experimentation and internal concept construction:
Explanation Activities
How will you facilitate student acquisition of proper scientific vocabulary, content background and concept ideas? What reading/writing resources, strategies and presentation modes will you use to accommodate students with different learning styles? How will you check for student misunderstandings and facilitate reconstruction of the correct concepts? You should have at least two activities such as: pre-reading, journaling, questioning, analyzing data, writing conclusions or summaries, taking structured notes, using graphic organizers, showing videos, and completing computer tutorials, etc. Your activities may include alternatives based on students’ learning styles or levels of conceptual understanding and must include at least one reading/writing strategy and a check for understanding to detect and correct student misconceptions.
Explanation Activity #1 description:Resources needed (include any reading sources, models, organizers, video titles and websites or software used):
Reading/writing strategies and presentation methods used to facilitate comprehension and explain/correct concepts for all students:
Explanation Activity #2 description:
Resources needed (include any reading sources, models, organizers, video titles and websites or software used):
Reading/writing strategies and presentation methods used to facilitate comprehension and explain/correct concepts for all students:
Explanation Activity #3 description (optional):
Resources needed (include any reading sources, models, organizers, video titles and websites or software used):
Reading/writing strategies and presentation methods used to facilitate comprehension and explain/correct concepts for all students:
Extension/Elaboration Activities
What opportunities will students have to further their understanding of the concept(s) through various performance tasks - products or projects - in which they apply the concept(s) to real-life situations and/or make new theoretical generalizations? These are often called authentic assessment tasks and may include additional model building, designing experiments, etc. Some activities may be alternatives based on a student’s interests, learning style or level of conceptual understanding. Decide whether the students will present their products or projects to you, to the class, or to others such as fair or contest judges? You will be creating an instrument such as a rubric, scoring guide, or performance assessment checklist to assess the concept understanding they demonstrate in their performance tasks as part of the Evaluation Activity (below).
Extension/Elaboration Activities descriptions (acceptable projects/products/presentations):Resources needed (include any materials provided or suggested for student use):
Guidelines/specifications used to provide all students with opportunities for further exploration and application:
Evaluation Activity or Activities
How will you formally assess student understanding of concepts and skills? Will students have the opportunity for self-assessment or peer assessment? Any or all of the above activities can be formative assessments to direct/redirect instruction during the course of the lesson. Your overall summative assessment must include the instrument used to assess understanding of the essential concept(s) in the performance tasks in the Extension/Elaboration Activities (above). You must describe what you will be looking or listening for in student projects/products/presentations and include a copy of the rubric, scoring guide, or performance assessment checklist with your lesson plan.
You may include other assessments such as tests, science journals, essays, concept maps, etc. Describe how you will evaluate a student’s understanding of the concept(s) and provide examples if you use any of these.
Evaluation/Assessment #1 description:Resources needed to assess whether the students have transferred their concrete experiences into conceptual understanding as evidenced by their performance tasks - (attach your assessment rubrics, scoring guides, performance checklists, etc., for the final students products/projects/or presentations from above):
Evaluation/Assessment #2 description (optional):
Resources needed to assess whether the students have transferred their concrete experiences into conceptual understanding (include any tests, written assignments, scoring guides, performance checklists, etc. used):
Feel free to add additional activities to any of the phases as desired and to skip the optional activities. You need to complete and submit a draft of the template with the topic information on the first page and the Engagement and Exploration activities by the end of the third session. You must then complete and submit the entire lesson plan including the Explanation, Extension (or Elaboration), and Evaluation activities and an assessment instrument by the end of the sixth session as your final product. Your final lesson plan will be evaluated using the Dynamic Learning: Using Models to Teach about Forces and Motion 5E Lesson Plan Rubric found in the workshop. The first five descriptors on the rubric will be used to assess progress on the partial lesson plan submitted as the mid-workshop checkpoint.