5E Planning Guide for Inquiry Teaching: Current
Your Name: Caroline Menhenett Unit Name: Solids, Liquids, Gases Lesson Name: States of Matter Grade: 6
Learner outcomes: (content and inquiry – measurable). The students will:
Grade Level Indicators
Benchmarks
5-E Phase / Planned Activity/Event / Guiding Questions / Notes: Materials, Safety, ModifictionsEngage Time: ___ min.
· Tap prior knowledge
· Focus learner’s thinking
· Spark interest in topic / · Science Experiment with balloons,water,alkaseltzer / · Examine contents of balloon / · 12 1-L bottles filled halfway with water
· 150 Alka-Seltzer tablets
· 25 safety goggles
· 18 poster board sheets
· balloons
· lab handout
Explore Time: ___ min.
· Provide learners with common, concrete, tactile experiences with skills and concepts
· Observe and listen to students
· Ask probing questions
· Act as a consultant / · Make observations
· Record on poster boards at front of room / · “Can anyone identify examples of solids, liquids and gases from this activity?”
· Can anyone describe to me the contents of the balloon and of the bottle?”
· / · Poster board
· Pencil
· Paper
· Marker
Explain Time: ___ min.
· Encourage students to explain concepts in their own words
· Ask for justification
· Use students previous experiences as the basis or explaining concepts
· Clarify and correct misconceptions / · Fill in notes / · What are examples of solids, liquids, gases
· How can you describe the shape and volume of these substances? / · Note handout
Extend Time: ___ min.
· Apply same concepts and skills in a new context resulting in deeper and broader understanding
· Encourage the students to apply the concepts/skills to new situations / · Cheerio activity / · Examples?
· How are they molecules distributed? / · Cheerios
· Paper
· Glue
· Markers
Evaluate Time: ___ min.
· Observe as students apply new concepts and skills
· Assess, formally and/or informally student progress toward achieving the learner outcomes
· Assess students’ knowledge and/or skills
· Allow students to assess their own learning and group process skills / · Movement activity around room as molecules / · Give examples, students will move and act as molecules of a solid liquid or gas / ·
5E Planning Guide for Inquiry Teaching: Current
Your Name: Caroline Menhenett Unit Name: Solids, Liquids, Gases Lesson Name: States of Matter Grade: 6
Learner outcomes: (content and inquiry – measurable). The students will:
Grade Level Indicators
Benchmarks
5-E Phase / Planned Activity/Event / Guiding Questions / Notes: Materials, Safety, ModifictionsEngage Time: ___ min.
· Tap prior knowledge
· Focus learner’s thinking
· Spark interest in topic / · Viscosity Lab / · Give examples of molecules of solids, liquids, gases and have students act them out / Is it melting probe
Explore Time: ___ min.
· Provide learners with common, concrete, tactile experiences with skills and concepts
· Observe and listen to students
· Ask probing questions
· Act as a consultant / · Reading activity / · Pencil
· Paper
· Marker
· Poster board
· Reading materials
Explain Time: ___ min.
· Encourage students to explain concepts in their own words
· Ask for justification
· Use students previous experiences as the basis or explaining concepts
· Clarify and correct misconceptions / · Students will explain concepts to rest of class / · Where do we see this change in state of matter? / · Note handout
Extend Time: ___ min.
· Apply same concepts and skills in a new context resulting in deeper and broader understanding
· Encourage the students to apply the concepts/skills to new situations / · Vocab Activity
· Guess the word on back / · Ask questions that narrow the vocabulary words down to fewer words / · Tape
· Word cards
Evaluate Time: ___ min.
· Observe as students apply new concepts and skills
· Assess, formally and/or informally student progress toward achieving the learner outcomes
· Assess students’ knowledge and/or skills
· Allow students to assess their own learning and group process skills / · Comic strip
· “Day in the Life of a Water Molecule” / · Probe students to thinking about how the particles move, how close together they are, what happens to cause the change. / · Notebooks pencils