5E Lesson Plan Ideas

Pay attendtion to the words in red. They provide the specific requirement for that section .
Provide enough written detail so that the reader understands and can duplicate the lesson.

Subject area/course/grade level (2 points):

American Symbols/ Social Studies/ 3rd grade

Standards (Both State and ISTE Standards for Students) (2 points): No abreviations please. Type out the full standard.

State:
3G.1 ‐Understand that shapes in different categories may share attributes and that the shared attributes can define a larger
category. Recognize rhombuses, rectangles, and squares as examples of quadrilaterals that do not belong to any of these
subcategories.

ISTE:
1) Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their
learning goals, informed by the learning sciences.
3) Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and
make meaningful learning experiences for themselves and others.
6) Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools,
styles, formats and digital media appropriate to their goals.

Objectives (2 points):

The students will be able to recognize polygons. Understanding the attributes of each shape and why they are considered a
decagon, triangle, quadrilateral etc.

Differentiation Strategies (4 points):

How will the lesson address the various learning syles of the students and the needs of those with special needs?

Since the lesson will contain stories, videos and hands on learning with technology all the students will be engaged
regardless of learning style. Many of the students have IEPS. I will repeat directions, make sure those students are in close
proximity to me, shorten assignements (if needed) and provide a peer helper during the projects.

ENGAGEMENT (18 points):

Here is your chance to catch the student’s attention. Describe two activities utilizing technology to help the students build on
what they already know in preparation for learning something new. Provide a sample of each activity. URLs may be needed to
show samples. Get the students excited about learning!

The lesson will start off with a slideshow displaying shapes. I will show them a square, rectangle, and rhombus and explain that
they are not just known as those names but as polygons, quadrilaterals and a square is considered a rectangle and a rhombus.
(Not going deep into this concept at this point) This will give them an introduction to the new vocabulary.

Link to google slides presentation:

https://docs.google.com/presentation/d/1I8h9NbHjSFPp9tIUQYAHq0Km4UtIaUA3fBKE602SSJM/edit#slide=id.p
Approved January, 2013
Next, I will show a video from safari montage, polygons.

*Screenshots of video being used

EXPLORATION (18 points):

This is it, the heart of learning. Hands‐on experiences are mandatory and should include chances for the students to collaborate
and experiment and be able to discuss their learning with others. Describe one activity utilizing technology that allow students
to collaborate and discuss content.

Comic Strip: The students are going to create comic strips based on one of the quadrilaterals we learned about. The comic strips
should include two facts/attributes they learned about their shape and have atleast 4 panels. Once completed the students will
present their comic strips to the class. (They will use Make Belief Comics)

EXPLANATION (18 points):

This stage of the lesson is your part. Clear up any misconceptions from the exploration actity, cover vocabulary, concepts, ideas –
whatever is necessary – to help the students understand the content. Include higher order thinking questions to help the
students connect and comprehend the point of the lesson. Create a presentation using a technology tool other than
PowerPoint to help your students understand the content; include higher order thinking questions in the presentation. This
must be a complete presentation.
Create a graphic organizer that will assist you in teaching your Explanation section using one of the sites listed here. No other
graphic organizer generators will be accepted. Indicate which tool you used.

Presentation: Introduce and go through the presentation with the children making sure they are clear on ideas. Presentation
and graphic organizer attached. Slide four will link to a video of U.S. Symbols. Leave time for questions at the end.

Link to presentation:

https://www.powtoon.com/c/bwjn1CWG6Iu/1/m

Approved January, 2013

ELABORATION (18 points):
This is your chance to plan activities for the students to apply what they learned in the lesson to their lives and new situations.
You will need to be creative and allow your students to do the same. Design 2 assignments that require students to create a
technology product to demonstrate their understanding of the content taught. Once assignment should be a collaborative group
project and one an individual product. Provide a sample technology product of each.

Collaborative assignment (Hour of Code):

Each student will partner up using a random name generator. They will work with their partner to create a game to practice
identifying shapes. They will use the website hour of code.

4. Distinguished 3. Proficient 2. Apprentice 1. Novice

C. Crosby and
J. Hill
Successfully create a Successfully create a Create a game that Could not complete
Create a video game working game that working game that works for the most the game.
that helps you includes atleast 5 includes atleast 3 of part that includes
identify the different shapes we have the shapes we have atleast 3 of the
shapes we have learned in class. learned in class. shapes we learned in
learned. class.

Sample of student work (screenshots):

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EVALUATION (18 points):
Assessment is part of each stage of the 5E lesson plan process. You will need to assess each student on their participation and
understanding and evaluate how close they have come to meeting the objectives of the lesson. Explore the following resources
to create assessments to evaluate students’ learning outcomes for each of the lessons being taught.

Assessment:
To check for understanding and mastery of Polygons I will use a Kahoot quiz. Each child will have a chromebook and login to
kahoot and enter the gamepin (1120634). Using the rubric added I will grade each child based on how many of the symbols they
guessed correctly.

4. Distinguished 3. Proficient 2. Apprentice 1. Novice

Correctly identify 7 Correctly identify Correctly identify Identify 4 or fewer

Content- or more polygons. atleast 6 polygons. atleast 5 polygons. polygons.
Amount of
Information:
Can you
identify
polygons?

Create a rubric to assess the group projects and individual student products using a free oline rubric maker. Also, create a
formative assessment for each lesson using one of the tools above, exlucing the rubric makers.
Provide a sample of each rubric for the individual and group project.
You must include a formative assessment in the Engagment, Exploration, and Explanation section.

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.
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.

Approved January, 2013