5E Lesson Plan Template S2 Science - The UTeach Institute

Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 – 27, 2010
5E Lesson Plan
Title of Lesson
teachHOUSTON Student Name:
Mentor Teacher Name:
Grade Level:
Lesson Teaching Date and Time:
Concept Statement:
Broad global statement about the concept(s) you want students to understand as a result of
participating in this lesson. Include a sentence about why this concept is important for your
students to learn.
Example: Carbon dioxide is a gas that is colorless, denser/heavier than air, and does not
support burning. Students should recognize characteristics of carbon dioxide because it is
an important component of the environment that is necessary for life on earth to exist.
TEKS:
Give
identification
number
and
letter
and
write
out
the
TEKS.
Underline
the
part
of
the
TEKS
that
your
lesson
addresses.
Objectives
The
student
will
be
able
to:
1.
Evaluation
Questions
for
each
Objective
2.
3.
Materials List and Advanced Preparations:
For
the
teacher:
For each student:
For
each
group:
Safety Issues:
1

Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 – 27, 2010
Classroom Management:
Five-E Organization
ENGAGEMENT
What the Teacher
Will Do and
Student
Misconceptions
Include an
interesting and
understandable
attention grabber
that relates directly
to the concept being
taught.
Time: Minutes
Probing/Eliciting Questions and
Students Responses
Check for prior knowledge and
students’ experiences.
List critical questions that will
establish prior knowledge and
create a need to know.
List critical questions that will
address common student
misconceptions.
What the Students Will Do
Describe what the students will
do.
Include the hoped-for correct
responses that students might
give. [Give correct responses in
brackets.]
Transition Statement
What will you say to transition students from the Engagement Section to the Exploration?
Important questions to answer:
(a) What is the purpose of the next activity?
(b) Why do students need to know the information?
(c) How does the next activity connect to the engagement?
EXPLORATION
Time: Minutes
What the Teacher Will Do
and Student Misconceptions
Describe what you will do and
say to introduce and guide the
student exploration.
Explain step-by-step what the
students will do to explore the
concept. Include information
on how the class will be
organized. Specific directions
for the exploration may be
included separately as a
Probing/Eliciting
Questions and Student
Responses
Use questions to guide
student explorations,
evaluate student
understanding, and
facilitate student
interaction and group
collaboration.
List questions you will
ask to check for
students’ understanding
What the Students Will Do
List step by step what the
students will do to explore the
concept.
2

Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 – 27, 2010
handout for students.
Check to make sure students
understand the procedures
before students begin the
activity.
of the activity before
they begin to work on
their own.
Also include probing
questions to guide
student explorations and
evaluate student
understanding while
they are working.
Include the hoped-for
correct responses that
students might give.
[Give correct responses
in brackets.]
List any potential
misconceptions students
might have and the
possible incorrect
responses that students
might give due to
misconceptions.
Transition Statement
What will you say to transition students from the Exploration Section to the Explanation?
Important questions to answer:
(a) What is the purpose of the next activity?
(b) Why do students need to know the information?
(c) How does the next activity connect to the engagement?
EXPLANATION
Time: Minutes
What the Teacher Will Do
and Student Misconceptions
Have students present and
explain the results of their
investigation.
Add additional content,
including definitions,
explanations, and new
vocabulary in the context of
concepts explored.
Summarize and clarify
Probing/Eliciting
Questions and Student
Responses
List questions that will
deepen and clarify
students’ conceptual
understanding and
skills.
List critical questions
that will address
common student
misconceptions.
What the Students Will Do
Describe what the students will
do.
3

Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 – 27, 2010
students’ understanding to
make sure that students will
be able to demonstrate the
performance objectives.
Relate the activity and results
to the science and/or
mathematics concept(s).
Include the hoped-for
correct responses that
students might give.
[Give correct responses
in brackets.]
Transition Statement
What will you say to transition students from the Explanation Section to the Elaboration?
Important questions to answer:
(a) What is the purpose of the next activity?
(b) Why do students need to know the information?
(c) How does the next activity connect to the engagement?
ELABORATION
Time: Minutes
What the Teacher Will Do
and Student Misconceptions
Provide students with the
opportunity to transfer and
extend (apply) the concepts
and skills they have just
learned to new situations.
Probing/Eliciting
Questions and Student
Responses
Connect and apply the
lesson to students’
interests outside the
classroom (not intended
as a homework
assignment).
What the Students Will Do
Describe student actions.
Include the hoped-for
correct responses that
students might give.
[Give correct responses
in brackets.]
List any potential
misconceptions students
might have and the
possible incorrect
responses that students
might give due to
misconceptions.
EVALUATION
What the Teacher Will Do
Time: Minutes
Probing/Eliciting
Questions
What the Students Will Do
4

Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 – 27, 2010
Bring the lesson to closure.
Design an evaluation tool to
assess the students’ mastery
of the performance objectives.
During each lesson,
administer and collect a preand
post-test in order to
analyze students’ learning.
You may describe and use
student responses when
assessing prior knowledge
during ENGAGE as your preassessment
instrument.
Use probing questions to
check for mastery of
concepts and skills
presented in the lesson.
Include the hoped-for
correct responses that
students might give.
[Give correct responses
in brackets.]
List any potential
misconceptions students
might have and the
possible incorrect
responses that students
might give due to
misconceptions.
5

Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 – 27, 2010
Evaluation
1.
2.
3.
6

Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 – 27, 2010
Overhead Transparency
7

Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 – 27, 2010
Activity Sheet
8

Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 – 27, 2010
Lesson
Planning
Guide
Science
Topic
TEKS
#
 Student
Expectation
 Sample
TAKS
Problem
Review
at
least
3
different
LP
resources
before
completing
the
next
page.
Delete
the
rows
of
resources
that
you
did
not
review.
Resource
 Brief
Description
(pg
#)
 Evaluation:
Dislike
(1)
–
Like
(5)
with
Rationale/Comments
Activities
from
MT
Region
IV
Accelerated
Curriculum
‐
Gateway
tH
Lesson
Bank
Activities
from
tH
Student
Worker
Textbook
Web:
Science
TEKS
Toolkit
Web:
Science
Benchmark
Assessments
Web:
Middle
School
Science
Web:
PBS
Web:
Texas
Instruments
Other
9

Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 – 27, 2010
Lesson
Planning
Guide
Objectives
Write
objectives
in
SWBAT
form
Evaluation
Questions
Each
question
should
match
the
written
objective
1
2
3
Possible
Activities
(attach
copies
if
necessary)
Engage
Explore
Explain
Elaborate
Evaluate
10

Paige Evans, Perri Segura,
Tonya Jeffery
Science Step 2 Lesson Plan Rubric
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 – 27, 2010
Teach 1 Rubric
LESSON PLAN ELEMENTS
Concept(s)
TEKS
Objectives for Lesson
Equipment list and
All student materials/Visual
Aids
Safety Requirements
Classroom Management
Engagement
Exploration
1 – Present or Approaching
requirements
Broad global statement about the
concept(s) you want your students to
learn which includes why this concept
is important for your students to learn.
Includes process TEKS and content
TEKS which directly apply to lesson
objectives
States an appropriate number of
objectives.
Contains a detailed description of all
equipment that will be used by
students and instructor.
Includes copies of all materials (hand
outs, assessments, instructions) that
will be distributed to students.
Instructs students in safe experimental
procedures.
Incorporates all STEP 2 Goals/Skills
Includes an interesting and
understandable attention grabber that
directly relates to the concept being
taught.
Lists step by step what the students
will do to explore the concept. Probing
questions are included.
2 – Meets requirements Comments Points
States an appropriate number of
specific, measureable objectives with
clear power verbs.
Includes an interesting and
understandable attention grabber that
directly relates to the concept being
taught. Checks for prior knowledge.
Includes possible answers to all
questions. Correct responses are given
in brackets.
Lists step by step what the students will
do to explore the concept. Probing
questions are included. Includes
possible answers to all questions.
Correct responses are given in
brackets.
11

Paige Evans, Perri Segura,
Tonya Jeffery
Teach 1 Rubric
LESSON PLAN ELEMENTS
Explanation
Elaboration
Evaluation/Assessments
1 – Present or Approaching
requirements
Allows students to present and explain
the results of their activity. Includes
questions that will deepen and clarify
studentsʼ conceptual understanding.
Guides the students in applying the
concept(s) to new situations. Includes
questions to help students connect and
apply the lesson to their interests.
Includes copy of assessment. Most
assessment questions match
performance objectives.
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 – 27, 2010
2 – Meets requirements Comments Points
Allows students to present and explain
the results of their activity. Includes
questions that will deepen and clarify
studentsʼ conceptual understanding.
Includes possible answers to all
questions. Correct responses are given
in brackets.
Guide the students in applying the
concept(s) to new situations. Includes
questions to help students connect and
apply the lesson to their interests.
Includes possible answers to all
questions. Correct responses are given
in brackets.
Includes copy of all assessments (pre
and post). All assessment questions
are aligned with performance
objectives.
Use of Questioning
Probing questions presented to help
student get at concept, but more
questions are needed
A sufficient number of in-depth
questions presented to help students
understand concepts.
Transition Statements
All transition statements explaining the
goal of the next activity are included
and connect one E section to the next
E section. Written in a script form of
what will be said to the students.
TOTAL
12

Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 – 27, 2010
FEEDBACK on Individual Lessons
STEP 1
Please fill this out and hand to student before he/she leaves your class.
Mentor Teacher Name:
Student Name:
__________________________
Date: _____________________
Time: __________ to __________
(Circle One)
Lesson 1 Lesson 2 Lesson 3
Observed: Evident Not
Evident
Arrived on time (at least 30 minutes
early)
Starts and ends on time
Comments
Dressed appropriately
Was well prepared
Spoke clearly, with appropriate volume
Used attention getting strategies
Did not talk over students
Addressed students by name
Gave clear instructions for activity
Activities strengthened students’
understanding of lesson objectives
Involved all students in the activity
Managed the activity materials well
Used good questions to get at student
understanding
Please fill out the back.
13

Paige Evans, Perri Segura,
Tonya Jeffery
List two strengths:
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 – 27, 2010
List two areas for improvement:
14

Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 – 27, 2010
FEEDBACK on Individual Lessons
STEP 2
Please fill this out and hand to student before he/she leaves your class.
Mentor Teacher Name:
Student Name:
__________________________
Date: _____________________
Time: __________ to __________
(Circle One)
Lesson 1 Lesson 2 Lesson 3
Observed: Evident Not
Evident
Arrived on time (at least 30 minutes
early)
Starts and ends on time
Comments
Dressed appropriately
Was well prepared
Greeted students at the door
Spoke clearly, with appropriate volume
Used attention getting strategies
Did not talk over students
Addressed students by name
Gave clear instructions for activity
Activities strengthened students’
understanding of lesson objectives
Involved all students in the activity
Managed the activity materials well
Addressed all the lesson objectives
Asked good questions to get at
student understanding
Please fill out the back.
15

Paige Evans, Perri Segura,
Tonya Jeffery
List two strengths:
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 – 27, 2010
List two areas for improvement:
16

Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 – 27, 2010
Classroom
Management
Courses
 Goals/Skills
 Evidence/Implementation
STEP
1
 • Uses
attention‐getting
strategies
• Utilizes
an
effective
“teacher
voice”
• Uses
of
a
method
of
knowing
students
names
• Assigns
student
tasks
for
cooperative
groups
• Uses
effective
procedures
and
routines
o Starts
and
ends
on
time
• Utilizes
power
point
to
enhance
implementation
STEP
2
 • Uses
attention‐getting
strategies
• Utilizes
an
effective
“teacher
voice”
• Uses
of
a
method
of
knowing
students
names
• Assigns
student
tasks
for
cooperative
groups
• Uses
effective
procedures
and
routines
Classroom
Interactions
o Starts
and
ends
on
time
o Assigns
time
limits
to
each
activity
• Develops
power
point
to
enhance
implementation
• Greet
students
at
the
door
• Uses
effective
transitions
for
grouping
• Uses
attention‐getting
strategies
• Utilizes
an
effective
“teacher
voice”
• Uses
of
a
method
of
knowing
students
names
• Develops
student
tasks
for
cooperative
groups
• Uses
effective
procedures
and
routines
o Starts
and
ends
on
time
o Assigns
time
limits
to
each
activity
• Develops
power
point
to
enhance
implementation
• Greet
students
at
the
door
• Uses
effective
transitions
for
grouping
• Discipline
management
strategies
o
o
o
Redirects/stops
inappropriate
behavior
(example:
sleeping,
talking,
getting
out
of
seat,
etc.)
Proximity
Gives
clear
instructions
• Documented
on
mentor
feedback
form
• Documented
on
master
teacher
observation
form
• Plans
written
out
on
Lesson
Planning
Guide
• Role
playing
during
practice
teach
• Written
and
verbal
reflections
from
students’
teaching
experiences
• Documented
on
mentor
feedback
form
• Documented
on
master
teacher
observation
form
• Plans
written
out
on
Lesson
Planning
Guide
• Role
playing
during
practice
teach
• Written
and
verbal
reflections
from
students’
teaching
experiences
• Documented
on
mentor
feedback
form
• Documented
on
master
teacher
observation
form
• Role
playing
during
practice
teach
• Article,
reflection,
class
work
• Written
and
verbal
reflections
from
students’
teaching
experiences
17