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
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.
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