Help with a 5E Lesson Plan due today

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gvalora

Writing

ELM 360

Description

Select a 1-8 grade level and one Next Generation Science Standard (NGSS). Using the “Class Profile” and “5E Lesson Plan Template,” create a lesson plan utilizing the 5E Model of Instruction. Ensure all instruction, activities, and assessments are aligned to the chosen NGSS, and all objectives are measurable.

Along with the lesson plan, submit a 250-500 word rationale that explains how you have engaged all students in the 5Es.

APA format is not required, but solid academic writing is expected.

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GCU College of Education 5E LESSON PLAN TEMPLATE Revised 1-5-2016 Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title I. PLANNING Lesson Summary and Focus: Instructional Materials, Equipment, and Technology: Classroom and Student Factors: In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Clarify where this lesson falls within a unit of study. List ALL materials, equipment, and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION. Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. National / Identify the relevant grade level standards, including the strand, cluster, and standards by number State Learning and its text. Standards: Specific Learning Targets/Objectives: Specify exactly what the students will be able to do after the standards-based lesson. Lesson Focus Question: Write a question which is aligned to the learning target and which demonstrates the overall “big idea” students should learn through this lesson. Academic Language: Key Vocabulary: Include the content-specific terms you need to teach and their meanings according to this lesson. Summative Assessment: Include details of any summative assessment as applicable. Explain how the summative assessment measures the learning targets/objectives. Instruction Describe instructional differentiation strategies to be used throughout the lesson to enhance instruction and Instruction and Development: Include instructional strategies for teaching the selected academic vocabulary terms, as well as vocabulary development activities to allow students to practice and apply the terms. Differentiation Strategies Activities Describe instructional differentiation strategies to be used throughout the lesson to scaffold learning and engage all students. Assessment Describe differentiation strategies for formative and summative assessments to allow all students to © 2016. Grand Canyon University. All Rights Reserved. make the content comprehensible for all students. demonstrate what they know or have learned. II. INSTRUCTION The 5Es Engage Explore Explain Elaborate Evaluate Probing Questions Designed to help students understand the learning task Develop a few questions which help students and make connections to past and present learning access prior knowledge and get them thinking experiences. It should stimulate interest and prompt about the big idea of the lesson. students to identify their own questions about the topic. Typical activities in this stage include posing a question, defining a problem, or demonstrating a discrepant event, then using small group discussions to stimulate and share ideas. Instructors help students connect previous knowledge to the new concepts introduced in the unit. Students have the opportunity to get directly involved Develop a few probing questions which help with key concepts through guided exploration of students move towards mastery of the learning information. They begin identifying patterns and make target and promote critical thinking and connections to other disciplines. Frequently, students inquiry-based learning. will diverge from the slated activity to explore their own questions, continually building on their knowledge base. In this stage, instructors observe and listen to students as they interact with each other and the information provided. Probing questions help students clarify their understanding and redirect their investigations when necessary. Activity: Students are introduced more formally to the Develop a few questions for class discussion lesson’s concepts. Through readings and discussions, which help students work through students gain understanding of the major concepts and misconceptions, gain a deeper understanding can verify answers to questions or problems posed of the content, and move students toward earlier. In addition, more abstract concepts not easily mastery of the learning target. explored in earlier activities are introduced and explained. As students formulate new ideas, appropriate vocabulary can be introduced. Activity: Students expand on what they have learned Develop a few questions, aligned to the and apply their newfound knowledge to a different learning target, which allow students to apply situation. They test ideas more thoroughly and explore new knowledge in a different context. Include additional relationships. the focus question here. Closure: Providing closure to the lesson and verifying student understanding is critical at this point. Formative Assessment: The instructor continually observes students’ learning to monitor their progress using questioning techniques and discussions. More formal evaluation - traditional assessments in the form of quizzes and alternative assessments such as concept maps, summary projects or reports - can be conducted at this stage. The assessment should be aligned with the content of the learning experience. © 2016. Grand Canyon University. All Rights Reserved. Parental Involvement Yes At grade level Med Yes Low No Med Yes At grade level Low No At grade level At grade level Med Yes One year below grade level At grade level Low No Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level Bertie No Low SES Asian Female No None Grade level Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level Donnie No Mid SES African American Female No Hearing Aids Grade level Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Two years above grade level © 2016. Grand Canyon University. All Rights Reserved. One year below grade level One year below grade level Internet Available at Home Math Performance Level Reading Performance Level Low Age At grade level Other No IEP/504 Med Gender At grade level Ethnicity Socio-economic Status English Language Learner Student Name Class Profile Enrique No Low SES Hispanic Fatma Yes Low SES Frances No Francesca No Fredrick No Ines Jade Grade level One year above grade level At grade level At grade level Low Yes At grade level Low No One year above grade level Low Yes At grade level At grade level Med Yes At grade level At grade level High No Two years below grade level One year below grade level Two years below grade level One year below grade level One year above grade level One year above grade level Very High No Low No High Yes Med Yes At grade level At grade level Med Yes At grade level Two years above grade level Low Yes One year below grade level One year below grade level Male No Tier 2 RTI for Reading White Female No Tier 2 RTI for Reading White Female No Diabetic White Female No None Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math Grade level Grade level One year above grade level No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level No Mid SES African American Female No None Grade level At grade level No High SES White Male Emotionally Disabled None Grade level At grade level Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level Kent Mid SES Low SES Grade level © 2016. Grand Canyon University. All Rights Reserved. Internet Available at Home Parental Involvement Other None Math Performance Level IEP/504 No Reading Performance Level Gender Female Mid SES Age Ethnicity Socio-economic Status English Language Learner Student Name White No Emma Parental Involvement At grade level Med No No None Grade level At grade level At grade level Med Yes No None Grade level One year above grade level At grade level Med Med Female No None Grade level At grade level At grade level Med Yes White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes Mid SES White Male No None Grade level At grade level At grade level Med Yes No Mid SES White Male No None Grade level At grade level Med Yes Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level High Yes Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level Med Yes No Mid SES No NOTE: School does not have gifted program One year below grade level Low Yes Male No None Grade level Low SES Nick No Low SES White Male Noah No Low SES White Male Sharlene No Mid SES White Female Sophia No Mid SES White Stuart No Mid SES Terrence No Wade Yung Asian Male One year below grade level One year below grade level Two years above grade level © 2016. Grand Canyon University. All Rights Reserved. One year above grade level Two years below grade level Two years below grade level Two years above grade level Internet Available at Home Math Performance Level None One year above grade level Age No Grade level Other Yes IEP/504 Med Gender At grade level Ethnicity Reading Performance Level Socio-economic Status English Language Learner Student Name At grade level White No Mason
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Explanation & Answer

Attached.

How the Students were Engaged in 5Es.
Next Generation Science Standard is a United States multi-State effort that is chosen so as to
create a new education standard with adequate content and practices and the one that is arranged
in a lucid manner so as to cut across different disciplines and different grades and ensure all
students have a benchmarked worldwide science education. The final drafts to illustrate this
standard was released on April 2013.
The main and specific objectives of coming up with this new standard was to ensure the
combatting of the ignorance that is paramount in science, creating a tea...


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