5E Lesson Plan

Teacher(s): Mr. Jones

Date: 04/17/2023
Subject / grade level: 5th grade Science
Materials:
PowerPoint, Internet/Library, PPT notes, Assignment, Exit ticket
State Standards:

LS2‐5‐3. Construct an argument with evidence that in a particular habitat some organisms can survive well,
some survive less well, and some cannot survive at all.

Examples of evidence could include needs and characteristics of the organisms and habitats involved. The
organisms and their habitat make up a system in which the parts depend on each other.
Lesson objective(s):
 Students will be able to…….
Identify what characteristics help these animals live in the cold.
Identify how these animals are surviving in cold climates.
Identify how it differs from animals that live in warmer climates.
 You need to identify what students will be able to do at the end of the lesson to demonstrate they have learned.
Students will show the features of these animals/organisms that help them survive in specific climates
Differentiation/Accommodation strategies to meet diverse learner needs:
 Identify a learner with an exceptionality within your classroom.
This is usually told by the resource teacher/ IEP case manager.
 Identify 3 ways you adapt/differentiate your lesson for the students to participate and demonstrate learning at their individual learning level.
1. The student could do a report about their favorite animal and what it uses to survive in its climate.
2. The student can be provided with complete PowerPoint notes, to ensure they do not miss anything.
3. The test part maybe be modified in order to get the very key concepts.
 Also outline how your chosen strategy supports your learner with their specific exceptionality need.
If a student has specific learning abilities, the lesson is being adaptive to them so they can show their learning the best way they can.
Having a student share about their own favorite animal already will be easy for the student, because they know something about them already.
 Example: Student has a reading disability- you provide an audio version of the story. This strategy supports my learner with a learning disability to be
able to focus on the comprehension of the text versus decoding the text.

ENGAGEMENT
 Describe how the teacher will capture students’ interest.
A PowerPoint about how different animals/organism can adapt to their environment and how it is possible.
The students will be given guided notes that have blanks to look for.
There will be videos that support what the teacher is saying.
Assignment is given.
Teacher is available for further questions.
 What kind of questions should the students ask themselves after the engagement?
Students might have questions about what the assignment is about and what animals they can/ cannot study.

EXPLORATION
 Describe what hands-on/minds-on activities students will be doing.
The students will research an animal that has adapted to their environment, and similar animal that has adapted to an opposite environment.
The student will explain why the animal can/cannot live there.
 List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration.
Adapting to your environment, suing camouflage to survive, survival of the fittest.

EXPLANATION

1
 5E Lesson Plan

 Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help
students connect their exploration to the concept under examination?
The students report what they find in a guided assignment that helps them know what to look for.
 List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations.
Is this an animal I can do….?

ELABORATION
 Describe how students will develop a more sophisticated understanding of the concept.
Students will be using language and things from the presentation to show their knowledge and what they learned about the animal.
 What vocabulary will be introduced and how will it connect to students’ observations?
New vocab will pertain to environment adapting and things about that.
 How is this knowledge applied in our daily lives?
Knowing that animals can adapt, you can adapt too.

EVALUATION
 How will students demonstrate that they have achieved the lesson objective?
Students will take an exit ticket based on what was covered in the class,
Later they will be evaluated on it during a unit test.
 This should be embedded throughout the lesson as well as at the end of the lesson.
The questions that are on the Evaluation will be covered and gone over in class throughout the lesson.