NGSS/5-E Model

FORMAT
LESSON PLAN FORM
Teacher Education Department - CSUDH

Candidates:

Scientific and
Engineering Practices

Crosscutting Concepts

Subject(s):
Grade level(s): 2nd
Date: 04/18/2016
Science
NEXT GENERATION SCIENCE STANDARDS (NGSS)
ModelinginK2buildsonpriorexperiencesandprogressestoincludeusingand
developingmodels(i.e.,diagram,drawing,physicalreplica,diorama,dramatization,
orstoryboard)thatrepresentconcreteeventsordesignsolutions.
Developasimplemodelbasedonevidencetorepresentaproposedobjectortool.(2
LS22)
PlanningandCarryingOutInvestigations
Planning and carrying out investigations to answer questions or test solutions to
CauseandEffect
Events have causes that generate observable patterns. (2-LS2-1)
StructureandFunction
The shape and stability of structures of natural and designed objects are related to
their function(s). (2-LS2-2)

LS2.A:InterdependentRelationshipsinEcosystems
Plants depend on water and light to grow. (2-LS2-1)
Plants depend on animals for pollination or to move their seeds around. (2-LS2-2)
Disciplinary Core
ETS1.B:DevelopingPossibleSolutions
Ideas
Designs can be conveyed through sketches, drawings, or physical models. These
representations are useful in communicating ideas for a problems solutions to other
people. (secondary to 2-LS2-2)
Common Core State Standards Connections:
ELA/Standards
Write informative/explanatory texts to examine a topic and convey ideas and
Literacy
information clearly.
MP4.1 Make sense of problems and persevere in solving them.
Math/Standards
Mathematically proficient students start by explaining to themselves the meaning of a
Literacy
problem and looking for entry points to its solution.
I. DESCRIPTION OF CONTENT & CONTENT TYPE: (Concept - NGSS Performance Expectation):
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
II. LEARNING OUTCOME OBJECTIVE: Studentswillbeabletonametheuniquecharacteristicsofapond.
Studentswillbeabletousedomainspecificvocabularywith80%accuracy.
III. CURRICULUM CONNECTION (How the Current Lesson fits into Unit Plan):
LESSON 1: In this lesson students will learn about the Pond habitat. They will be introduced to the habitats
characteristics; students will take notes and draw characteristics with labels using vocabulary learned in class.
LESSON 2: In this lesson, students will be introduced to animals that live in ponds. Students will be able to
learn why the pond is an essential habitat for the animals survival. They will draw animals using labels from
vocabulary learned in class.
LESSON 3: In this lesson, after students have learned about ponds, forests, ocean, and deserts, they will
learn that an ecosystem is made of relationships.
PHASES of INQUIRY INSTRUCTION: THE 5-E MODEL

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FORMAT

IV. INSTRUCTION:
A. ENGAGEMENT PHASE (Motivational Activity):
Lesson Objective: Today we will learn about the unique characteristics of a pond, and the plants that
make this habitat their home.
Inquiry Question: What is a pond?
Recall prior knowledge: KWL chart
What unique characteristics does a pond have?
What types of animals call the pond their natural home?
What types of plants call the pond their natural home?
Teacher will record students knowledge on chart.
Play video: Pond life (https://www.youtube.com/watch?v=uHdZb0LJZNQ) for background noise
A quiet moment: Imagine you are floating on your back in warm, cloudy water. The sun shines on you. An insect
skids by on top of the water. A frog croaks from the shore. A dragonfly zips past your nose. Ahh! you sigh. This
is the life. There is nothing like a swim in a quiet pond.
Students share what they imagined. How did you imagine the pond?
Now you will return to your seats and investigate if what you imagined matches what a pond really looks like.
B. EXPLORATION PHASE (Investigation Activity): Studentswillaccessdifferentbookstoresearchon
ponds.Bookdigs,researchforcharacteristicofpondsintablegroups.Takenotes.Sharesmallgroup&
wholegroup.
What characteristics (what features) make up a pond?
What plant life makes up a pond? Why is the pond their natural habitat?
Students will complete worksheet for focus questions.
C. EXPLANATION PHASE (Instructional Sequence) - Teaching Methodology with Student Activities:
Students will meet at the rug for the following read a loud.
Read a loud:
Ponds by Yvonne Franklin
Teacher will summarize the following pages: 6-13, 18-19
Misconceptions: some people think say that ponds are any body of water that a person can walk across without
submerged. Ponds can be up to 13 feet deep. Make a connection: pools are not very deep
Why do you think a pond is considered its own habitat?
Vocabulary: pond, shallow, pit, submerged, marsh, decompose, emerging, aerate
Teacher will display picture cards with terms and definition.

D. ELABORATION PHASE (Application Activity)

Extension, Practice, and/or Reflection:
At your desks, draw and label the characteristics of a pond. Can you give a few examples of plants?
Students record their findings in their Whats a Habitat student science notebooks.
E. EVALUATION PHASE (Assessment Strategies) - Methods for Obtaining Evidence of Learning:
Formative Assessment: Students will record their findings in Whats a Habitat Notebook

Summative Assessment: Students will be able to finalize their research by drawing a diorama and
labeling the features of a pond.
Writing Prompt: Students are able to describe unique characteristics of pond.
Rubric and Criteria

4 EXCELLENT: FULL ACCOMPLISHMENT

Strategy and execution meet the content, processes, and qualitative demands of the objective. May have minor
errors.
3 PROFICIENT: SUBSTANTIAL ACCOMPLISHMENT
Could work to full accomplishment with minimal feedback. Errors are minor. Teacher is confident that
understanding is adequate to accomplish objective.
2 MARGINAL: PARTIAL ACCOMPLISHMENT
Part of the objective is accomplished, lacks evidence of understanding. Direct input or further teaching is
required.
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NGSS/5-E Model

FORMAT

1 UNSATISFACTORY: LITTLE ACCOMPLISHMENT

The objective is attempted; some mathematical effort is made. Fragments of accomplishmentlittle or no
success.

V. MATERIALS & RESOURCES:

For each student: Whats a Habitat Science notebook
KWL Chart
YouTube video
Ponds by Yvonne Franklin
Vocabulary picture cards
Nonfiction books for research
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction, Practice):
Advanced Learners: students will research, what happens to ponds when the weather changes?
Intervention (including Students with IEPs): lower level lexile texts.
EL/English Learners: vocabulary, picture cards
VII. HOMEWORK (If Appropriate): N/A

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NGSS/5-E Model

FORMAT

LESSON PLAN FORM

Teacher Education Department - CSUDH

Candidates:

Scientific and
Engineering Practices

Crosscutting Concepts

Subject(s):
Grade level(s): 2nd
Date: 04/20/2016
Science
NEXT GENERATION SCIENCE STANDARDS (NGSS)
ModelinginK2buildsonpriorexperiencesandprogressestoincludeusingand
developingmodels(i.e.,diagram,drawing,physicalreplica,diorama,dramatization,
orstoryboard)thatrepresentconcreteeventsordesignsolutions.
Developasimplemodelbasedonevidencetorepresentaproposedobjectortool.(2
LS22)
PlanningandCarryingOutInvestigations
Planning and carrying out investigations to answer questions or test solutions to
CauseandEffect
Events have causes that generate observable patterns. (2-LS2-1)
StructureandFunction
The shape and stability of structures of natural and designed objects are related to
their function(s). (2-LS2-2)

LS2.A:InterdependentRelationshipsinEcosystems
Plants depend on water and light to grow. (2-LS2-1)
Plants depend on animals for pollination or to move their seeds around. (2-LS2-2)
Disciplinary Core
ETS1.B:DevelopingPossibleSolutions
Ideas
Designs can be conveyed through sketches, drawings, or physical models. These
representations are useful in communicating ideas for a problems solutions to other
people. (secondary to 2-LS2-2)
Common Core State Standards Connections:
ELA/Standards
Write informative/explanatory texts to examine a topic and convey ideas and
Literacy
information clearly.
MP4.1 Make sense of problems and persevere in solving them.
Math/Standards
Mathematically proficient students start by explaining to themselves the meaning of a
Literacy
problem and looking for entry points to its solution.
I. DESCRIPTION OF CONTENT & CONTENT TYPE: (Concept - NGSS Performance Expectation):
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
II. LEARNING OUTCOME OBJECTIVE: Studentswillbeabletonametheuniquecharacteristicsofapond.
Studentswillbeabletousedomainspecificvocabularywith80%accuracy.Studentswillbeabletoname
animalsspecialphysicalfeaturesthathelpthemsurviveintheirnaturalhabitat.Studentswillbeabletoname
plantsspecialphysicalfeaturesthathelpthemsurviveintheirnaturalhabitat.
III. CURRICULUM CONNECTION (How the Current Lesson fits into Unit Plan):
LESSON 1: In this lesson students will learn about the Pond habitat. They will be introduced to the habitats
characteristics; students will take notes and draw characteristics with labels using vocabulary learned in class.
LESSON 2: In this lesson, students will be introduced to animals that live in ponds. Students will be able to
learn why the pond is an essential habitat for the animals survival. They will draw animals using labels from
vocabulary learned in class.
LESSON 3: In this lesson, after students have learned about ponds, forests, ocean, and deserts, they will

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NGSS/5-E Model

FORMAT

learn that an ecosystem is made of relationships.

PHASES of INQUIRY INSTRUCTION: THE 5-E MODEL
IV. INSTRUCTION:
A. ENGAGEMENT PHASE (Motivational Activity): (10-12 minutes)
Objective: Today we will be learning how the pond ecosystem is crucial for the animals survival.
We have already learned about the characteristics of a pond and plants that live in or near a pond. I will show
you a video and we will pause to see if we can make those connections.
Teacher will show video YouTube video: https://www.youtube.com/watch?v=H8EMn_21T4o (6:24)
Example Pauses:
(0:57) Why the pond habitat essential for these tadpoles? Teacher will reflect that tadpoles need still water.
(6:17)How is the grasshopper using the habitat to survive?
B. EXPLORATION PHASE (Investigation Activity): (10 minutes) Studentswillaccessdifferentbooksto
researchonpondanimals.(worksheet)
I want you to research an animal that makes the pond its natural habitat.
Takenotes.Sharewithyourgroup
Whatdoesthisanimalneedtosurviveinapond?Whatwouldananimalneedtosurvivenearapond?
Why do you think this animal chose the pond as their natural habitat?
Extension activity: Can an alligator live in a pond? What do you know about alligators? How much do they eat?
Extension: Research what is the animals natural food in pond? What would a frog eat versus a fish?
C. EXPLANATION PHASE (Instructional Sequence) - Teaching Methodology with Student Activities:
What were some of the animals that you discovered living in the pond? Do they have anything in common?
Vocabulary: amphibians, mammals, invertebrates, reptiles
Read: Ponds by Yvonne Franklin
Teacher will summarize the following pages: 14-17
D. ELABORATION PHASE (Application Activity) - Extension, Practice, and/or Reflection:
Students will return to their desks create a diorama using the knowledge they have learned.

E. EVALUATION PHASE (Assessment Strategies) - Methods for Obtaining Evidence of Learning:

Formative Assessment: Students are able to discuss animal life in the pond and explain why the pond
habitat is essential for their survival.

Summative Assessment: Students will be able to finalize their research by drawing a diorama and
labeling the features of a pond.

Writing Prompt: Students are able to describe unique characteristics of pond and give examples of plants
and animals living in ponds.
Rubric and Criteria
4 EXCELLENT: FULL ACCOMPLISHMENT
Strategy and execution meet the content, processes, and qualitative demands of the objective. May have minor
errors.
3 PROFICIENT: SUBSTANTIAL ACCOMPLISHMENT
Could work to full accomplishment with minimal feedback. Errors are minor. Teacher is confident that
understanding is adequate to accomplish objective.
2 MARGINAL: PARTIAL ACCOMPLISHMENT
Part of the objective is accomplished, lacks evidence of understanding. Direct input or further teaching is
required.
1 UNSATISFACTORY: LITTLE ACCOMPLISHMENT

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The objective is attempted; some mathematical effort is made. Fragments of accomplishmentlittle or no

success.

V. MATERIALS & RESOURCES:

For each student:
Animal research worksheet
YouTube video: https://www.youtube.com/watch?v=RdiBtE0mAXg
Ponds by Yvonne Franklin
Vocabulary picture cards
Nonfiction books for research
Diorama
Color utensils
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction, Practice):
Advanced Learners: Extended activity, non-fiction text for research
Intervention (including Students with IEPs): providing lower level lexile texts
EL/English Learners: Graphic Organizers, Visual support, vocabulary
VII. HOMEWORK (If Appropriate): N/A

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NGSS/5-E Model

FORMAT

LESSON PLAN FORM

Teacher Education Department - CSUDH

Candidates:

Scientific and
Engineering Practices

Crosscutting Concepts

Subject(s):
Grade level(s): 2nd
Date: 04/21/2016
Science
NEXT GENERATION SCIENCE STANDARDS (NGSS)
ModelinginK2buildsonpriorexperiencesandprogressestoincludeusingand
developingmodels(i.e.,diagram,drawing,physicalreplica,diorama,dramatization,
orstoryboard)thatrepresentconcreteeventsordesignsolutions.
Developasimplemodelbasedonevidencetorepresentaproposedobjectortool.(2
LS22)
PlanningandCarryingOutInvestigations
Planning and carrying out investigations to answer questions or test solutions to
CauseandEffect
Events have causes that generate observable patterns. (2-LS2-1)
StructureandFunction
The shape and stability of structures of natural and designed objects are related to
their function(s). (2-LS2-2)

LS2.A:InterdependentRelationshipsinEcosystems
Plants depend on water and light to grow. (2-LS2-1)
Plants depend on animals for pollination or to move their seeds around. (2-LS2-2)
Disciplinary Core
ETS1.B:DevelopingPossibleSolutions
Ideas
Designs can be conveyed through sketches, drawings, or physical models. These
representations are useful in communicating ideas for a problems solutions to other
people. (Secondary to 2-LS2-2)
Common Core State Standards Connections:
ELA/Standards
Write informative/explanatory texts to examine a topic and convey ideas and
Literacy
information clearly.
MP4.1 Make sense of problems and persevere in solving them.
Math/Standards
Mathematically proficient students start by explaining to themselves the meaning of a
Literacy
problem and looking for entry points to its solution.
I. DESCRIPTION OF CONTENT & CONTENT TYPE: (Concept - NGSS Performance Expectation):
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
II. LEARNING OUTCOME OBJECTIVE:
Students will be able to demonstrate understanding of life in the ecosystem. They will determine that life in the
ecosystem is made of relationships.
III. CURRICULUM CONNECTION (How the Current Lesson fits into Unit Plan):
LESSON 1: In this lesson students will learn about the Pond habitat. They will be introduced to the habitats

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NGSS/5-E Model

FORMAT

characteristics; students will take notes and draw characteristics with labels using vocabulary learned in class.
LESSON 2: In this lesson, students will be introduced to animals that live in ponds. Students will be able to
learn why the pond is an essential habitat for the animals survival. They will draw animals using labels from
vocabulary learned in class.
LESSON 3: In this lesson, after students have learned about ponds, forests, ocean, and deserts, they will
learn that an ecosystem is made of relationships.
PHASES of INQUIRY INSTRUCTION: THE 5-E MODEL
IV. INSTRUCTION:
A. ENGAGEMENT PHASE (Motivational Activity):
Lesson objective: Today we will learn about relationships in ecosystems.
We have learned about the following ecosystems:
Ocean
Forest/Rainforest
Desert
Ponds
Can you explain how the pond is different from the ocean?
Can you explain how the plants that live in a habitat attract animals?
Can you predict the out come if a hippopotamus lived in a pond?
https://www.youtube.com/watch?v=p15IrEuhYmo
Students will be dismissed to gather information on their assigned wetland. Table leader will pick out
ecosystem for each group
B. EXPLORATION PHASE (Investigation Activity): Studentswillaccessdifferentbookstoresearchon
theirassignedecosystem.Bookdigs,researchforanimalsandplantslivinginecosystems.Takenotes.
Sharesmallgroup&wholegroup.Studentswillfillourworksheetwithdesignatedfeatures.
Atree,mammal,bush,flower,fish/amphibian,bird,reptile,andaninsect/spiderforeachecosystemwillbe
requiredtofilloutchart.
Studentswillbegiven15minutesforresearch.Hintstudents:Encouragestudentstoworkasateam;onepaircan
searchforplantswhiletheotherforanimals.
C. EXPLANATION PHASE (Instructional Sequence) - Teaching Methodology with Student Activities
Read aloud: Who eats what? Food Chains and Food Webs. (15 minutes)
What part do we play in the ecosystem?
Vocabulary: food web, food chain, energy web, energy pyramid
The teacher will display food web of wetland habitat to explain how animals are connected.
D. ELABORATION PHASE (Application Activity) - Extension, Practice, and/or Reflection:
Students will connect the food chain of their assigned ecosystem.
What conclusions can you draw about the top of the food chain?
Give students about 5 minutes.
E. EVALUATION PHASE (Assessment Strategies) - Methods for Obtaining Evidence of Learning:
Students will recreate the food web in a physical way.
What conclusions can you make about the ecosystem?
What role do we play in the ecosystem?
Formative Assessment: Students are able to recreate food web as to their assigned ecosystem.
Summative Assessment: Students will recreate a physical food web and explain the relationships of
the ecosystem.

Writing Prompt: Students will be able to explain relationships in ecosystem.

Rubric and Criteria
4 EXCELLENT: FULL ACCOMPLISHMENT

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NGSS/5-E Model

FORMAT

Strategy and execution meet the content, processes, and qualitative demands of the objective. May have minor
errors.
3 PROFICIENT: SUBSTANTIAL ACCOMPLISHMENT
Could work to full accomplishment with minimal feedback. Errors are minor. Teacher is confident that
understanding is adequate to accomplish objective.
2 MARGINAL: PARTIAL ACCOMPLISHMENT
Part of the objective is accomplished, lacks evidence of understanding. Direct input or further teaching is
required.
1 UNSATISFACTORY: LITTLE ACCOMPLISHMENT
The objective is attempted; some mathematical effort is made. Fragments of accomplishmentlittle or no
success.

V. MATERIALS & RESOURCES:

For each student: Whats a Habitat Science notebook
Home Sweet Habitat: Crash Course Kids #21.1 https://www.youtube.com/watch?v=p15IrEuhYmo
Non-Fiction Science books for research
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction, Practice):
Advanced Learners:
Intervention (including Students with IEPs):
EL/English Learners:
VII. HOMEWORK (If Appropriate): N/A

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