5E Lesson Plan Template

Teacher

Date Fall 2020

Subject First Grade Science

area/course/grad
e level

Materials Flashlight, transparent materials (glass, clear plastic wrap), translucent

materials (wax paper), opaque materials (to block light), and shiny
materials (foil, mirror)

iPads with Seesaw app (class is already set up and in use)

Science Journals
State Standards-
Standards (State
3) Investigate materials to determine which types allow light to pass
and ISTE
through (e.g., transparent materials such as clear plastic wrap), allow only
Standards for
partial light to pass through (e.g., translucent materials such as wax paper),
Students)
block light (e.g., opaque materials such as construction paper), or reflect
light (e.g., shiny materials such as aluminum foil).

ISTE Standards for Students-

2. Digital Citizen: Students recognize the rights, responsibilities and opportunities of

living, learning and working in an interconnected digital world, and they act and
model in ways that are safe, legal and ethical.

3. Knowledge Constructor: Students critically curate a variety of resources using

digital tools to construct knowledge, produce creative artifacts and make meaningful
learning experiences for themselves and others.

6. Creative Communicator: Students communicate clearly and express themselves

creatively for a variety of purposes using the platforms, tools, styles, formats and
digital media appropriate to their goals.

7.Global Collaborator: Students use digital tools to broaden their perspectives and
enrich their learning by collaborating with others and working effectively in teams
locally and globally.

Objectives I can…
- Find and describe materials that allow light to pass through, block
light, and reflect it.
- Use my iPad correctly and safely
- Create with tools to make my learning more meaningful

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 - Communicate clearly
- Work well with others around me

Differentiation The special education student in the classroom will still have the
Strategies (How opportunity to investigate materials; however, this student will not be
will the lesson required to write about the information learned.
address the
Students will be allowed to observe AND manipulate materials on their own
various learning
as they explore light against a variety of materials.
styles of the
students and the If students are not comfortable being recording to tell about their learning,
needs of those they may show it on Seesaw with only a drawing and recording just their
with special voice.
needs?) Small group instruction will allow the teacher to focus in on meeting student
needs.

The 5 Es

E Description

Engagement Read Dinosaurs shine-a-light book with students using a flashlight. After the
story, discuss what is happening with the light. Where does light come from?
What do we have to give us light in nature? What are some things people have
invented to provide us with light?
Key Words: transparent, translucent, opaque, reflect, and refract

“I See the Light” song/video - https://www.youtube.com/watch?

v=3E10KEDouVA

Engagement Turn and Talk to your partner about these questions.

Assessment
- Where do you think light comes from?
- What happens when the path of light is blocked by different materials?
Draw a picture of different things that make light in your science journal.

Exploration Provide each table group (partners) with a flashlight and one of the test
materials. These include aluminum foil, wax paper, clear plastic cup, glass cup,
mirror, construction paper, water bottle. Allow time for each student to shine the
light through their material and observe how the light reacts. Have students talk
among themselves. Does the light go through clearly? Does it go through at all?

Replace this description with your work. This is it, the heart of learning.
Hands-on experiences are mandatory and should include chances for the
students to collaborate and experiment and be able to discuss their learning
with others. Provide specific details on the exploration activity in which your

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 E Description

students will participate. Include hyperlinks or screen shots to videos, web

resources, or mobile applications. Also, include any presentations or
documents used. You are not required to use technology for the exploration
phase but may choose to do so.

Exploration
Assessment

Explanation Replace this description with your work. This stage of the lesson is your
part. You will cover vocabulary, concepts, ideas – whatever is necessary – to
help the students understand the lesson. Include higher order thinking
questions to help the students connect and comprehend the point of the lesson.
Provide specific details of your explanation phase. Include hyperlinks or screen
shots to videos, web resources, or mobile applications. Also, include any
presentations or documents used. You are not required to use technology for
the explanation phase but may choose to do so.
Use the materials from each table in front of the entire class as transparent,
translucent, and opaque materials are taught. Talk about how the light travels
through (or doesn’t) certain materials. Ask students these questions:
- What do you notice?
- What is causing the light to react this way?
- What do you predict will happen if we use a different source of light? Will the
results change?
- What do you predict will happen if we use another material, such as card
board or colored plastic?

“How does light travel” video - https://www.youtube.com/watch?

v=fm__GAlrBuQ

Explanation Students will choose 2 materials to tell about in their Seesaw response to this
Assessment lesson

Elaboration Students will choose at least 2 materials to tell about in their Seesaw response
to this lesson. Their partner will record them testing how light travels through
each material. During this recording, they should determine if the material is
transparent, translucent, or opaque and explain how they know.

Replace this description with your work. This is your chance to plan
activities for the students to apply what they learned in the lesson to their lives
and new situations. You will need to be creative and allow your students to do
the same. Design an assignment that requires students to create a technology

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 E Description

product (webpage, blog, brochure, game, etc.) to demonstrate their

understanding of the content taught. Provide a sample technology product
for your students to use as an example. Additionally, you will upload or
include the URL of your student created technology products on the
Teaching & Learning page of your website.

Evaluation Was the student able record their partner successfully? Did each student
clearly communicate their understanding of whether or not the light passed
through each material? Could the student use correct vocabulary in their
explanation?
See rubric below.

Replace this description with your work. Remember, assessment is part of

each stage of the 5E lesson planning process. You will need to assess each
student on their participation and understanding and evaluate how close they
have come to meeting the objectives of the lesson. Create a checklist or
rubric to grade the student created technology product, paying close
attention to the objectives of the lesson.

References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

Note: Content of form approved January 2013.

1 2 3 4
Unsatisfactory Needs Improvement Satisfactory Excellent

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 Testing Student does not Student shines light Student attempts Student shines light
Materials attempt to shine light on/through 1 material to shine light on/through 2 or
on/through each on/through 2 or more materials
material more materials

Description Student doesn’t tell Student is unsure if light Student identifies Student describes in
about whether or not passes through or is if light passes detail if light passes
light passes through blocked. through or is through or is
the materials. blocked. blocked

What type of Student doesn’t tell Student can describe at Student describes Student describes
material? about the materials least 1 material without material correctly material in detail by
and if light passes detail. without using using correct
through them or not. academic vocabulary
vocabulary. (transparent,
(Allows all light translucent,
through, blocks opaque).
light, etc.).

Presentation Student cannot be Student mumbles or is Student speaks Student speaks

understood at all or hard to follow. clearly. clearly and is easy
doesn’t attempt to tell to understand.
about test results.

Video Did not submit video. Submitted video Submitted video Recorded partner
Did not record correctly. Did not record correctly. May well and submitted
partner. partner well (either by have interrupted their own video
interrupting often or not partner but still correctly.
holding camera still). recorded well.

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