5E Lesson Plan Template

Your name or Summer Hyatt

Cooperating
teacher
name (if
needed)

Date(s) November 16 and 17, 2023

taught

Subject English Language Arts, 2nd grade

Grade level

Materials
- Chromebooks
- Promethean board
- Printed worksheet packets for each student.

- Markers, colored pencils, or crayons.

- Chart paper and markers.
- Nonfiction texts on the life cycle of plants from the Epic! reading
program.

Standards ELA21.2.46 Gather and use research to answer questions to

(State and complete a research product. a. Create topics of interest for a
ISTE research project. b. Create questions to gather information for a
Standards for research project. c. Find information from a variety of sources.
Students) Examples: books, magazines, newspapers, digital media d. Define
plagiarism and explain the importance of using their own words.

Page 1 of 5
 2b. engage in positive, safe, legal and ethical behavior when using
technology, including social interactions online or when using
networked devices.

Objectives State Standard: Students will proficiently gather and use research from
various sources, including the Epic! reading program, to answer
questions and complete a research paper on the life cycle of plants.
They will formulate questions, define plagiarism, and emphasize the
importance of using their own words.

ISTE Standard: Students will engage in positive, safe, legal, and ethical
behavior when using technology for their research on the life cycle of
plants. This includes responsible use of online resources, ethical social
interactions, and applying digital citizenship principles throughout the
writing process.

Differentiatio In catering to diverse learning styles, the lesson plan employs various
n Strategies strategies. Visual learners benefit from the integration of diagrams,
charts, and images, with the use of an interactive whiteboard for
enhanced engagement. Auditory learners are supported through read-
aloud sessions and emphasis on verbal explanations and discussions.
Kinesthetic learners engage in hands-on activities, such as planting
seeds, and are encouraged to physically interact with learning
materials. Special needs learners receive accommodations, such as
extended time, and have the option for alternative assessments. The
lesson is differentiated through varied reading levels in assigned texts,
flexible grouping with a mix of individual and group activities, scaffolded
worksheets with clear instructions, and alternative assessment options.
Multimodal instruction, combining visuals, verbal explanations, and
hands-on activities, ensures a comprehensive approach. Regular
check-ins monitor individual progress, providing necessary support and
adjustments tailored to each student's needs.

The 5 Es

E Description

Engagement To captivate students' attention and activate their prior knowledge, the lesson
will begin with a BrainPop Jr video reviewing the life cycle of a plant. We will
begin with a brief discussion about what the word research means and finding
facts in nonfiction text. I will then instruct students to access the Epic! reading
program on their Chromebooks.

Page 2 of 5
E Description

Engagement To formatively assess student engagement, I will have students use thumbs up
Assessment vs thumbs down to show understanding of the objective of the assignment.

Exploration I will begin this phase by guiding the students through a carefully selected
nonfiction text, demonstrating effective navigation and emphasizing key
information about plant growth.
Following this guided exploration, each student will read six assigned nonfiction
books on Epic!. They will actively read and extract fascinating facts about the
life cycle of plants from each story. Students will record these discoveries on
their graphic organizers, ensuring they capture one compelling detail from each
book.
As the exploration unfolds, collaboration will begin. Students will gather in
groups, sharing and discussing the captivating facts they've uncovered. This
collaborative exchange not only encourages peer-to-peer learning but also
provides an opportunity for students to reflect on and reinforce their
understanding of the plant life cycle. This hands-on and interactive approach
ensures that every student actively participates in the exploration, making the
learning experience both engaging and meaningful.

Exploration I will assess student exploration by circulating throughout the room during
Assessment group discussions. I will observe students and what they are contributing to the
conversation. While circulating, I will be looking at students’ graphic organizers.
I will ensure that they are complete and address any misconceptions I see.

Explanation In this phase, students will explore plant life cycles using an interactive website
where they can drag and drop pictures and labels onto various stages. The
website, named "Life Cycle of a Bean Plant," allows hands-on engagement for
a dynamic learning experience. Students will actively arrange visuals depicting
a plant’s life cycle.
The teacher will guide discussions around the interactive activity, prompting
students to share their understanding of each stage's significance. Questions
like "How do these stages work together for a plant's survival?" will encourage
critical thinking.

Explanation To assess where students are at, I will have them turn and talk to a partner
Assessment about each step of the life cycle of a plant and what it means. I will be dropping
in to listen to conversations and evaluate student understanding.

Elaboration In the elaboration phase, students will apply their knowledge of plant life cycles
by creating a digital product that showcases their understanding. The
assignment involves crafting a research paper on the life cycle of a chosen
plant, with the technology component focusing on using Google Docs for typing
and formatting the final drafts. Each student will select a specific plant, such as
a sunflower or apple tree, and conduct additional research to explore its unique
life cycle stages. They will then use Google Docs to structure their papers,
incorporating a title, headings for each stage, and informative paragraphs
enriched with fascinating facts obtained from the exploration phase and class

Page 3 of 5
E Description

discussions. Students will further enhance their papers by integrating visuals,

such as images or drawings, representing each stage of the plant's life cycle.
Emphasis will be placed on proper formatting to ensure the document is easy to
read and understandt. To aid in comprehension, I will provide a sample Google
Docs document as a visual example, highlighting key features and overall
structure during a brief demonstration. Through this assignment, students
reinforce their understanding of plant life cycles and develop basic digital
literacy skills by utilizing Google Docs for document creation.

Evaluation Research Paper Technology Product Checklist: Plant Life Cycle

Content (15 points):

Plant Choice (5 points): Did the student choose a specific plant for research?

Life Cycle Stages (5 points): Does the research paper cover each stage of the
chosen plant's life cycle?

Fascinating Facts (5 points): Is there at least one interesting fact for each
stage?

Formatting and Presentation (15 points):

Google Docs Structure (5 points): Is there a title and clear headings for each life
cycle stage?

Visuals Integration (5 points): Are there pictures or drawings for each stage of
the plant's life cycle?

Font and Formatting (5 points): Is the document neat and easy to read?

Digital Literacy Skills (10 points):

Typing Skills (5 points): Did the student type their paper with assistance?

Overall Presentation (5 points): Does the research paper look nice and show
what they've learned?

Page 4 of 5
 E Description

Total Points: 40

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.

Page 5 of 5