5E Lesson Plan Template

Teacher

Date 11/18/2020

Subject Science/ 5th Grade

area/course/grad
e level

Materials Students’ pet pictures, YouTube story link on plants and energy, Kahoot!
Game of sun, energy, and animals, vocabulary words with pictures, Google
slides work area, outside Exploration Check Sheet, Keynote presentation,
cut and paste activity

Standards (State Alabama State Standard:

and ISTE
Identify that animals get their energy to grow and move from food (plants
Standards for
and animals); recognize that this energy was once from the sun. (Alabama
Students)
Alternative Standard) [SCI.AAS.5.10]

ISTE Standard:
7c Students contribute constructively to project teams, assuming various
roles and responsibilities to work effectively toward a common goal.

Objectives TSW access background knowledge of animals and plants.

TSW show knowledge of vocabulary connecting with pictures.
TSW collaborate with others to create questions and answers related to the
standard.
TSW collaborate to create a technology presentation/game including the
questions and answers created during collaboration.

Differentiation The lesson will be more hands-on learning and will allow those who need
Strategies (How to learn with eyes, ears, and hands the opportunity to do so using visuals
will the lesson on books and iPads, or Chromebooks. Students will work in small groups
address the to collaborate on what questions to ask and what to use for answers, along
various learning with utilizing a paraprofessional (if in the student’s IEP) or teacher for
styles of the assistance during the process. Choices will be limited to two choices when
students and the working on or creating a technology presentation. Students’ levels of detail
needs of those can be adjusted to their needed level when creating the
with special presentation/game. Any accommodations or modifications addressed in a
needs?) student’s IEP will also be followed accordingly.

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The 5 Es

E Description

Engageme TTW begin by introducing the lesson. Today we will be learning about where
nt plants and animals get their energy to grow and move! I asked you all a few days
ago to bring a picture, or have your parent email me a picture, of a pet you have
at home. If you do not have a pet that is fine, too! We will be looking at other
pictures of animals and plants besides the ones you all brought from home. I will
go around the group and let you show us your pet and tell us their name. I will call
on you if your parent emailed me your picture and I will pull it up on the
Smartboard for all to see.
Now that we have each shared our pet with the group I want to see what you
know about these pets and some plants, and how they get their energy to grow!
We are going to all get on Kahoot! together and take a fun, short quiz to see what
we know.

Engageme Kahoot! Quiz on energy, food, sun, plants, and animals.

nt
Assessme
nt

Exploration This is the time that TSW be grouped into pairs (with assistance from the
paraprofessionals if in IEP) to go outside to explore. The pairs will have a
clipboard with a check sheet on it including words and pictures for the students to
check off while visiting and exploring outside the school and in the small garden
area. TSW be looking for animals, plants, and energy sources.

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 E Description

Once back inside, TSW share what they viewed outside with the class. After
sharing what they viewed, TSW help the teacher separate animals, plants, and
energy sources into categories on the Smartboard.

Exploration Separating animals, plants, and energy sources into three categories on the
Assessme Smartboard.
nt

Explanatio We will now watch a video from the internet on the Smartboard. The video is
n about the sun and the energy that comes from the sun to help all living things
grow and have energy. It also talks about animals eating the plants and other
animals for energy. The link to this video is: https://www.youtube.com/watch?
v=AHCOzc143Ec
We know from earlier that our pets are animals, we are animals, and we put the
animals we saw outside today into our “animal” category. We also saw different
plants growing outside and put them into our “plant” category. These plants and
animals get their energy from the source we put in our “energy” category as the
sun that we see shining bright in the sky during the daytime.
So now let’s acknowledge three new words we saw in this video. Herbivore,
Carnivore, and Omnivore. I have created a short presentation on Apple Keynote
with each of these words to sum up what they mean to us.

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 E Description

I have a cut and paste activity and I want your help showing me if these pictures
belong in the plant and animal circle. Some of these pictures are the animals or
plants we discovered outside, and others are pictures of other objects that do not
belong with these living things. Cut and paste what belongs in the circle.

Explanatio Cut and paste activity putting the animals or plants into the circle and leaving
n other objects out.
Assessme
nt

Page 4 of 6
 E Description

Elaboration This link is directed toward the teacher example of the Google Slides project for
the students to create their own Google Slides presentation/game.
https://docs.google.com/presentation/d/1DW11x-
Niii3DniSHebCWc9_DF7CsGcFWmE7EyXiEPfU/edit?usp=sharing
TSW create a Google Slides presentation/game for their classmates to use to
show their knowledge of how plants and animals get their energy.

Evaluation

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.

Page 5 of 6
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.

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