5E Lesson Plan Template

Teacher

Date December 4, 2020

Subject Business Education/ Computer Essentials/ 7th Grade

area/course/grad
e level

Materials Computer with Google Chrome, used to access Google Slides

Standards (State Students will:

and ISTE
Alabama Computer Essentials COS standards:
Standards for
Students) 1. Exhibit proper use of basic computer components, including hardware,
operating systems, software, file management, and network functions.
3. Demonstrate correct data input techniques with acceptable speed and
accuracy. Example: touch method
4. Utilize word processing skills, including creating page layout,
proofreading, editing, printing, and saving.
7. Demonstrate procedures for creating, saving, retrieving, and delivering
multimedia presentations.
ISTE standards:
4. Innovative Designer Students use a variety of technologies within a
design process to identify and solve problems by creating new, useful or
imaginative solutions.
Students: a. know and use a deliberate design process for generating
ideas, testing theories, creating innovative artifacts or solving authentic
problems.
b. select and use digital tools to plan and manage a design process that
considers design constraints and calculated risks.
c. develop, test and refine prototypes as part of a cyclical design process.
d. exhibit a tolerance for ambiguity, perseverance and the capacity to work
with open-ended problems.

Objectives Students will work as a group to create a Google Slides Presentation to

advertise their business.
Students will learn how to add animations and other types of motion to their
items in a Google Slides presentation.

Differentiation During the initial instructions, I demonstrate on the promethean board.

Strategies (How After the initial group instructions, I allow students to help other students. I
will the lesson also walk to students’ computers and give any one-on-one assistance that

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address the is needed.
various learning
This assignment required a minimum of 15 slides in the presentation.
styles of the
However, groups with students who typically need more time, or are
students and the
considered special education students, were able to complete this
needs of those
assignment with only 10 slides required. The number of items that was
with special
required in those students’ groups presentation was reduced. However, I
needs?)
chose to group them so that students with different abilities would be in the
same group. Due to this,

The 5 Es

E Description

Engagement To begin with, I have students follow along with my instructions on the board.
We insert a picture of a beach ball from online, and we add a bounce path to
the beach ball, to learn how to make the beach ball appear like it is bouncing on
the slide.

Engagement When students saw their ball bounce on the screen, and understood the
Assessment purpose of the motions, most of them seemed to enjoy it and were looking at
the different animations that were available as options.

Exploration After students learned the basics of how to add motions to objects in a
presentation, then I asked them to take a few minutes and add motion or
animation (of their choice) to objects they already had in their business
presentation. Each student was to take turns adding motion to an object on a
different slide in the presentation.

Exploration As I walked around the classroom and watched the groups of students add
Assessment animations to their presentation, I stopped and helped as needed. I made sure
individual students were getting the opportunity to add motion to objects.
Students seemed to enjoy adding different animations. Some students even
asked questions about what other options were and how they could use them.

Explanation This lesson consists of learning how to add transitions, animations and other
motions to objects in a Google Slides presentation. Additionally, presentations
were required to have some slides with more than one animation, which means
students must utilize the numbering feature, to order the animations (1, 2, 3). I
use the promethean board to show how to add animations, then I have the
students to follow along. After the initial animation, I then show students how to
order the motions on each object. I put the presentation in “Present Mode” so
students can see the results in action.

Explanation Since the students were working in groups, it actually helped all students to
Assessment grasp the idea a little quicker. I put students in groups of 3 (or 2 if needed), so if
one student struggled, there was typically another student from the group that

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 E Description

could help them.

Elaboration After students grasped the steps, they were tasked with adding motions to each
slide of their presentation. Each slide had to have at least a transition, and they
had to have at least 3 slides with a minimum of 2 object animations (in addition
to the transition).

Evaluation Students worked on the total presentation for a couple weeks. We added
certain parts of the presentation each lesson. Since their presentation was
nearly complete at this point, the only thing the students really lacked was the
motions. Students were fairly quickly able to go through the presentation,
adding the motions where needed.

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.

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