By Sophia Desir

By Sophia Desir November 23, 2013

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Table of Contents
Introduction .......................................................................................................................... v Ch.1: The 5E Lesson General Model ....................................................................................... 1
5E Lesson General Model Template Guide ......................................................................................3 Questions to Consider for Each E in 5E lesson................................................................................9

Ch.2: Suggestions for 5E Lesson Conversion ......................................................................... 11

Converting a Lesson into 5E Format .............................................................................................. 13 How to Fit Pre-made/Original Lessons into 5E Format ...................................................................... 13 How to Plan a 5E Lab .......................................................................................................................... 13

Ch.3: Suggestions for Teaching Partners ............................................................................... 15

Suggestions for Teaching Partners ................................................................................................ 17 Communication During Lesson .......................................................................................................... 17 Time Management During Lesson ..................................................................................................... 17 When Lessons Dont Go According to Plan ........................................................................................ 17

Ch.4: Writing Lessons for the Middle School Classroom........................................................ 19

Middle School Lesson Plan ........................................................................................................... 21 Lab Template Guide ........................................................................................................................... 21 Assessment Guide .............................................................................................................................. 29

Index ................................................................................................................................... 30 Works Cited......................................................................................................................... 33

Introduction

The following manual will serve a reference for pre-service teachers in the TNTX 1200 class who need help writing their own lesson plans. Students assigned to a math or science classroom at a local middle school will complete observations and teach three inquiry-based lessons. This course emphasizes creating 5E lesson plans that focus on using appropriate questioning strategies throughout the lessons. This manual teaches you: The structure and formation of the 5E model How to convert a pre-made or original lesson into the 5E format How to work together with teaching partners during an inquiry-based lesson How to formulate a lab lesson for the middle school classroom

You can use this manual when you feel stuck during the lesson-writing phase. Good luck and remember to consult your mentor teacher if you have any questions about to his or her class.

Ch.1: The 5E Lesson General Model Questions to Consider for each E in a 5E lesson

Chapter 1

5E Lesson General Model Template Guide

Objectives Write objectives in SWBAT (Students Will Be Able To) format.

Evaluation Questions (at least one open-ended)

Each question should match the written objective. You may use one of your sample TAKS/STAAR problems as a guiding template for your evaluation questions. Note: these should be the SAME questions you are utilizing in the evaluation section. Include answers to all questions. Include 1 real-world, 1 griddable, and 1 explanation question

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5E Lesson Plan
Objective Statement:

ENGAGEMENT
What the Teacher Will Do How will the teacher introduce him or herself? Probing/Eliciting Questions and Students Responses Check for students prior knowledge and experience with topic. List critical questions that will establish prior knowledge and create a need to know. List critical questions that will address common student misconceptions. Include the hoped for correct responses that students might give. [Give correct responses in brackets.]

Time 5 Minutes What the Students Will Do Describe what the students will do during engagement activity.

Include an interesting and understandable attention grabber that relates to the concept being taught.

Transition Statement What will you say to transition students from the Engagement Section to the Exploration? Important questions to answer: (a) What is the purpose of the next activity? (b) Why do students need to know the information? (c) How does the next activity connect to the engagement?

EXPLORATION
What the Teacher Will Do Describe what you will do and say to introduce and guide student exploration. Explain step by step what the students will do to explore the concept. Include information on how to organize the class. Specific directions for the exploration activity may be included separately as a handout for students. Make sure students understand the procedures before students begin the activity. Probing/Eliciting Questions and Student Responses Use questions to guide student explorations, evaluate student understanding, and facilitate student interaction and group collaboration. List questions you will ask to check for students understanding of the activity before they begin to work on their own. Also include probing questions to guide student explorations and evaluate student understanding while they are working. Include the hoped for correct responses that students might give. [Give correct responses in brackets.] List any potential misconceptions students might have and the possible incorrect responses that students might give due to misconceptions

Time: 20 Minutes What the Students Will Do

List step-by-step what the students will do to explore the concept.

1 Transition Statement What will you say to transition students from the Exploration Section to the Explanation? Important questions to answer: (a) What is the purpose of the next activity? (b) Why do students need to know the information? (c) How does the next activity connect to the engagement?

EXPLANATION
What the Teacher Will Do Have students present and explain the results of their investigation. Add additional content, including definitions, explanations, and new vocabulary in the context of concepts explored. Summarize and clarify students understanding to make sure that students can demonstrate the performance objectives. Relate the activity and results to the science and/or mathematics concept(s). Probing/Eliciting Questions and Student Responses List questions that will deepen and clarify students conceptual understanding and skills. List critical questions that will address common student misconceptions Include the hoped for correct responses that students might give. [Give correct responses in brackets.]

Time: 10 Minutes What the Students Will Do Describe what the students will do.

Transition Statement What will you say to transition students from the Explanation Section to the Elaboration?

Important questions to answer: (a) What is the purpose of the next activity? (b) Why do students need to know the information? (c) How does the next activity connect to the engagement?

ELABORATION
What the Teacher Will Do Provide students with opportunities to transfer and apply the concepts and skills they learned to new situations. Probing/Eliciting Questions and Student Responses Connect and apply the lesson to students interests outside the classroom (not intended homework assignment). Include the hoped-for correct responses that students might give. [Give correct responses in brackets.] List any potential misconceptions students might have and the possible incorrect responses that students might give due to misconceptions.

Time: 15 Minutes What the Students Will Do

Describe student actions.

Transition Statement We talked a lot today about Closure Statement Today we learned

EVALUATION
What the Teacher Will Do

Time: 10 Minutes Probing/Eliciting Questions What the Students Will Do

Bring the lesson to closure. Design an evaluation tool to assess the students mastery of the performance objectives. During each lesson, administer and collect a preand post-test to analyze students learning. You may describe and use student responses when assessing prior knowledge during the ENGAGEMENT phase as your pre-assessment instrument

Use probing questions to check for mastery of concepts and skills presented in the lesson. Include the hoped-for correct responses that students might give. [Give correct responses in brackets.] List any potential misconceptions students might have and the possible incorrect responses that students might give due to misconceptions.

Take post-assessment

Chapter 1

Questions to Consider for Each E in 5E lesson

1. Engagement The engagement phase of the 5-E model provides a focus for the lesson and to allow the teacher to probe students initial conceptions. What do students already know about the concept? What do they want to know? What will they explore? 2. Exploration What is the precise concept that students will explore? What activities must the students do to become familiar with the concept? What kinds of observations and records should the students keep? What kinds of instructions will the students need? How can you give the instructions without telling the concept? 3. Explanation What kinds of information or findings should the students talk about? How can you help students summarize their findings? How can you guide the students and refrain from telling them what they should have found, even if their understanding is incomplete? What concept labels should the students discover? Why is the concept important? 4. Elaboration How can you connect with student's previous experiences? How does the concept relate to the science program goals? What questions will encourage discovery of the concept's importance? What new experiences will help to apply or expand the concept? What is the next concept related to the present one? 5. Evaluation What are the appropriate learning outcomes you should expect? What types of hands-on evaluation techniques can the students do to demonstrate the basic process skills? What techniques are appropriate for students to demonstrate the integrated process skills? How can pictures help children to demonstrate how well they can think through problems? What types of questions will help students reflect on what they discovered?

Ch.2: Suggestions for 5E Lesson Conversion

Converting a Lesson into 5E Format How to Fit Pre-made/Original Lessons into 5E Format How to Plan a 5E Lab

Converting a Lesson into 5E Format

How to Fit Pre-made/Original Lessons into 5E Format When writing a lesson plan from one that has been pre-made or is an original lesson plan, it is important to thoroughly read the lesson and understand the lessons goal. 1. 2. 3. 4. 5. 6. 7. Make sure the lesson title is creative and describes what lesson is about. Use complete sentences to thoroughly describe the concepts students will learn. Cite any lessons or activities found in other pre-made lessons in APA style. Include the Science Process TEKS that are relevant to the lesson (if needed) Make sure that Student Expectations section applies focus of lesson concepts. Clearly find and state lesson objectives and evaluation questions. Completely describe all preparations necessary for this lesson (If you plan on using a PPT or video make sure that it is a useful tool that gets the point of the lesson across to the students) 8. Think about the time each section should take by reading through the lesson. Keep in mind how long your class is when determining time frame. 9. Note what each of the 5Es actually mean. For example, taking notes is a passive activity and does not allow students to discover anything; therefore it cannot be part of an exploration activity. 10. Remember that the transition statement is literally a sentence or two that you will state to the class that tells them what they will do next. 11. Remember that the elaboration phase extends the discussion of the Explore/Explain sections. 12. Make sure Post-Test questions are same as ones you wrote next to objectives and challenge the students. How to Plan a 5E Lab It may seem intimidating to try to plan a lab so early in to your teaching experience, but you will find that the challenge is both rewarding and beneficial to learning how to teach your subject in a more hands-on way. Hands-on lab activities are very engaging for students and are helpful to students who are more visual and kinesthetic learners. Things to keep in mind: 1. Always email your mentor teacher and discuss the lab lesson with them to see what accommodations to make at least one week in advance. 2. Remember to look over the lesson and/or activities you plan to use for your lab class and decide what parts are the most relevant to the lesson topic that will be the most engaging for students 3. Divide the lesson steps and activities by which of the 5E they fall under (Refer to questions for consideration page.) 4. Write down open-ended inquiry-based questions included in pre-made lesson or make up your own to discuss with class.

5. Remember to include any unfamiliar terms or safety information in the lesson plan to discuss with the class before starting the lesson. 6. If youre doing a science lesson activity that involves food or plants always contact your mentor teacher to check if there are any students with allergies, so you can plan an alternative activity they can take part in. 7. Determine what supplies you need and how to set up the lab for the activity (in a laboratory or in the classroom? Email mentor teacher if you have any questions) 8. Determine which teaching partner will be responsible for bringing each type of item you need for lesson. (Remember to check the supply website to see if the TNT workroom has what you need) 9. Consider the time it will take to set up the lab before your class starts (Make plans for one or both partners to arrive early and set up the room) 10. Plan an extra engagement activity if one partner is late. If this happens let your observer know whats going on and keep trying to contact your partner. 11. Remember lab activities tend to take longer than expected, so make sure to transition to each activity in a reasonable amount of time. 12. Perform a lab for the second or third lesson with the students. It is better to have an idea of how your class functions in your classroom before planning a lab lesson. 13. Plan a short final assessment that is challenging enough to determine what students learned from activity.

Ch.3: Suggestions for Teaching Partners

Communication During Lesson Time Management During Lesson When Lessons Dont Go According to Plan

Chapter 3

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Suggestions for Teaching Partners

Communication During Lesson It is important for both partners to share the time spent teaching the lesson. How you choose to do this depends on what classroom setting you have or what type of lesson you plan (lab or regular classroom). When practicing the lesson decide which partner will be in charge of each part of the lesson and what the other partner will be doing while the partner in charge is teaching. Give yourselves something to do whether its walking around the room to keep students on task, giving out lesson supplies or handouts, or asking the class questions if it seems that students dont understand what your partner is saying. Dont talk over your partners or undermine what they say in a negative way. If they are wrong about something let them know in a respectful way by either asking them a question to clarify what they meant or by correcting the mistake when it is your turn to teach. If you or your partners accidentally teach part of the lesson that was not yours or their established section let them know while the class is busy with the activity and find a solution. Dont argue with your partner during the lesson because your observer will take points off for conduct and/or professionalism. Time Management During Lesson Time management doing the lesson is crucial to making sure that the students get the full benefit of the lesson. Poorly timed lessons tend become ineffective and often result in low assessment scores from students. That is why it is essential for both teaching partners to know exactly how much time they will allow for lesson activities or discussions so that the students have enough time to complete the assessment and not rush. With pre-made lessons or activities found online or created by hand it is important to consider how the time of activity you have planned will actually be carried out in the classroom setting that you have. Make the lesson fit the class time you have, but leave extra time just incase an activity or discussion takes longer than expected. This is especially important for inquiry-based science lessons or lab, which are more likely to need more time for discussions, activities, and assessments. When Lessons Dont Go According to Plan Even the most well planned lessons can turn out in an unexpected way. One or both partners may show up late or forget the supplies needed for lesson. Maybe the lesson is taking longer than expected or you have a lot of free time and nothing for your students to do. The best thing you can do is to over plan. Make sure you have at least 2-3 extra activities planned out in advance that you can either quickly blend in to the lesson or that replace a planned activity that can no longer be done. This may seem obvious but more often than not time unexpected time constraints can halt a lesson. Having a lesson plan that is both flexible and effective is key to making sure that your lesson goes as smoothly as possible. Teachers who finish too early or go over time appear to lack preparation and planning skills, which is something your observer may make note of. If there small mishaps that couldnt be prevented as long as both partners remain professional and get through the problem than that will show that they have good management and communication skills.

Ch.4: Writing Lessons for the Middle School Classroom

5E Lab Template How to Plan and Format Assessments

Chapter 4

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Middle School Lesson Plan

Lab Template Guide Objective Statement: Write this on the board to discuss with class.

ENGAGEMENT
What the Teacher Will Do Introduction -Decide how youll introduce yourself to the class -State the objectives of the lesson and briefly describe what activities will take part -State any safety information -State what supplies are in the room or lab -Test students for prior knowledge -Define any terms or vocab that you want the class to know -Begin brief engagement activity Probing/Eliciting Questions and Students Responses (Consider your students grade level and knowledge when writing these questions) Make sure these are good discussion questions that illicit critical thinking

Time 5-10 Minutes What the Students Will Do Stay in their seats until instructed otherwise Answer or ask teachers questions about lab topic

*Transitions Statement What will you say to transition students from the Explanation Section to the Elaboration? State what students will do in next activity

* The transition statement blocks remain the same for all the 5Es (Closure statement will be added to elaboration phase)

EXPLORATION
What the Teacher Will Do Write all lab activity instructions - What will each partner do at the start of the activity? If students will be in groups you may choose to give each student a job - Explain what students will be doing with the supplies in the room It may be beneficial to include handouts for the activity at each table or desk -What will you and your partner do while students are performing the activity? -If experiment or activity will be performed as a class determine who will lead lab Probing/Eliciting Questions and Student Responses Write the questions youll ask the students in their groups

Time: 20-25 Minutes What the Students Will Do

Follow directions of lab activity

-You may choose address these questions to the class

Chapter 4

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EXPLANATION
What the Teacher Will Do State the concepts or reactions students observed while performing activity Question students for understanding Restate any terms students may not understand before the activity Transition to next activity if there is still time Probing/Eliciting Questions and Student Responses Class discussion questions over lab activity

Time: 5-7 Minutes What the Students Will Do Discuss what they learned during the activity and ask any questions Clean up any messes or pick up any supplies

Chapter 4

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ELABORATION
What the Teacher Will Do Write all instructions for the next lab activity. -Go over any safety info if needed -Explain purpose of next activity -Review for postassessment Probing/Eliciting Questions and Student Responses

Time: 10-15 Minutes What the Students Will Do

Follow the instructions for Ask the class questions you want them to think about as they elaboration activity perform the activity. Clean up messes and pick up any supplies Have class discussion about Ask questions to review for what they observed and/or post-assessment learned during the lab

Chapter 4

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EVALUATION
What the Teacher Will Do

Time: 5-7 Minutes Probing/Eliciting Questions What the Students Will Do Discuss any potential misconceptions students might have and the possible incorrect responses that students might give. Take post-assessment

Design post-assessment to determine how well students understood lesson objectives

Refer to evaluation questions you wrote as a guide. Collect the postassessment and any handouts students completed.

Make sure you collect all lab supplies that you or your partner brought.

Chapter 4

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Assessment Guide Writing assessments is one of the most crucial parts of writing a lesson plan. It is in the assessment that you can use to determine what your students learned and what they didnt understand. It is through the results of the assessment that you determine what you need to focus on during your next lesson. Questions to ask yourself as you plan your assessment 1. What is the topic of the lesson and how are you teaching it? 2. What would be the best way to determine student understand for the type of lesson you will be teaching (multiple-choice quiz, short-answer questions, review game, etc.) 3. Will you include a pre-assessment to determine what students already know or will you have a class discussion? 4. How long do you think it will take your students to complete the assessment? You might find it helpful to write a rough draft of the assessment before writing the lesson by using the evaluation questions that pertained to the lesson objectives. This way you can narrow down the focus of the lesson, which will make it easier to plan activities as you write your lesson. If you find a pre-made quiz online be sure to cite in your lesson, even if you change its format or questions. Make sure that the quiz questions are challenging enough to test student knowledge but not difficult. Also make sure questions pertain to lesson objectives and were actually discussed or investigated during the lesson. If you didnt have time to go over a term or topic in the lesson excuse students from having to complete any questions on the assessment over that topic. When writing short answer questions make sure to state the exact length of the response you want and what you want the students to discuss. Questions that are too broad or vague discourage students from giving good responses. Remember to give students enough time to complete the assessment. No matter how long the lesson is taking or if youre running out of time always have students complete an assessment at the end of the lesson. The assessments will be part of your data for the end of semester portfolio to determine the classs overall performance on whatever lesson you choose to do your portfolio on. Grading Assessments When grading the assessment make a separate sheet of paper to write any common problems or mistakes that students made. Reflect back on how you explained the topic of the lesson by recalling what you or partner did during each part of the lesson and what might have confused students. Discuss what you noticed with your partner and dont be harsh or blame yourself or your partner for any misunderstanding the students had.

Index

5
5E model v

A
assessment 7, 14, 17, 25, 27, 29

C
conduct 17

E
Elaboration 5, 9, 21 Engagement 4, 9 Evaluation 3, 9 Explanation 5, 9, 21 Exploration 4, 5, 9

G
grading 29

I
inquiry-based questions 14

L
lab 13, 14, 17, 21, 22, 23, 25, 27

O
Objectives 3

Chapter 4

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P
portfolio 29 professionalism 17

R
reference v

S
Science Process TEKS 13

T
Time management 17 transition 4, 5, 13, 14, 21, 22

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Works Cited
1. www.uteach-institute.org/images/uploads/evans_step_vertical_align_handouts 2. http://rmmsmsp.ucdenver.edu/files/5_e_lesson_plan_template.pdf

*5E lesson templates were made by TNT staff and used by both former students in the course