5 E Lesson Plan Teacher: Standards/Objective: Directions Materials Engage Explore Explain Extend/ Elaborate EvaluateENGAGE Demonstration: A pencil is held halfway into a flat pan filled with water. Why does it shadow appear bent? Discrepant Event A Pyrex tubing piece sits on a beaker filled with vegetable oil In front of the class break a piece of Pyrex and drop it into the beaker. With tongs pull out the complete piece. How did the 'magic fluid' repair the tubing? EXPLORE Qualitative and quantitative investigation of refraction using different materials. EXPLAIN Concepts: Refraction and Snell's law. ELABORATE Investigation: How is the principle of refraction applied in the formation of images by convex and concave lenses? EVALUATE Assessment that includes. Laboratory investigations, concept maps, multimedia presentations, video, and application questions.Table 1. Summary of the BSCS SE Instructional Model Phase ‘Summary “Engagement The teacher or 4 curriculum task accesses the learners’ prior knowledge and helps them become engaged in a new concept through the use of short activities ‘that promote curiosity and elicit prior knowledge. The activity should make connections between past and present learning experiences, expose prior conceptions, and organize students’ thinking toward the learning outcomes of current activities. Exploration ‘Exploration experiences provide students with # common base of activities within which current concepts (ie., misconceptions), processes, and skills are identified and conceptual change is facilitated. Learners may complete la activities that help them use prior knowledge to generate new ideas, explore questions and possibilities, and design and conduct a preliminary investigation, Explanation ‘The explanation phase focuses students’ attention on a particular aspect of their ‘engagement and exploration experiences and provides opportunities to ‘demonstrate their conceptual understanding, process skills, or behaviors. This phase also provides opportunities for teachers to directly introduce a concept, ‘process, or skill. Leamers explain their understanding of the concept. An explanation from the teacher or the curriculum may guide them toward a deeper understanding, which is a critical part of this phase. ‘Elaboration Teachers challenge and extend students" conceptual understanding and skills ‘Through new experiences, the students develop deeper and broader understanding, more information, and adequate skills. Students apply their understanding of the concept by conducting additional activities. ‘Evaluation The evaluation phase encourages students to assess their understanding and abilities and provides opportunities for teachers to evaluate student progress toward achieving the educational objectives.Table 1. Summary of the BSCS SE Instructional Model Phase ‘Summary “Engagement The teacher or 4 curriculum task accesses the learners’ prior knowledge and helps them become engaged in a new concept through the use of short activities ‘that promote curiosity and elicit prior knowledge. The activity should make connections between past and present learning experiences, expose prior conceptions, and organize students’ thinking toward the learning outcomes of current activities. Exploration ‘Exploration experiences provide students with # common base of activities within which current concepts (ie., misconceptions), processes, and skills are identified and conceptual change is facilitated. Learners may complete la activities that help them use prior knowledge to generate new ideas, explore questions and possibilities, and design and conduct a preliminary investigation, Explanation ‘The explanation phase focuses students’ attention on a particular aspect of their ‘engagement and exploration experiences and provides opportunities to ‘demonstrate their conceptual understanding, process skills, or behaviors. This phase also provides opportunities for teachers to directly introduce a concept, ‘process, or skill. Leamers explain their understanding of the concept. An explanation from the teacher or the curriculum may guide them toward a deeper understanding, which is a critical part of this phase. ‘Elaboration Teachers challenge and extend students" conceptual understanding and skills ‘Through new experiences, the students develop deeper and broader understanding, more information, and adequate skills. Students apply their understanding of the concept by conducting additional activities. ‘Evaluation The evaluation phase encourages students to assess their understanding and abilities and provides opportunities for teachers to evaluate student progress toward achieving the educational objectives.Table 1. Summary of the BSCS SE Instructional Model Phase ‘Summary “Engagement The teacher or 4 curriculum task accesses the learners’ prior knowledge and helps them become engaged in a new concept through the use of short activities ‘that promote curiosity and elicit prior knowledge. The activity should make connections between past and present learning experiences, expose prior conceptions, and organize students’ thinking toward the learning outcomes of current activities. Exploration ‘Exploration experiences provide students with # common base of activities within which current concepts (ie., misconceptions), processes, and skills are identified and conceptual change is facilitated. Learners may complete la activities that help them use prior knowledge to generate new ideas, explore questions and possibilities, and design and conduct a preliminary investigation, Explanation ‘The explanation phase focuses students’ attention on a particular aspect of their ‘engagement and exploration experiences and provides opportunities to ‘demonstrate their conceptual understanding, process skills, or behaviors. This phase also provides opportunities for teachers to directly introduce a concept, ‘process, or skill. Leamers explain their understanding of the concept. An explanation from the teacher or the curriculum may guide them toward a deeper understanding, which is a critical part of this phase. ‘Elaboration Teachers challenge and extend students" conceptual understanding and skills ‘Through new experiences, the students develop deeper and broader understanding, more information, and adequate skills. Students apply their understanding of the concept by conducting additional activities. ‘Evaluation The evaluation phase encourages students to assess their understanding and abilities and provides opportunities for teachers to evaluate student progress toward achieving the educational objectives.Table 1. Summary of the BSCS SE Instructional Model Phase ‘Summary Engagement The teacher or a curriculum task accesses the leamers’ prior knowledge and helps them become engaged in a new concept through the use of short activities that promote curiosity and elicit prior knowledge. The activity should make connections between past and present learning experiences, expose prior conceptions, and organize students” thinking toward the learning outcomes of ‘current activities. ‘Exploration [Exploration experiences provide students with a common base of activities within which current concepts (i.e., misconceptions), processes, and skills are identified and conceptual change is facilitated. Learners may complete lab activities that help them use prior knowleeige to generate new ideas, explore questions and possibilities, and design and conduct a preliminary investigation. “Explanation ‘The explanation phase focuses students’ attention on a particular aspect of their ‘engagement and exploration experiences and provides opportunities to demonstrate their conceptual understanding, process skills, or behaviors. This phase also provides opportunities for teachers to directly introduce a concept, ‘process, or skill. Learners explain their understanding of the concept. An explanation from the teacher or the curriculum may guide them toward a deeper understanding, which is a critical part of this phase. ‘Elaboration Teachers challenge and extend students’ conceptual understanding and skills. ‘Through new experiences, the students develop deeper and broader understanding, more information, and adequate skills. Students apply theit understanding of the concept by conducting additional activities. Evaluation The evaluation phase encourages students to assess their understanding and abilities and provides opportunities for teachers to evaluate student progress toward achieving the educational objectives.Table 1. Summary of the BSCS SE Instructional Model Phase ‘Summary Engagement The teacher or a curriculum task accesses the leamers’ prior knowledge and helps them become engaged in a new concept through the use of short activities that promote curiosity and elicit prior knowledge. The activity should make connections between past and present learning experiences, expose prior conceptions, and organize students” thinking toward the learning outcomes of ‘current activities. ‘Exploration [Exploration experiences provide students with a common base of activities within which current concepts (i.e., misconceptions), processes, and skills are identified and conceptual change is facilitated. Learners may complete lab activities that help them use prior knowleeige to generate new ideas, explore questions and possibilities, and design and conduct a preliminary investigation. “Explanation ‘The explanation phase focuses students’ attention on a particular aspect of their ‘engagement and exploration experiences and provides opportunities to demonstrate their conceptual understanding, process skills, or behaviors. This phase also provides opportunities for teachers to directly introduce a concept, ‘process, or skill. Learners explain their understanding of the concept. An explanation from the teacher or the curriculum may guide them toward a deeper understanding, which is a critical part of this phase. ‘Elaboration Teachers challenge and extend students’ conceptual understanding and skills. ‘Through new experiences, the students develop deeper and broader understanding, more information, and adequate skills. Students apply theit understanding of the concept by conducting additional activities. Evaluation The evaluation phase encourages students to assess their understanding and abilities and provides opportunities for teachers to evaluate student progress toward achieving the educational objectives.Table 1. Summary of the BSCS SE Instructional Model Phase ‘Summary Engagement The teacher or a curriculum task accesses the leamers’ prior knowledge and helps them become engaged in a new concept through the use of short activities that promote curiosity and elicit prior knowledge. The activity should make connections between past and present learning experiences, expose prior conceptions, and organize students” thinking toward the learning outcomes of ‘current activities. ‘Exploration [Exploration experiences provide students with a common base of activities within which current concepts (i.e., misconceptions), processes, and skills are identified and conceptual change is facilitated. Learners may complete lab activities that help them use prior knowleeige to generate new ideas, explore questions and possibilities, and design and conduct a preliminary investigation. “Explanation ‘The explanation phase focuses students’ attention on a particular aspect of their ‘engagement and exploration experiences and provides opportunities to demonstrate their conceptual understanding, process skills, or behaviors. This phase also provides opportunities for teachers to directly introduce a concept, ‘process, or skill. Learners explain their understanding of the concept. An explanation from the teacher or the curriculum may guide them toward a deeper understanding, which is a critical part of this phase. ‘Elaboration Teachers challenge and extend students’ conceptual understanding and skills. ‘Through new experiences, the students develop deeper and broader understanding, more information, and adequate skills. Students apply theit understanding of the concept by conducting additional activities. Evaluation The evaluation phase encourages students to assess their understanding and abilities and provides opportunities for teachers to evaluate student progress toward achieving the educational objectives.Table 1. Summary of the BSCS SE Instructional Model Phase ‘Summary Engagement The teacher or a curriculum task accesses the leamers’ prior knowledge and helps them become engaged in a new concept through the use of short activities that promote curiosity and elicit prior knowledge. The activity should make connections between past and present learning experiences, expose prior conceptions, and organize students” thinking toward the learning outcomes of ‘current activities. ‘Exploration [Exploration experiences provide students with a common base of activities within which current concepts (i.e., misconceptions), processes, and skills are identified and conceptual change is facilitated. Learners may complete lab activities that help them use prior knowleeige to generate new ideas, explore questions and possibilities, and design and conduct a preliminary investigation. “Explanation ‘The explanation phase focuses students’ attention on a particular aspect of their ‘engagement and exploration experiences and provides opportunities to demonstrate their conceptual understanding, process skills, or behaviors. This phase also provides opportunities for teachers to directly introduce a concept, ‘process, or skill. Learners explain their understanding of the concept. An explanation from the teacher or the curriculum may guide them toward a deeper understanding, which is a critical part of this phase. ‘Elaboration Teachers challenge and extend students’ conceptual understanding and skills. ‘Through new experiences, the students develop deeper and broader understanding, more information, and adequate skills. Students apply theit understanding of the concept by conducting additional activities. Evaluation The evaluation phase encourages students to assess their understanding and abilities and provides opportunities for teachers to evaluate student progress toward achieving the educational objectives.EDU 4344 SE Science Lesson Plan T teterdependent Cell Systems Systems are interdependent. (Overall expectations 1 and 3) low and why are cell systems interdependent? What isa system? Wiat does interdependent mean? ‘What interactions occur betwcen the parts of cells? Why are osmosis ond diffusion important t-cells) ‘What is a cell? What are the pars ofa cell? What is a unicellular and mlti-cllula orzanis Why do cells anspor molecules in snd out of their membrane? PEOE type: | Formative ClasvGroup Diagoostie Experiment Work Cooperatively/Collaborstively ‘Asking of questions ‘Time Management Independent Thinking Problem Solving Brainstorming Reflect ‘© Look atthe PEOE experiment and make sure that ome cup ‘bas withered plant substences and the other has expanded tostabie change in state. ‘+ Should see that substances within the zip-lock bag tum ‘purple in the iodine experiment, Students should be using {heir knowledge from the PBOE to discuss why the substance turned purple. ‘© Students can provide und share their own definitions of ‘osmosis and diffusion, showing understanding andSE Lesson Plan’ Qi: How does a culture effect the formation of art? ‘G2:How does individual experience shape the way we view an? Teacher will show two pictures and ask students to reflect ‘on essential questions (C1 £02) and use descriptive language stems: Salvador Dalh’s “The Persistence of Memory” Joan Mito's “The Tiled Fleld:” Place students into their “home” groups Instruct all to look over the paintings that are on the board together and talk about them using the descriptive language stems & essential questions used in their Engage activity, "Who" group: investigate three people to explore (Dall, Miro, and Margaritte) “What” group: choose three paintings from each of the three Surrealist artists to describe, “"Where” group: looking at Pars and the culture ofthe city uring the 1920s where Surrealism began. D) we assign roles for each jigsaw group. |We then break into our jigsaw groups to go to the computers and investigate their topics. ‘The Jigsaw groups create thelr Prezzi designs on the assroom computers that we will share with our home groups. \We go back to our “home” groups that we were in at the beginning of cass and share the Prezzi they made with our “jigsaw” group and our findings from each aspect of the SE; language stems, who, what, where and the essential questions.