5E Lesson Plan Template

Name: Alysha Blaylock Pima Course: 277 Instructor:

Subject: Biology Topic:Plastic Sustainability Grade Level: 10th Duration: 50 minutes

List of Materials, Handouts, Rubrics, and other Documents: Notebook, pencils, projector, computer, YouTube videos, and
PowerPoint.

Purpose/Goal and/or Essential Question(s):

Where do we get water from? What would we do if there was no indoor plumbing? How do we clean water?

The purpose of this lesson is to introduce the water sustainability unit and get students thinking about the importance of clean
water and what water sources around the world look like.

Components Description of Plan

Content Standards Science. PO 1. Evaluate how the processes of natural ecosystems affect, and
are affected by, humans.

9-10.W.1 Write arguments to support claims in an analysis of substantive

topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner
that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and
counterclaims.
d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are
writing.
e. Provide a concluding statement or section that follows from and supports
the argument presented

Strand 1. American History. PO 6. Apply the skills of historical analysis to

current social, political, geographic, and economic issues facing the world.
Learning Objective SWBAT… Without the aid of references, describe how they would access and
 Choose ONE objective that leads clean water if indoor plumbing wasn’t an option in a 6-7 sentence paragraph.
toward mastery of the focal standard
 Must be specific, measurable, and
realistic.
 Must have at least two parts:
learning and behavior
Est ENGAGEMENT  The teacher will start off with a bellwork question “How fast can you access
10  Describe how the teacher will water right now?”
Mins capture students’ interest.  Teacher will have a group discussion using think-pair-share with class on how
 What kind of questions fast water can be accessed.
should the students ask
 5E Lesson Plan Template

themselves after the  Teacher will then ask where would we get water if indoor plumbing is turned
engagement? off? If stores ran out of water?
 Teacher will show students a video on how people access water around the
world, and a video on water pollution.
 Students should ask themselves what would they do if their water was
contaminated? How safe is the water that they drink?

Est EXPLORATION
20  Describe the hands- Students will be using laptops and conducting their own research.
of on/minds-on activities
Mins
students will be doing. Students will be broken of into pairs. Students will be researching where their water
 List “big idea” conceptual source comes from in south Tucson. Students will then be told that that water source
questions the teacher will use
is contaminated and they have to research how to treat and clean the water or what
to encourage and/or focus
students’ exploration the alternative water source is. Students

Students big idea is how precious water is and what they would have to do to get
alternative water sources.

Est EXPLANATION Students are going to be asked how a place with polluted ground water and
of  Student explanations should
15 extreme poverty would treat and clean their water?
precede introduction of terms
Mins
or explanations by the
teacher. Students are then going to be asked about possible outcomes to drinking
 What questions or dirty water.
techniques will the teacher
use to help students connect
their exploration to the
Students are supposed to be able to try and think of possible solutions to
concept under examination?
 List higher order thinking water crisis while getting empathy for people around the world who have to
questions that teachers will drink dirty water.
use to solicit student
explanations and help them Teacher should be facilitating discussion with open ended questions and not
to justify their explanations.
engaging in discussion with students by giving information.
Checks for Understanding Teacher is constantly monitoring and asking open ended questions. The
 Various strategies that are ongoing major checks for understanding questions are:
throughout the entire lesson.  Where do we get our water?
 Enables teacher to determine
whether ALL students have "gotten
 How could that get contaminated?
it."  What are solutions to alternative water sources?
 How do we treat our water?

Est ELABORATION Vocabulary:

5 of  Describe how students will  Contamination
Mins develop a more sophisticated  Sustainability
 Pollution
understanding of the  Ground Water
concept. Students need to understand where they get their water from. It’s important for them to understand
 What vocabulary will be where they get their water from and possibly know how they can treat water if there is contamination
introduced and how will it (boiling water, filtering water, and possible chemical treatments).
connect to students’
observations?
 How is this knowledge
applied in our daily lives?
Est EVALUATION Students who are engaged in the class discussion will demonstrate their knowledge. Their 6-7
5 of sentence paragraph demonstrates if they understand alternative water sources. Their next lesson is
Mins

 How will students
demonstrate their
understanding throughout
and after the lesson?
 How will the teacher know
that all students have
achieved the lesson
objective?
 How will students assess
their own progress?
Est Closure:
5 of  Actions or statements made
Mins by teachers AND students
that summarize lesson
objectives.
 Essential for helping students
integrate ideas, make sense
out of what has just been
taught, and to improve their
chances of retention and
transfer.
Assessment Options
 Formative and summative tools that
will be used as pre- and/or post-
assessments.
 Alternative options for diverse
learners should also be provided
5E Lesson Plan Template
investigating a specific water crisis and they will need to be able to look up water sources and
treatment options in areas outside of Tucson.
Teacher is going to explain that tomorrow students will be starting a research project about a water
crisis and that they will need to know water sources and how to come up with solutions to these water
crisis.
Students will be asked to turn in their paragraph to the teacher.
In their closure section on their catalyst sheet, students will be told to summarize in 1 sentence how
they can possibly treat contaminated water.
Students will have engaged in think-pair-share activities of where they get water and where they could
get water. Teacher uses formative questions to gauge student learning.
Summative assessment is going to be a research presentation; here is the rubric for the research
presentation. They will be presenting in their team.
Research Porject 0-19 points 20-39 points 40-50 points
Visual representation The visual The visual The visual
(PowerPoint or Poster) representation has no representation has representation has
drawing or pictures or some drawing or pictures or drawings
the drawing or pictures pictures that mostly that accurately
are not related to your represents the represent your topic.
problem. The problem. The The representation
representation is representation has the has the causes of the
missing either the causes, effects, and water crisis, what it
causes, effects, and solutions in the effects, and possible
solution to your representation but solutions to the crisis
problem. The visual does not go into great in great detail and is
representation is detail. comprehensive. Is
sloppy. neat and looks
professional.
Speech The speech is way off The speech has some The speech is smooth
on the time limit, only pauses in it, and and flows nicely. Each
one person spoke in doesn’t have cohesive member of the group
speech, and the transitions. The has a part and has
speech is just reading speech does not have spoken in the speech.
off of the visual every member The speech is
representation. The speaking an is off on between 3-5 minutes.
speech is missing the the time limit by 30 The speech gives a
causes, effects, and/or seconds. The speech good introduction to
solutions. does have causes, what your problem is,
problem, solutions, but what causes it,
does not go into detail. who/how it effects, and
what solutions can be
done to solve this
problem.
Research Questions There is only 0-3 of More than half of the All of the questions are
the questions questions are fully answered and all
answered. There is no answered, a few of the questions are
sources cited and the questions are cited cited correctly.
questions are not fully properly. Most of the
answered. questions that are
 5E Lesson Plan Template

answered are fully

answered.
Differentiation Options Students are working in pairs and can be helped by their partner. Students
How you will reach diverse learners by can also pick between a poster presentation and a PowerPoint presentation.
varying the:
 Content
 Process
 Product
21st Century Learning Students are collaborating in a pairs and participating in a whole group discussion.
Includes technology as well as the 4 Cs: Students are thinking of real world solutions to a real world problem. Possible water
 Critical Thinking contamination is a local and global issue that could happen to them at any time.
 Creativity Students are actually looking onto where they get their water source and this is
 Collaboration relative to their life.
 Communication

Additional Information:

This is the first day into the unit.