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LBS 405

5E Lesson Plan with Arts Integration

NAME:
Alexia Mayorga
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GRADE LEVEL (S):
4th grade
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STANDARDS:
4-ESS2-1: Make observations and/or measurements to provide evidence of the effects of weathering or the
rate of erosion by water, ice, wind, or vegetation.
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LEARNING OUTCOME/ OBJECTIVES:
Students will be able to observe and understand the effects of erosion on the Earths surface.
Students will engineer solutions to slow down the effects of erosion, preventing damage in communities.
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RESOURCES/MATERIALS:
Computer, internet, small-medium plastic tubs (Tupperware), soil/sand, water, cups, monopoly houses (or
anything similar).
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CURRICULUM CONNECTION (Identify how this lesson fits in the larger unit of instruction):
This lesson fits the larger instruction by having students understand how the shape of the earth forms due
to weathering (cause and effect).
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ENGAGEMENT
 Describe how the teacher will capture students’ interest.
- Teacher will present a video about erosion.
https://www.youtube.com/embed/G5Rp9MJJGCU
 What kind of questions should the students ask themselves after the engagement?
- What is erosion?
- What causes erosion?
- Can erosion be stopped?
- How does erosion effect cpmmunities?
Grouping:
- Students will be seated at their seats while watching the video.
Accommodations/Modifications for EL Student-Expanding Proficiency:
- Have a translator in class to translate the video.
Accommodations/Modifications for Student with Auditory Processing Disorder:
- The video linked in the lesson plan has visuals alongside definition words, this can help the students
correlate the word to the definition. Turning on the captions will also help.
- If possible, provide a hearing aid, also using gestures to represent the different stages of erosion.
- Hand the student a document with a summary of the lesson plan ahead of time, that way the
student(s) will know what to expect.

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EXPLORATION
 Describe what hands-on/minds-on activities students will be doing.
- I will have the students watch a video of the activity they will be doing.
https://www.youtube.com/watch?v=YETdZyZI6es
o I will have the students create their “land” in their plastic tubs, which I have already filled with
soil/sand. They will place the monopoly houses wherever they please. Then I will hand them a
cup with a hole at the bottom, they will then pour water in the cup over the soil. They will watch
how the water being poured out changed the shape of their land (just like in the video).
 List “big idea” conceptual questions the teacher will use to encourage and/or focus students’
exploration
- Is the shape of the land the only thing that changes?
- What happens to the houses as the soil/dirt erodes?
- How long will it take for the entire land to be changed completely?
Grouping:
- They are grouped by 4.
Accommodations/Modifications for EL Student-Expanding Proficiency:
- Have translator translate instruction for activity, also translating the instruction on paper will help.
Accommodations/Modifications for Student with Auditory Processing Disorder:
- The video perfectly models the activity, turning on the captions will help/
- The teacher may also modeling the activity while verbally explaining the step will help the students
connect the instruction to the activity.

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EXPLANATION
 Student explanations should precede introduction of terms or explanations by the teacher. What
questions or techniques will the teacher use to help students connect their exploration to the concept
under examination?
- I gather the student’s attention to the board and we then discuss their results. I then share how the
activity they just completed was an example of erosion, I then write the definition of erosion.
- I then ask, what happened to the sand after the water hits the land, does it just disappear? Then
the students will describe how the sand simply “went down-hill”.
o I explain how the sand moved from one place to another, the soil/sand is at a new location and
write the term “deposition” on the board.
- After discussing the term “deposition” we then discuss how weathering changes the shape of the
land and ultimately changes the surface of the earth.
 List higher order thinking questions, which teachers will use to solicit student explanations and help
them to justify their explanations.
- What happens to the soil/sand after the water moves it?
- Where does the soil/sand go?
- What happens to the houses?
- How does the shape of the land differ from before you poured the water?
- Can you rebuild on this new surface?
Grouping:
- Table groups.
Accommodations/Modifications for EL Student-Expanding Proficiency:
- Have a translator in class and/or sit the student close to the teacher.
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Accommodations/Modifications for Student with Auditory Processing Disorder:
- Having the student(s) sit close to the teacher and speaking slowly.
- Giving them a chance to speak and get involved in the conversations while having the class
carefully listen to them.
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ELABORATION
 Describe how students will develop a more sophisticated understanding of the concept.
- After discussing and understanding erosion and deposition, I will then begin to explain how due to
the change in the earth’s surface many homes and business could be destroyed. We also discuss
how it affects the weather, environment and living organisms.
- I will then discuss the term weathering.
- After fully understanding the concepts erosion and deposition, when then discuss ways to prevent
erosion.
o I will discuss how plants and such things will help prevent erosion.
 I will hand them plants, rocks and other naturally made materials that they will put in their
plastic tubs to help prevents the sand from moving (eroding).
 What vocabulary will be introduced and how will it connect to students’ observations?
- Weathering: wear away or change the appearance or texture of (something) by long exposure to
the air.
(Not vocabulary necessary but introducing erosion and deposition.)
- Natural made materials
- Planting
 How is this knowledge applied in our daily lives?
- How planting and naturally made objects can be used to prevent erosion in populated areas.
- Building structures that could lessen the effect of erosion.
Grouping:
- Table groups.
Accommodations/Modifications for EL Student-Expanding Proficiency:
- Have a translator in class.
Accommodations/Modifications for Student with Auditory Processing Disorder:
- Discussion with peers and teachers.

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EVALUATION
 How will students demonstrate that they have achieved the lesson objective?
ASSESMENT:
- I will hand the students images of “the process of erosion”, the students will then have to put the
images in order (i.e. the correct order of the process of erosion).
o They will insert their results in their interactive notebooks and write definition in their own
words, writing out the cause and effect of erosion on the earth’s surface and communities.
- I will also give them a small quiz in which I give them a scenario of either “erosion”, “deposition”,
and “weathering”. They will have to then bubble in the correct choice.
o They will place this into their interactive notebooks.
- Behind their quiz, student will write out their ideas on how to prevent or lessen the effects of
erosion. (The results will vary by student).
 This should be embedded throughout the lesson as well as at the end of the lesson.

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VAPA INTEGRATION & COMMENTARY (5 points)

The VAPA instruction should be integrated into one of the instructional stages above in the lesson plan but will
be assessed separately on the rubric. In addition, please provide a short commentary at the end of your lesson
plan (explained below)

Explain how the arts instruction in this lesson accomplishes one or more of the following goals:
 Supports learning of other academic subjects,
 Fosters engagement in school and motivation to learn,
 Builds students' skills in collaboration and communication and in navigating and understanding the
diversity of the world needed for success in college and career.

The VAPA Commentary should be about one page-- typed, double spaced, 12-point font.
TED 405 5E Lesson Plan Assignment

Create an inquiry-based STEAM lesson (40 points) for an elementary grade class using the 5E Lesson Plan
model and a written rationale for the design. The lesson must include:
 Engineering design
 The integration of visual and performing arts.
 Description of specific instructional supports or accommodations for the following two target students:
o English Learner at the Expanding Proficiency Level.
o Student with IEP identified with an Auditory Processing Disorder

The commentary for VAPA will be worth an additional 5 points for a total of 55 points for the lesson plan and
VAPA commentary.
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Lesson Plan Rationale Assignment* (25 points)

Rationale should be 3-4 double spaced pages


(Make each one below a paragraph/sections)

Designing Learning Activities: Explain why you selected the learning activities in this lesson and how they will
increase engagement with and access to learning for the students.

Designing Instructional Strategies: Explain why you will use specific instructional strategies and how they will
support student engagement with and student access to students (e.g. explaining, modeling, scaffolding,
asking questions to guide a discussion, providing instructions to guide an activity)

Academic Rigor: Explain how the lesson plan provides learning activities that engage students in higher order
thinking and application of concepts or skills to purposefully advance their understanding of specific content

Language Demands: Describe the language demands of the lesson and the ways you planned for and
addressed the academic language development needs of the students, including English learners and Standard
English learners. What language demands does the lesson require in order for students to access and engage

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in the content? What vocabulary is necessary? What is the difficulty level of the text or materials needed for
the lessons? How did this information shape your lesson plan?

Organization of Student Work: Explain your rationale for grouping students in this lesson-whole group, small
groups, pairs, individual--and why you think this will support their learning.

Student Assets and Needs: Explain how the lesson plan incorporates or builds on students’ cultural and
linguistic resources, socioeconomic backgrounds, funds of knowledge, prior experiences, and interests.

Socio-Emotional Development Considerations’: Explain how the lesson plan addresses the socio-emotional
development of your students.

Resources, Materials, Tools, and/or Educational Technology to Support Learning: Explain why you chose
particular resources, materials, tools, and/or educational technology to support student learning in this lesson.

* The rationale is modeled on the CALTPA Performance Assessment that credential candidates will compete
during the credential program.