Stage What Experiences will Questioning Map Process skills Literacy skills

students participate
in?
What are some questions What process skills will I Which literacy skills will I
These must also include: that I will ask students create experiences for create experiences for
during each ‘E’ ( & at what students to use at each ‘E’ students to use at each
 Differentiated
level of Bloom’s is each of (name, how, and where) ‘E’ that students will use
Activities and
these questions?)? at this stage
 formative evaluation,
including what will (name, and say how and
students produce by where)
the end of this section.
Engagement
 Access prior - Play a video - At the begin of - In science - Using a flash
learning about the the lesson classroom, let cards which
 Engage solar system teacher will students to help
students in to let students ask students come in the students to
new
gain the idea some carpet which save the key
concept.
of the lesson. questions such will get more words on
 Elicit
curiosity as: of their their mind.”
 Act as a - Drawing a big - What we attention. Visual”
bridge sun to let called this? Teacher will
between students know “remember” give each - Doing a
past and how the solar - What do you peer students poster will
present system is so think about ball about encourage
learning that will help the size of solar system students to
experiences them to know planets? and let them showing
 Expose prior
how “analysing” to think in 2 solar system.
conceptions.
understandin - Where is our minutes about “kinesthetics
 Organise
g the lesson planet? it, so students ”
students
thinking
by using “understandin will participate
learning style g” in thinking skills. - Show their
poster to
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate
in?
What are some questions What process skills will I Which literacy skills will I
These must also include: that I will ask students create experiences for create experiences for
during each ‘E’ ( & at what students to use at each ‘E’ students to use at each
 Differentiated
level of Bloom’s is each of (name, how, and where) ‘E’ that students will use
Activities and
these questions?)? at this stage
 formative evaluation,
including what will (name, and say how and
students produce by where)
the end of this section.
towards the which is - Who’s know - Solar system their
LOs “Visual”. how far is the will engage classmate
solar system? students to which will
“remember” think what’s develop
- Which planet around the their
is nearest to sun? what are understandin
the sun? happened in g by explain
“understandin it? And etc. what’re
g” doing.
“auditory”

Exploration - Let the - How far apart - In science - The students

students know are each of classroom, will be able
 According to the that the work the planets during this to use some
level of inquiry, that they just
students are
from the sun? phase books of
did is a little like
given “remember” students will solar system
what scientists
opportunity to be in their to let them
do when
design and/or classifying - How big is the groups and explore
conduct a each of the sun compared start to explore more about
preliminary planets. So, to other stars in by themselves it. Also,
investigation.
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate
in?
What are some questions What process skills will I Which literacy skills will I
These must also include: that I will ask students create experiences for create experiences for
during each ‘E’ ( & at what students to use at each ‘E’ students to use at each
 Differentiated
level of Bloom’s is each of (name, how, and where) ‘E’ that students will use
Activities and
these questions?)? at this stage
 formative evaluation,
including what will (name, and say how and
students produce by where)
the end of this section.
The investigation that will help our solar to ask include such
allows learners them to system? questions and things as
to use their prior explore things. “analysing” analyses their awareness
conceptualisatio - Ask students to results. of the
ns to explore name the
- Why is a sounds of
questions and different
planets mass language,
possibilities planets that
surrounding the are in our solar different than - Solar system awareness
LOs, and to system. its weight? lesson will let of print, and
generate new - Students will “understandin students to be the
thinking about need to then g” able to relationship
the LOs. choose a form illustrate their between
of how they understanding letters and
are wanting to sounds.
about it and
organize their
make more
own planets
explore to find
(size, weight,
etc.) the issues and
cover their
prior
knowledge.
Explanation - For different - What you are
learning style understanding
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate
in?
What are some questions What process skills will I Which literacy skills will I
These must also include: that I will ask students create experiences for create experiences for
during each ‘E’ ( & at what students to use at each ‘E’ students to use at each
 Differentiated
level of Bloom’s is each of (name, how, and where) ‘E’ that students will use
Activities and
these questions?)? at this stage
 formative evaluation,
including what will (name, and say how and
students produce by where)
the end of this section.
 Teachers provide each group of your poster? - It will be in - Students will
opportunities for will have “understandin science write in
learners to differentiation g” classroom; this response to
engage in the
activities phase will be the book of
conceptual
depend of - Tell me the in the middle their
probing and
development
their levels. order of the of class time explanation.
needed to So, during this solar system?” which the Otherwise,
explain the phase remember” students will listen to and
science (or a students will explain their read a song
focus area of it) be able to - What planet is knowledge about the
that supports explain their closest to the and show solar system
the exploration, ideas of solar sun? what they’re that will
and its system and “remember” understanding develop
outcomes.
what they’re . their
understandin - How many knowledge.
g. Otherwise, planets are - This lesson will So, literacy
at the end of there in the improve their skills help
the lesson Solar System? process lesson students
“understandin
each group which gave gain
g”
will explain the students knowledge
their work more through
and discuss it knowledge reading as
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate
in?
What are some questions What process skills will I Which literacy skills will I
These must also include: that I will ask students create experiences for create experiences for
during each ‘E’ ( & at what students to use at each ‘E’ students to use at each
 Differentiated
level of Bloom’s is each of (name, how, and where) ‘E’ that students will use
Activities and
these questions?)? at this stage
 formative evaluation,
including what will (name, and say how and
students produce by where)
the end of this section.
with their about solar well as using
classmate. system. media and
technology.

Elaboration - The students

will be able
 Teacher provides - Have students - Describe what - In science
to use some
students with watch the is the solar classroom, let
experiences books of
video on solar system? students to
which help to solar system
system and “remember” elaborate their
deepen and to let them
the teacher knowledge.
broaden elaborate
can clear up And this lesson
students’ more about
any - Give examples will develop
conceptual skills it. Also,
and knowledge misconceptio of the their process
include such
around the LOs. ns in the movement of skills by
things as
The elaboration, lesson. The the solar observing
awareness
extension, and teacher will system? qualities,
of the
application of relate student “understandin classifying,
the LOs to real sounds of
knowledge to g” inferring,
life phenomena language,
the predicting,
is welcomed at awareness
demonstratio - How big is the experimenting,
this stage of print, and
n. Otherwise, sun compared and
the
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate
in?
What are some questions What process skills will I Which literacy skills will I
These must also include: that I will ask students create experiences for create experiences for
during each ‘E’ ( & at what students to use at each ‘E’ students to use at each
 Differentiated
level of Bloom’s is each of (name, how, and where) ‘E’ that students will use
Activities and
these questions?)? at this stage
 formative evaluation,
including what will (name, and say how and
students produce by where)
the end of this section.
students will to other stars in communicatin relationship
elaborate our solar g. between
their system? letters and
knowledge “analysing” sounds.
by illustrate
their
understandin
g.

Evaluation
(Summative)
- Analyse - Name the - In science - Students will
 Evaluation with student results eight planets classroom, let write their
the 5E learning to determine which go students to answers of
cycle occurs at what around the evaluation the
every other ‘E’
concepts sun in their their assessment
formatively; and
need to be a correct order? understanding in the
at the end of the
lesson
focus for “understandin and it will be worksheet to
summatively. reteaching. g” at the end of show their
Also, students the lesson. evaluation.
will make of a And this lesson Otherwise,
Stage What Experiences will Questioning Map Process skills Literacy skills
students participate
in?
What are some questions What process skills will I Which literacy skills will I
These must also include: that I will ask students create experiences for create experiences for
during each ‘E’ ( & at what students to use at each ‘E’ students to use at each
 Differentiated
level of Bloom’s is each of (name, how, and where) ‘E’ that students will use
Activities and
these questions?)? at this stage
 formative evaluation,
including what will (name, and say how and
students produce by where)
the end of this section.
judgement - Name the will develop listen to and
about the planet with their process read a song
assessment. the shortest skills by about the
year and the observing solar system
planet with qualities, that will
the longest classifying, develop
year? inferring, their
“remember” predicting, knowledge.
experimenting, So, literacy
- Which planet and skills help
has the communicatin students
shortest day? g. gain
“analysing” knowledge
through
reading as
well as using
media and
technology.