5E Lesson Plan Template

Teacher Cedreia Bryant

Date January 14, 2021

Subject Science
area/course/grad
Kindergarten
e level

Materials iPad YouTube Video

Crayons Pencils
Scissors Glue
Seasons by Jaclyn Jaycox ChatterPix
Chromebook MyOn Books website
‘Find and Color Seasons’ activity sheet Weather Cards (for sorting activity)
SMART board
State Standard:
Standards (State
9.) Observe, record, and share findings of local weather patterns over a period
and ISTE
of time (e.g., increase in daily temperature from morning to afternoon, typical
Standards for
rain and storm patterns from season to season)
Students)
ISTE Standards:
3.) Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.
6.) Students communicate clearly and express themselves creatively for a
variety of purposes using the platforms, tools, styles, formats and digital media
appropriate to their goals.
Objectives  Students will be able to observe, record, and share findings about the
local weather
 Students will be able to use digital tools to produce creative artifacts
 Students will be able to communicate clearly and express themselves
creatively using digital media.

Differentiation Students that require additional assistance will be given a model picture of the
Strategies (How completed weather sorting activity.
will the lesson
Students who struggle with comprehension will be pulled into a small group and
address the
will receive the read aloud twice. After reading the text, the teacher and
various learning
students will explicitly discuss the key points of the text.
styles of the
students and the
needs of those
with special
needs?)

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The 5 Es

E Description

Engagement 1.Students will be called to their assigned seats on the rug.

2. They will be reminded of the appropriate rules on the carpet.
3. The teacher will begin by asking the students turn and talk to discuss what
their favorite weather or season is.
4. During this time, the teacher will circle the carpet, acting as a facilitator and
listen to student responses. While checking for prior knowledge, the teacher will
make note of student responses and use this to guide further instruction.
5.The teacher will bring the students back to share their answers and record
their responses on the white board.
6.Students will listen to the book Seasons by Jaclyn Jaycox found on the MyOn
app. Link to MyOn

7.Using the information from the text, the teacher and students will add to their
information chart on the white board.

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 E Description

Engagement 1. Students will use their classroom Chromebook and access SeeSaw to
Assessment complete a formative assessment. This assessment is a Weather Word
Sort activity. The students will draw a line from a picture of the weather
to the correct, matching word describing the weather. The teacher will
assist the students with accessing and logging into SeeSaw through
their clever page.

2. The teacher will assess the students’ understanding by checking the

weather sort assignment.

Link to SeeSaw Activity

Exploration 1.Students will be called to their assigned seats on the rug.

2. They will be reminded of the appropriate rules on the carpet.
3. The teacher will play the YouTube video ‘Be A Weather Watcher’ for the
students. The video can be accessed at the below link.
https://www.youtube.com/watch?v=sn6GLgaTY0M

4.After watching the video, students will take turns participating in a Weather
Picture Sort. Using the SMART board, the students will sort real pictures of the
weather. They will use vocabulary like: windy, stormy, rainy, and cloudy.
5.The teacher will assess the students’ understanding as the activity is being
competed.

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 E Description

6.The activity can be downloaded from Teachers Pay Teachers. Below you will
find the link to this free activity as well as a photo from the website.
https://www.teacherspayteachers.com/Product/weather-real-picture-sort-3687351?
st=6c5ec3cc994b0ec4ea0b0c80dd4dd4df

Exploration 1.Students will be called to their assigned seats on the rug.

Assessment
2. They will be reminded of the appropriate rules on the carpet.
3.Students will take turns participating in an online game from Education.com.
Below is a picture of the game.

4.Students will use their knowledge of seasons to complete this activity. They
will sort objects you would pack in your suitcase based on the given weather.
5.To make this activity engaging and hands on, students will be placed in
groups to solve and sort clothes by weather.
6.As students are taking turns to sort, the teacher will assess the students’
understanding of the concept.

Explanation 1.Students will be called to their assigned seats on the rug.

2. They will be reminded of the appropriate rules on the carpet.
3. The teacher will show the students ‘Weather Vocabulary’ PowerPoint

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 E Description

presentation found on iSLCOLLECTIVE website. Below is a picture from the

presentation. Link to PowerPoint

4.Together, the teacher and students will discuss the following vocabulary
words and their meaning. (sunny, rainy, cloudy, foggy, snowy, windy, stormy)

Explanation 1.Students will complete this activity independently at their seat.

Assessment
2.Students will need crayons, scissors, and glue.
3.The teacher will give students ‘The Four Seasons’ activity sheet.
4.The teacher will give explicit instructions on how to complete this activity
sheet. She will also provide a verbal example of how to successfully complete
the activity. (Color the pictures, cut them out, and place them in the
corresponding column)
5.Students will work independently to complete this formative assessment.
6.After writing their name on their paper, the students will be instructed to begin
the assignment.
7. The students will complete this assignment by coloring the pictures, cutting
them out, and gluing them in the correct box with the season name.

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 E Description

8.When students complete their assignment, the teacher will check their work
for understanding.
9.Together, the teacher and students will review the correct answers for the
sort.
10.Students will be instructed to turn in their papers and put away their
supplies.

Elaboration 1.Students will be called to their assigned seats on the rug.

2. They will be reminded of the appropriate rules on the carpet.
3.The teacher will explicitly explain the directions for the technology project.
 Each student will draw a picture of their desired season. They will be
instructed to create a detailed drawing including characteristics of their
season.
 Students will take a picture of their drawing using the classroom iPad
upload it to the application ChatterPix.
 Students will then use ChatterPix to create a presentation.
 Using the recording feature on ChatterPix, student will speak two or more
sentences about the season they chose.
 They will be asked to describe what they drew and how it relates to their
chosen season.

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 E Description

4.The teacher will demonstrate how to take a picture and upload it to

ChatterPix. Next, the teacher will also demonstrate how to record and save the
video.
5. The students will return to their seat and begin their drawings. The teacher
will walk and monitor the students. She will assist when needed.
6. Once their drawings are complete, the students will be instructed to get into a
quiet area and record their description of the picture.
7. Once the student is done, the student will be instructed to show their
completed project to the teacher. The teacher will then assist in properly saving
the project.

Evaluation 1. The teacher will use a rubric to assess the students understanding of
the characteristics of seasons and their completed technology project.
Below is a picture of the rubric used to assess.

References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Page 7 of 8
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.
Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

Note: Content of form approved January 2013.

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