5E Lesson Plan Template

Your name or Kimberly Studstill

Cooperating
teacher name
(if needed)

Date(s) taught September 19-23, 2022

Subject ELA, Social Studies

Grade level 2nd

Materials Inventor research paper

Chromebook
Pencil
Teacher computer
Projector

Standards Social Studies:

(State and
2 ) Identify national historical figures and celebrations that exemplify
ISTE
fundamental democratic values, including equality, justice, and responsibility for
Standards for
the common good.
Students)
ELA:
46. Gather and use research to answer questions to complete a research
product.
a. Create topics of interest for a research project.
b. Create questions to gather information for a research project.
c. Find information from a variety of sources.
Examples: books, magazines, newspapers, digital media
d. Define plagiarism and explain the importance of using their own words.

ISTE:
6. Creative Communicator 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. Students: a. choose

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 the appropriate platforms and tools for meeting the desired objectives of their
creation or communication. b. create original works or responsibly repurpose or
remix digital resources into new creations. c. communicate complex ideas
clearly and effectively by creating or using a variety of digital objects such as
visualizations, models or simulations. d. publish or present content that
customizes the message and medium for their intended audiences.

Objectives Social Studies:

The students will be able to identify national historical figures.
ELA:
The students will be able to gather and use research to answer questions to
complete a research product.
ISTE: The Students will be able to communicate clearly and express
themselves creatively for a variety of purposes using the platforms, tools,
styles, formats, and digital media appropriate to their goals.

Differentiation The students will be in groups based of the famous person/inventor that they
Strategies are researching. By me doing this the students will be working collaboratively
together on their research. My special needs student will work in a group with a
buddy and will also be pulled to my small group table to review the research.

The 5 Es

E Description

Engagement Show the students the video on famous inventors to introduce what we will be
covering over the next several days. I will show the video without any discussion
before and then I will ask the students after the video is over what they think we
will be learning.
https://youtu.be/ZFkC5tazHIM

After the video is shown I will ask the students if they have ever heard of some of
the people mentioned in the video. We will talk about what an invention is and
how it has shaped our daily life.

Engagement After the introduction of the video, we will have a class discussion on what we
Assessment watched. I will ask the students to think about inventions that they use everyday
and have them call them out to me. We will make a list of these inventions on the
board.

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 E Description

Exploration Replace these directions with your work.

I will introduce to the students which inventor/famous historical person they will
be researching in their groups. Each group will all work on the same
inventor/famous historical person. I chose to do the assignment this way
because researching may be difficult for second graders. This way, if a student is
struggling they can ask someone in their group.

This is the heart of learning. Hands-on experiences are mandatory and should
include chances for the students to collaborate and experiment and be able to
discuss their learning with others. Provide specific details on the exploration
activity in which your students will participate. Include hyperlinks or screenshots
to videos, web resources, or mobile applications. Also, include any presentations
or documents used. You must have at least one use of technology for the
exploration phase.

Exploration Assess the students’ knowledge after they complete the exploration activity.
Assessment Include the tool you will use to assess the students in his section.

Explanation Replace this description with your work. This stage of the lesson is your part.
You will cover vocabulary, concepts, ideas – whatever is necessary – to help the
students understand the lesson. Include higher order thinking questions to help
the students connect and comprehend the point of the lesson. Provide specific
details of your explanation phase. Include hyperlinks or screen shots to videos,
web resources, or mobile applications. Also, include any presentations or
documents used. You must use some form of technology for your
explanation. .

Explanation Include another formative assessment in this section.

Assessment

Elaboration Replace these directions with your work.

This is your chance to plan activities for the students to apply what they learned
in the lesson to their lives and new situations. Design an assignment that
requires students to create a technology product (webpage, blog, brochure,
game, etc.) to demonstrate their understanding of the content taught. Avoid
using PowerPoint. Include detailed and specific instructions for the students
in this section.
Create a sample technology product for your students to use as an example
when creating their own.
Note: Later in the term you will teach the lesson and upload, insert, or
attach two student-created technology products to the Teaching &
Assessment page in your portfolio.

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 E Description

Evaluation Replace these directions with your work.

Design a checklist or rubric to grade the student-created technology products
created during the Elaboration phase. Pay close attention to the lesson’s
objectives and place the most emphasis on subject area content.

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.

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.

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