5E Lesson Plan Template

Your name Anastasia Beasley

Date(s) taught October 26th, 2022

Subject Agriscience - 9th Grade

Grade level

Materials Chromebook, Internet Access, AET Account Profile https://theaet.com/

Standards Foundational Standards – ALSDE COS Agriscience

(State and
ISTE F.3. Explore the range of careers available in the field and investigate their
Standards for educational requirements, and demonstrate job-seeking skills including resume-
Students) writing and interviewing.
F.4. Demonstrate digital literacy by using digital and electronic tools
appropriately, safely, and ethically.

ISTE: 3C- 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.

3A- Students develop and employ strategies for understanding and solving
problems in ways that leverage the power of technological methods to develop
and test solutions.

Objectives 1. Identify agricultural careers that are most popular in America today.
2. Describe your ideal career.
3. Create a S.M.A.R.T. goal to achieve your career goal.

Differentiation Students are all located in my classroom when completing this assignment.
Strategies However, students could complete this assignment from different locations
because it was completely online. The differentiation of the AET
https://theaet.com/ Career Survey allows students to think about their ideal
career through multiple choice, matching, and inspiring pre-made career
spotlight videos. (reading, watching and decision making)

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The 5 Es

E Description

Engagement Have students watch a Career Spotlight Video on the top 5 Ag. Careers in
America. https://www.spotlightonag.com/ From these videos, the teacher will
explain that 80% of Marshall County’s economy is dependant on Agricultural
jobs (poultry, soybeans, cattle, fishing and agritourism)

Engagement Students will write down a S.M.A.R.T. goal that defines what they want type of
Assessment career that they think they will be happiest with. This goal will be based on what
they already know about that career.
Specific- job title
Measureable- after graduation? After College?
Attainable- does the student’s work ethic measure up to job requirments?
Realistic- will the student be able to train/educate themselves for this type of
career? Does the student know where funding for education will come from?
Time Bound- Student should give themselves a time limit to meet certain goals
along the way.

Exploration Their top 15 careers will appear with a link that explains what education and
training that is needed to be successful in this career type.
https://www.spotlightonag.com/

Exploration Students will log into their AET account and start a career survey. This survey is
Assessment a variety of 50 questions that helps to determine their ideal career.

Explanation Each student should Think-Pair-Share their career results with other students at
their table. After a couple of minutes have one student describe the career of
someone else that they paired with.

Explanation Students will then again select their ideal career. This can be the first career that
Assessment they created a S.M.A.R.T. goal for OR it could be a career that their career
survey on https://theaet.com/ selected for them.

Elaboration Using https://www.canva.com/ students will create a job shadow poster on their
specific Ag. Career. This poster should be completed after a future job
shadowing opportunity. The poster should list on the job requirements, education
required, skills needed, salary, Title of job, and job shadowing mentor’s contact
information.

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 E Description

Evaluation Rubric:
Is the goal Specific, Measurable, Attainable, Realistic, and Time Bound 25 pts.
Completetion of Career Survey 5 pts.
Career Pathway completion in AET.com profile 10 pts.
Job Shadowing Poster 10 pts.

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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