5E Lesson Plan Template

Your name or Malai Driver

Cooperating
teacher name
(if needed)

Date(s) taught April 6 & April 11

Subject Literacy, Math, & Creative Arts

Grade level PreK

Materials Smartboard
Book: “Tops & Bottoms”
Vegetable Print-Outs (different types of vegetables) & Dirt Print-Out
Chart Paper
Laminator & Laminating Sheets

Standards • LLT2a: Comprehension: Children will demonstrate emerging

(State and understanding of both the written and spoken word. 2aYP-5 Listen to
ISTE and discuss informational text and literature.
Standards for
Students) • MAT2b: Sets: Children will classify and organize objects according
to properties and attributes. 2bYP-2 Sort and place a group of
objects with one attribute.
• CRA3: Movement and Dance: Children will demonstrate growing
interest and control in using rhythmic movements and self-
expression. 3YP-3 Participate in guided movement games or songs.
• ISTE EL.1.c: use technology to seek feedback that informs and
improves their practice and to demonstrate their learning in a variety
of ways

Objectives Children will correctly identify vegetables that grow on top and bottom of the
ground using literature, materials to sort and recall, and technology.

Differentiation This lesson is planned for all types of learners. Children will receive information
Strategies through visual, auditory, and kinesthetic for hands on learnering. The lead and

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 auxillary teacher will be accessible for any child to ensure the appropriate,
individualized support is provided when necessary.

The 5 Es

E Description

Engagement Using a anchor chart. Ask children if they know what vegetables grow on top of
the ground and what vegetables grow underground. Ask the question, “Which
way does it grow?” Give each child a random laminated vegetable print out and
have them place it on the chart of where they think it belongs (top or bottom).

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 E Description

Engagement When asked, the children will take turns and place a random vegetable print-out
Assessment onto the anchor chart (either on Top or on Bottom) of how they think the
vegetable grows.

Exploration Participation and exploration in a small group lesson on vegetables and how
they grow will be implemented. This will provide the teacher feedback on the
knowledge the children have obtained from the anchor chart.

Exploration Children will each get a turn to place a vegetable on a “pretend” dirt pile. The
Assessment lead teacher will have a group and the auxiliary teacher will have a group. Each
teacher will allow the children to take turns placing the vegetables where they
belong. This assessment will provide the teacher with feedback on what the
children have obtained from prior and learned knowledge.

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 E Description

Explanation The teacher will read aloud the storybook, “Tops & Bottoms”. This will allow the
children to hear new vocabulary and make connections prior knowledge and with
the anchor chart that they placed the random vegetables on.

Explanation The teacher will ask questions about the storybook read aloud, then allow
Assessment children to use the story manipulatives to retell the story and assess what the
children have comprehended.

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 E Description

Elaboration Show the YouTube video https://youtu.be/v1a9Rcy3vsc

This video will allow children to stand and participate by following the beat and
movements of the song. The children will participate by saying what vegetable is
being shown and how it grows.
The children will participate in the video by moving to the beat and saying aloud
what vegetable is being shown.
This will allow feedback that informs and improves their practice on how
vegetables grow and extend knowledge on the same topic.

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Evaluation In Preschool we use the tool, “Teaching Strategies GOLD” for documentation
and leveling for evaluation on our children. After the lesson on “Tops & Bottoms”
documentation was obtained and recorded on each child on their abiliy to sort
the vegetables correctly, use the manipulatives to retell the story, and the use of
technology to perform task associated with the lesson.

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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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