5E Lesson Plan Template

Your name or Anna Westbrook

Cooperating
Cooperating Teacher: Gary Speake
teacher name
(if needed) **This lesson will be taught in a self-contained SpEd classroom with students
Grade 7-11**

Date(s) taught April 20,2023

Subject Grade 6. Science

Grade level

Materials Chrome Book

Headphones
Smart Board
Worksheets
Colored Pencils
Flashlight
Globe
Tiny Figure

Standards Level SC 15.6.1Create and manipulate models (e.g., physical, graphical,

(State and conceptual) to explain the occurrences of day/night cycles, length of year,
ISTE seasons, tides, eclipses, and lunar phases based on patterns of the observed
Standards for motions of celestial bodies.
Students)
**SCI.AAS.6.1- Use a model to show that Earth’s moon moves around Earth,
and Earth and its moon move around the sun; recognize the movements
responsible for day/night and the length of a year.**
ISTE Standards for Students:1. Empowered Learner Students leverage
technology to take an active role in choosing, achieving and demonstrating
competency in their learning goals, informed by the learning sciences.
3. Knowledge Constructor Students critically curate a variety of resources using
digital tools to construct knowledge, produce creative artifacts and make
meaningful learning experiencesfor themselves and others.c. Curate
information from digital resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections or conclusions.
6.Creative Communicator Students communicate clearly and express

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 themselves creatively for a variety of purposes using the platforms, tools,
styles, formats and digital media appropriate to their goals.b. Create original
works or responsibly repurpose or remix digital resources into new creations

Objectives Objective SCI.6.1.1: Define celestial bodies, lunar phases, solar and lunar
eclipses, and tides (neap and spring). Objective SCI.6.1.2: Design a model that
depicts the phases of the moon in relation to the position of the sun and Earth
during a lunar and solar eclipse. Objective SCI.6.1.3: Investigate the connection
between the phases of the moon and the changes in the tides (neap and spring
tide). Objective SCI.6.1.4: Examine how the position of the moon affects the
alternating patterns of rising and falling ocean tides.
**Objective SCI.6.1.6: Draw and label a diagram describing the occurrences of
day and night cycles.**

Differentiation Videos will help the visual and auditory learners engage with the material.
Strategies Kinesthetic learners will enjoy the color sheets and a flashlight on a globe
demonstration. All of my students are special needs learners so the course is
adjusted to account for fewer points to be covered. The material is also
presented in a less complex format and important information is repeated
several times.

The 5 Es

E Description

Engagemen We will begin the lesson with a video on the smartboard about the Earth’s
t day and night cycle. I will ask the students to watch the video.
Night and Day, Sun and Moon! Song 🌝🌚 Ask the StoryBots | Netflix Jr - YouTube

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 E Description

Engagemen I will ask the students if they liked the video. I will turn off the light and shine
t a flashlight onto a globe. I will ask them if it is day or night on the section
Assessment that the light is hitting on the globe. I will then ask about the dark side of the
globe and explain day and night based on the light hitting it.

I will ask questions about whether it is day or night based on where I put a figure
on the globe. I will casually observe who seems to understand and who looks
confused. I will demonstrate the difference between the day and night on the
globe several times with my figure.

Exploration A color sheet will be given to complete. Day and Night will be labeled. Color sheet
was obtained from The Weird Science Teacher Teaching Resources | Teachers
Pay Teachers. There is also a Google presentation in the google classroom for
the students to interact with that is the same as the handout. The students will be
allowed to play with the flashlight and globe and the figure. I will be making rounds
to talk with students about their work.

Exploration The Earth spins worksheet (liveworksheets.com)

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

Explanation We will watch The Cat and the Hat. The Cat in the Hat Knows a Lot About That! -
s02e04 No Night Today _ Fun in the Sun - video Dailymotion

Explanation I will once again show the video from the introduction so the song will make more
Assessment sense to the students. We will talk about the song after it has concluded.

Elaboration Students will make a Google Slide Presentation

Make a Google Slide Presentation
Make a slide with your name example: “Mrs. Westbrook” and “Day and Night” on
it. 
Make a slide with the Sun and the Earth on it.
Show what side of the Earth will have sunlight based on where the Sun is on the
slide.
Show what side of the Earth will have darkness based on where the Sun is on the
slide.
Place a person on the slide to show which side of the Earth you are on right now.
My example:
https://docs.google.com/presentation/d/
1LS_GazuSPtGCRNnHE04rxUlrcUUVE72k-qu-w0leQ9w/edit?usp=sharing

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 E Description

Evaluation Quick Rubric :)

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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