5E Lesson Plan Template

Your name or Swayze Gholson

Cooperating
teacher name
(if needed)

Date(s) taught April 8-9, 2024

Subject 1st Grade Science

Grade level

Materials  Digital presentation (Google Slides)

 Viewboard
 Chromebooks or tablets
 Access to A to Z Animals website or San Diego Zoo Kids
 Chromebook-friendly website like Sketchpad or Google Drawings
 Classroom Chromebooks for gallery walk
 Fake fur or feathers
 Pictures of animals and their offspring
 Drawing materials (paper, crayons, markers)
 Magnifying glasses

Standards  Alamaba Standard (SCI.1.7): Make observations to identify the

(State and similarities and differences of offspring to their parents and to other
ISTE members of the same species.
Standards for  ISTE Standard for Students (ISTE.1.4.d): Students exhibit a tolerance
Students) for ambiguity, perseverance, and the capacity to work with open-ended
problems.

Objectives  SCI.1.7 Standard Objective: Students will make observations to

identify similarities and differences between offspring and their parents
to understand survival traits.
 ISTE.1.4.d. Standard Objective: Students will exhibit perseverance
and the capacity to work with open-ended problems as they explore and
discuss survival traits.

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Differentiation  Address visual learners by incorporating multimedia presentations and
Strategies interactive elements.
 Address kinesthetic learners by allowing hands-on exploration with
digital devices.
 Address auditory learners through guided discussions and collaborative
activities.
 Support English Learners (ELs) by providing visual aids and simplified
language. Peer collaboration will be encouraged and pairing EL students
with proficient English speakers to facilitate language acquisition and
understanding.
 Foster peer collaboration by implementing cooperative learning
activities, group discussions, and partner work throughout the lesson.
Encourage students to share their observations and ideas with their peers,
promoting collaboration and mutual understanding.

The 5 Es
E Description

Engage "Exploring Animal Traits"

ment  TTW: Utilize a digital presentation or educational video to show images or
videos of offspring alongside their parents from various species. Guide students
through a discussion to explore similarities and differences between offspring
and parents, fostering curiosity and introducing the concept of survival traits.
 TSW: Engage in the discussion initiated by the teacher, sharing observations and
ideas about the similarities and differences observed in the images or videos
presented. (pair and share partner discussions, turn and talk table discussions,
sharing what partner groups and table groups discussed with whole group)

Engage TTW: Assess student engagement through their participation in the discussion and their
ment responses to questions posed during the activity.
Assess
ment

Explora Observing Offspring and Parents

tion Teacher Will:
 Introduce the concept of offspring and parents using simplified language and
visuals, such as pictures or diagrams of baby animals with their parents.
 Provide examples of common animals and their offspring, such as kittens with
their mother cat or chicks with their mother hen.

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E Description

 Demonstrate how to use Chromebooks or tablets to access a kid-friendly website

like San Diego Zoo Kids.
 Guide students in navigating the website to find pictures of different animals and
their offspring.
Student Will:
 Work in small groups with guidance from the teacher.
 Use Chromebooks or tablets to explore the San Diego Zoo Kids website.
 Look for pictures of animals and their babies, focusing on identifying similarities
and differences in appearance.
 Use hands-on materials like fake fur and feathers to match the textures and
colors observed in the pictures to those of the animals.
 Discuss their findings with their group members, sharing observations and
asking questions.
 Collaborate with peers to document their findings using drawings or simple
sentences.
Technology Incorporation:
 Utilize the Sonic ViewBoard to demonstrate how to navigate the San Diego Zoo
Kids website. Display the website on the ViewBoard screen and show students
how to access different animal categories and search for pictures of animals and
their offspring.
 Provide each small group with a Chromebook or tablet loaded with the San
Diego Zoo Kids website for exploration. Students can take turns using the
devices to explore the website while others observe the ViewBoard screen.
 Encourage students to use the drawing tools or simple word processing apps on
the ViewBoard to document their findings collaboratively. They can take turns
drawing or typing their observations and discussing them with their group
members.
Hyperlinks:
https://a-z-animals.com/animals/
https://sdzwildlifeexplorers.org/animals
Google slides used to introduce lesson:
https://docs.google.com/presentation/d/
1vdoco5bCYesNnOZwTraxCIce8CibEy0T0qr8ms_7dSM/
edit#slide=id.g2ca3ff15adb_0_92

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 E Description

Explora After completing the exploration activity, students' understanding will be assessed
tion through a group discussion and a simple hands-on activity.
Assess Assessment Tool:
ment
 Group Discussion: The teacher will facilitate a group discussion where students
will share their observations and findings with their peers. During the discussion,
the teacher will ask probing questions to assess students' understanding of the
concept of offspring and parents, such as:
 "What did you notice about the animals and their babies?"
 "Can you describe any similarities or differences you observed?"
 "Why do you think animals look similar to their parents?"
 Hands-on Activity: Students will participate in a hands-on sorting activity using
the fake fur and feathers provided. They will be asked to match the textures and
colors of the materials to those observed in the pictures of animals and their
offspring. This activity will allow the teacher to assess students' ability to apply
their observations to a real-world context and demonstrate their understanding of
the concept.

Explan Teacher Will:

ation  Facilitate a whole-class discussion to reinforce vocabulary, concepts, and ideas
related to offspring, parents, and survival traits.
 Begin by summarizing the observations made during the exploration phase and
reiterating the importance of understanding offspring and parents.
 Introduce the concept of survival traits inherited from parents, using examples
from the exploration activity to illustrate.
 Use visuals such as diagrams or charts displayed on the Sonic ViewBoard to
enhance understanding.
 Encourage students to share their thoughts and observations from the exploration
activity, guiding them to connect their findings to the concept of survival traits.
 Provide additional examples and explanations as needed to ensure
comprehension.
Student Will:
 Actively participate in the discussion, sharing their observations and ideas with
the class.
 Listen attentively to the teacher's explanations and ask questions for clarification.
 Engage in critical thinking by reflecting on how observed traits contribute to an

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 E Description

animal's survival.
 Connect their observations from the exploration activity to the concept of
survival traits, contributing to the collective understanding of the class.
Multimedia Support:
 Incorporate short educational videos or interactive simulations displayed on the
Sonic ViewBoard to further illustrate concepts.
 Use multimedia resources to provide additional examples of survival traits in
various animals.
Interactive Discussion:
 Encourage peer interaction by facilitating discussions where students can share
their observations and insights with each other.
 Prompt students to ask questions and respond to their classmates' contributions,
fostering a collaborative learning environment.

Explan Act-it Out “Brain Break” Activity:

ation  After the teacher-led explanation, students will engage in a brain break that
Assess doubles as a formative assessment. This assessment is called “Act it Out” where
ment students will demonstrate their understanding of offspring, parents, and survival
traits.
 The class will be divided into 4 small groups, with each group assigned one of
the provided simplified scenarios below.
 Students will work together within their groups to act out the interactions
between offspring and parents based on their assigned scenario.
 Students will use their imagination to portray the characters and actions.
 Each group will have the opportunity to perform their scenario for the class.
 Following each performance, the rest of the class will engage in a brief
discussion to identify examples of survival traits demonstrated in the scenario.
 Students will be assessed based on their participation in the role-play, as well as
their contributions to the post-performance discussion.
 This assessment allows students to actively engage with the lesson concepts in a
creative and interactive manner, providing valuable insight into their
understanding of survival traits.
Act-it-out scenarios:
1. Bird Family:
 Parent bird teaching baby bird to fly.

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 E Description

 Baby bird practicing flapping its wings while parent encourages and
guides.
2. Bear Cubs:
 Mother bear showing cubs how to fish for food.
 Cubs mimicking mother's movements as they attempt to catch fish.
3. Butterfly Life Cycle:
 Butterfly laying eggs on a leaf.
 Caterpillar hatching from the egg and eating the leaf.
4. Insect Parenting:
 Ant queen laying eggs in the ant colony.
 Worker ants caring for the eggs and larvae by feeding and protecting
them.

Elabora Create Your Own Camouflage Creature Drawing

tion Teacher Will:
 Guide students to open Google Draw on their Chromebooks or computers.
 Instruct students to think about the environment where their camouflage creature
lives (e.g., forest, desert, ocean).
 Demonstrate how to use the drawing tools in Google Draw to create their
camouflage creature.
 Encourage students to be creative and add details that help their creature blend
into its environment.
 Provide assistance and support as needed while students work on their drawings.
Student Will:
 Open Google Draw on their Chromebooks or computers.
 Think about the environment where their camouflage creature lives.
 Use the drawing tools in Google Draw to create their camouflage creature.
 Add details to their creature to help it blend into its environment.
 Save their completed drawing.

Evaluat Checklist for Camouflage Creature Drawing:

ion  Environmental Adaptations:

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 E Description

 ☐ Creature demonstrates adaptations for blending into its environment.

 ☐ Creature's adaptations are clear and easy to identify.
 Creativity and Originality:
 ☐ Creature shows creativity in its design.
 ☐ Creature includes unique features or elements.
 Attention to Detail:
 ☐ Creature is drawn with attention to detail.
 ☐ Colors and shapes are used accurately.
 Understanding of Survival Traits:
 ☐ Student accurately incorporates survival traits.
 ☐ Student demonstrates understanding of how traits help the creature
survive.
Scoring:
 Each checked box earns 1 point.
 Total possible points: 8 points.

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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