5 E Lesson Plan

Teacher: Alayna Manuel

Course: Summer 2015 Science 2.0: Using Web Tools to Promote Inquiry-Based Science
Assignment: Lesson Plan Project
Date: TBD

Common Core State Standards:

8th Grade Literacy Standards
RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating
additional related, focused questions that allow for multiple avenues of exploration.
8th Grade Mathematics:
MP.2: Reason abstractly and quantitatively.
7.EE.B.3: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form, using tools strategically.
Applying properties of operations to calculate with number in any form; convert between forms as appropriate; and assess the reasonableness of answers using
mental computation and estimation strategies.
7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems
by reasoning about the quantities.
8.EE.B.5: Graph proportional relationships, interpreting the unit rate as the slope of the graph.

8th Grade Science Standards

MS-PS2-2: Plan and investigation to provide evidence that the change in an objects motion depends on the sum of the forces on the objects.
HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other
component(s) and energy flows in and out of the system are known.
HS-PS3.3: Design, build, and refine a device that works within given constraints to convert one form of energy into another
form of energy.

5 E Lesson Plan
Materials:

Class Wiki
WebQuest
Lab Directions and data sheet (will be provided)
Meter Stick
Chromebooks (30)

No Technology Option: Poster Paper, Handouts, Resource Packet, Parking Lot, Sticky Notes

Daily Objective:
Students will explore incline planes as a simple machine through WebQuests. Students will calculate the grade of the slope in order to determine whether the
wheel chair access ramps at school meet regulations. Students will compare data from different groups and will graph data to use for comparison, analysis and
discussion. Students will compose a product to communicate their findings to a higher level of authority through blogs, letters, PSA or students choice.

Teaching Sequence (75 minute lesson):

ENGAGEMENT (15 minutes)
Developing Key Concepts or ideas for Inclined Planes
a.
b.
c.
d.
e.

Students will be sitting in groups of 4.

Graphic organizer of two traffic signs displayed on SmartBoard and students Chromebooks.
Each group will create a list of attributes: describing, identifying, and analyzing the meaning of the signs.
Students will take 5 minutes to update the class wiki with their findings.
One representative from the group will present to the class key concepts.

Note: If technology is inaccessible, students will each receive a handout containing pictures of the two signs. Student groups will post their finding
on poster paper. Students will complete a gallery walk and share their findings.
2

5 E Lesson Plan

EXPLORATION (25 minutes)

Exploration: WebQuest & Lab
1. Teacher will post the WebQuest URL to Edmodo.
2. Students will explore inclined planes through the WebQuest.
3. Students will complete each tab: Intro, Task, Process, Evaluation, and Conclusion.
4. In groups students review incline plane key concepts through video and literature.
5. Students will review accessibility laws for wheel chair ramps.

EXPLANATION (20 minutes)

Guided Practice: Analysis and Communication of Results
1. As a class, students will analyze the three wheel chair access ramps located at our school.
2. Students will rotate between groups: Portable classroom (2 ramps), 1 ramp entry of the school.
3. Students will record their findings on the worksheet provided.
4. Students will calculate the grade and determine whether the ramps meet the standards.

ELABORATION (10 minutes)

Independent Practice: Applying What you Know
1. Students will discuss their findings in their group and will determine next step for action.
2. Each group will communicate their findings through a blog, letter, presentation, petition, PSA, or student choice.
***Students will work collaboratively through Edmodo and GoogleDocs for homework

EVALUATION (5 minutes)
Exit Slip:
Tweet one question or finding from todays lesson.
Note: students can post sticky notes to the parking-lot page if technology is not available.
Students products will be graded on accuracy and rubric.

5 E Lesson Plan
Students will be graded based on:
1. Data Collection (Accuracy)
2. The completed chart and graph (Accuracy)
3. Reflection (Rubric)
4. Exit Ticket (Completion)

HOMEWORK:
1. Login to Edmodo.
2. Collaborate online
3. Use the GoogleDoc to draft up a document to communicate findings.
Non-technology option: students will draft a product to share with their group.

Differentiation Strategies:
Learner needs addressed through UDL Strategies:

Technology Web and Multimedia Tools (visual, tactile, auditory)

WebQuest: Mini lessons/Scaffolding (visual)

Collection of Data (visual & tactile)

Inquiry-based activity (tactile & kinesthetic)

Self-regulation tools (checklists)

Differentiation through grouping strategies:

Homogenous Grouping: higher-level learners and lower-level learners (at Co-teachers request)

Note: IEP and 504 Accommodations Addressed on Attached Student Matrix