EDC274 5E Lesson Plan Template

Name: Shelby Matsko Pima Course: EDC274 Instructor: Eagleton

Subjects: ELA & Science Topic: Pollution/Liter/Compost Grade Level: Third Duration: 45 min

List of Materials, Handouts, Rubrics, and other Documents: Two different buckets of soil with different materials in them,
science notebooks, pencils, soda can, worms, orange peel, candy wrapper, apple core, lady bug, left over piece of pizza,
positive/negative T-chart, individual soil cups, two different classroom gardens to compare, Chrome books, printer

Essential Question: What materials could be added to soil in order to produce a fruitful garden and how are they beneficial to
the soil compared to other materials?

Components Description of Plan

Content Standards
Choose ONE science or social studies
standard and ONE AZCCRS ELA
standard (RI, W, or SL).
ELA Standard:
1. Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
a. Introduce a topic and group related information together;
include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and,
more, but) to connect ideas within categories of information.
Provide a concluding statement or section. (3.W.2)

Science Standard:
PO 2. Plan a simple investigation (e.g., one plant receives adequate water, one
receives too much water, and one receives too little water) based on the formulated
questions.

Learning Objectives
Write ONE content objective that is
ONE simple sentence with ONE
carefully chosen verb.
Write ONE ELA objective that is
ONE simple sentence with ONE
carefully chosen verb.
Est ENGAGEMENT
# of Describe how the teacher
Min
will captivate students
s
5 interest.
min What questions should
students ask themselves
after the engagement?
Content Objective: Students will be able to analyze different materials and their
affect on soil environments
ELA Objective: Students will be able to evaluate how different materials affect soil
environment.
Teacher will: Students will:
1. Teacher will have two buckets 1. Students will write their
of soil and instruct students to observations in their science
make any observations with notebooks in a labeled T-chart
their 5 senses in their science 2. Students will discuss in small
notebooks. groups the different items
2. Teacher will then show shown by the teacher and try
students different materials to choose which bucket of soil
that were found in the buckets they were in, a bucket with a
such as soda can pieces, thriving or poor soil
worms, etc. environment

Est EXPLORATION Teacher will: Students will:

# of Describe the hands- 1. Teacher will present students 1. Students will collaborate to pick
Min
on/minds-on activities with a created T-chart/anchor a group representative
s
students will be doing. chart and will ask one member 2. Representative will place item
17

mi List big idea conceptual
n questions the teacher will
use to encourage and/or
focus students exploration
This is the heart of the
lesson and should have the
most minutes assigned to it.
Est
# of
Min
EXPLANATION
s write about the materials they
10 Student explanations must
mi precede teacher
n explanations.
List higher order thinking
questions to solicit student
explanations and help them
to justify their explanations.
Check for understanding
Est ELABORATION
# of Describe how students will
Min
develop a deeper
s
10 understanding of the
min concept.
What vocabulary will be
introduced and how will it
connect to students
observations?
How is this knowledge
applied in our daily lives?
Check for understanding.
Est EVALUATION & Closure
EDC274 5E Lesson Plan Template
from the small groups to put
the materials into a positive or
negative column
2. Teacher will ask student to
explain why they put each item
in the positive or negative
column of the T-Chart
3. Based on student answers,
teacher will present benefits of
the positive materials for our
environment and the soil
4. Teacher will give each small
group their own smaller
container of soil
5. Teacher will give each small
group a bucket of random
items
- How would this help your
soil?
- Could this harm your soil?
How?
- Is all food good to add to
soil? Why or why not?
- Which insects could be
harmful to your soil?
- How would this item affect
plants grown in your soil
Teacher will:
6. Teacher will direct students to
chose in their science
notebooks
7. Teacher will go to small groups
and pull various items from
their bucket and verbally quiz
students if it was positive or
negative
Teacher will:
1. Teacher will display two
different in room gardens. One
will be producing fruitful plants
and the other will be producing
little product
2. Teacher will introduce new
vocabulary words including:
vegetation, effective,
biodegradable, produce,
hazardous that students will
include in their explanatory
paragraph
Students will:
selected in the correct place on
the class T-chart
3. Group representative will
record group answers for why
they placed each item as
positive or negative on
separate piece of paper
4. Students will correct any
misplaced materials into the
appropriate positive or negative
column
5. Students will pick various
objects from the bucket in
order to make a positive soil
environment
6. Students will draw a diagram of
what went into their soil
environment
Students will:
1. Students will then write one
sentence in their science
notebook for each material and
if it is harmful or beneficial to
the soil.
2. Students will engage with the
objectives by reading them out
loud chorally
Students will:
1. Students will brainstorm in their
science notebooks what
materials could be in each soil
garden
2. Students will type up their
brainstorming ideas in an
explanatory paragraph format
on class Chrome books.
3. Students will then print their
paragraphs with anonymous
class number on it
 EDC274 5E Lesson Plan Template

# of How will the teacher know 1. Students will turn in their essays and teacher will pass back out to random
Min that ALL students have students in order to edit
s achieved the lesson
3 2. Teacher will then gather student essays and pass back to their original
objectives? owner
min
How will all students self- 3. Teacher will present one last soil environment and students will write on a
assess their mastery of the separate piece of paper in T-chart form which materials are positive and
objectives?
which are negative
4. Students will self-asses their essay using rubric
5. SW re-engage with the objectives reading the objective aloud chorally
Differentiation Options Content: Intensive level students will be given list of materials that could potentially
Describe how you will reach diverse go into soil environments. After classroom discussion, intensive level students will
learners (ability & learning style) by be given a list of materials broken down into positive and negative materials.
varying the: High achieving students will be asked to come up with and add 3 positive and
Content negative materials on their own
Process
Product
Process: Intensive level students will be given assistance through the entire lesson
through their classmates assistance, product templates, and visual aides (T-chart,
material buckets, gardens, etc.)
High achieving students will be asked to assist through explanation to classmates
who need further assistance.

Product: Intensive level students will be given a template in order to create an

effective explanatory paragraph with all the appropriate paragraph and scientific
elements
High achieving students will be required to also include indentation, correct title
format, and additional vocabulary words (hypothesis, evaluation, and conduct) in
their final paragraph
21st Century Learning Technology: Students will type their rough drafts on Chrome books and print them
Describe how you will incorporate for peer review.
technology and/or the 4 Cs:
Critical Thinking Critical Thinking: Students will think critically by connecting a fruitful garden to
Creativity positive Earth materials vs. an unproductive garden to negative materials.
Collaboration
Communication Creativity: Students will demonstrate creativity through creating their own positive or
negative soil bucket with various objects.

Collaboration: Students will work in small groups as well as whole class in order to
determine different solutions at different points in the lesson. Students will also
collaborate to pick group representative and other group jobs

Communication: Communication will take place verbally and non-verbally with

words and speech. Communication will also take place through representation and
illustrations of various objects. Students will also communicate through their
science notebooks and various assignments throughout the lesson.

Appendices/Additional Information:
 EDC274 5E Lesson Plan Template

Class T-chart Anchor Chart of Positive/Negative

Materials that will be used for various parts in the lesson

Materials list for intensive students:

Orange, bread, peppers, donut, meat, coffee grounds, fruit peels, plastic cups, milk cartons, straws, soda cans, caps,
broken glass
Positive items: Orange, bread, peppers, donut, meat, coffee grounds, and fruit peels
Negative items: plastic cups, milk cartons, straws, soda cans, and broken glass
 EDC274 5E Lesson Plan Template

Soil Bins

Fruitful in-room garden

Unproductive in-room garden

Opinion paragraph template for intensive students:

Through conducting research, I found that (item 1, item 2, and item 3) are productive materials for soil in order to
grow fruitful plants. (Item 1) is good for soil because it provides extra nutrients to the soil. (Item 2) will help produce fruitful
plants because it helps the soil rather than harm it. Lastly, (item 3) is a positive material to add to soil because it is
biodegradable. In conclusion, (item 1, item 2, and item 3) are productive materials in order to grow a productive soil
environment.

Student self-assessment rubric

1 2 3 4
Explanatory Elements I stated what I I stated what I I stated what I I stated what I
 EDC274 5E Lesson Plan Template

discovered, but did discovered and 2 discovered and 3 discovered in a topic

not include the other supporting details, but supporting details, but sentence, 3 or more
explanatory paragraph missed the other missed the closing supporting details, and
elements. explanatory paragraph sentence in my a closing sentence to
elements. explanatory summarize my
paragraph. explanatory
paragraph.
Scientific Reasoning I used 1 scientific I used 2 scientific I used 3 scientific I used 3 or more
reason to support my reasons to support my reasons to support my scientific reasons to
opinion. opinion. opinion and 1 support my opinion as
scientific vocabulary well as 2 or more
word. scientific vocabulary
words.
Effort I did what I had to in I completed the I completed the I completed the
order to complete the assignment with good assignment at third assignment to the best
assignment, but did effort, but did not grade level, but could of my ability and
not give third grade produce third grade have given more effort produced third grade
work. work. to do my best. work.
Understanding I did not understand I understand the main I understand what I I understood what I
the objectives in this point of this lesson, am supposed to learn, was supposed to learn
lesson. but am still confused but could use and could help my
at what I was additional help to gain classmates to gain
supposed to learn. mastery of these mastery of these
skills. skills.