Educ 513 5e Lesson Plan

EDUC 513: 5E Lesson Plan
Lesson Title: May the force be with you!
Teacher’s Name: Jenna Graziadei
Grade Level: 2
Topic of the Lesson: Magnets (6 day lesson)
Purpose/Overview:
With the assumption that students will have had prior scientific experiences in kindergarten and
first grade, this multi-day lesson will expose students to scientific studies through a more
advanced perspective. The learning processes will be extensions to earlier learning. Through the
consideration of the 5E model for teaching science, the students will begin to learn about the
topic of forces through an integrated approach. This integration will establish evident
correlations between the subjects. The topic of forces will be purposeful for the students such
that various types of forces, magnetism, gravity, and simple machines impact their daily lives.
Their world will become more scientific as they come to understand the relevant content. The
students will experience several standards and learning objectives through the engagement,
exploration, explanation, elaboration, and evaluation activities that are included in the plan.
NGSS Standards:
• 2-PS1-1 Matter and Its Interactions: Plan and conduct an investigation to describe and classify
different kinds of materials by their observable properties.
• 2-PS1-2 Matter and Its Interactions: Analyze data obtained from testing different materials to
determine which materials have the properties that are best suited for an intended purpose.
Lesson Objectives:
Each day the students will be working towards mastering the skills to...
• Day 1
• Write reflective comments about their learning from Padlet.
• Collaborate on Padlet to support a co-created learning environment.
• Share kind, specific, and helpful feedback with peers on Padlet.
• Complete the ‘K’ of a KWL chart to exhibit prior knowledge of forces and magnetism.
• Make inferences based on self-exploration of materials and magnets.
• Generate questions based on self-exploration of materials and magnets.
• Write testable questions.
• Complete the ‘W’ of a KWL chart to exhibit curiosities about magnetism.
• Define basic vocabulary terms associated with magnetism.
• Explain basic concepts associated with magnetism.
• Read non-fiction texts about magnetism thoughtfully.
• ‘Stop and draw’ while reading to be a thoughtful and engaged reader.
• Complete the ‘L’ of a KWL chart to exhibit curiosities about magnetism.
• Day 2
• Write several drafts of an experimental procedure.
• Revise an experimental procedure to make improvements.
• Write a seamless experimental procedure.
• Formulate a prediction related to the experimental question.
• Day 3
• Day 4
• Follow an experimental procedure precisely.
• Collect data based on observations during an experiment.
• Day 5
• Analyze data collected from an experiment.
• Make conclusions that are supported by data.
• Day 6
• Write several drafts of a lab report.
• Revise a lab report to make improvements.
• Write a seamless lab report.
• Provide complete and detailed information of an experiment’s question, prediction,
materials, variables, procedure, data, conclusions, and next steps.
• Co-create a checklist to be used for reflection.
• Reflect on one’s lab report with a growth mindset.
• Set goals based on the reflections that take place while using the criteria checklist.
• Revise based on the goals set to create a stronger lab report.
• Day 7
• Day 8
• Day 9
Bloom’s Taxonomy:
• Cognitive Domain
• Remembering
• Complete the ‘K’ of a KWL chart to exhibit prior knowledge of forces and magnetism.
• Understanding
• Write reflective comments about their learning from Padlet.
• Applying
• Generate questions based on self-exploration of materials and magnets.
• Follow an experimental procedure precisely.
• Collect data based on observations during an experiment.
• Analyzing
• Analyze data collected from an experiment.
• Make conclusions that are supported by data.
• Evaluating
• Creating
• Write testable questions.
Content Summary:
Throughout the multi-day lesson, the students will be involved in research associated with the
general topic of forces, and more specially magnetism. This research will support the
experimentation of the students through the motivation to collect data and form conclusions
associated with a question generated through research. Through the approval of the focus
question and careful design of a procedure made possible through instruction, each group of
students will fully carry out the process and design a formal, child-friendly lab report as a
summative approach to expressing the learning and development that has taken place throughout
the multi-day lesson.
Engage Activities:
Day 1 will involve engagement activities that will “generate interest, access prior knowledge,
connect to past knowledge, set parameters of the focus, (and) frame the idea” (Barufaldi, 2002).
During the day’s literacy workshop the students will begin by viewing a video on roller coasters
that can be accessed at the following link: https://www.youtube.com/watch?v=3pFhbR8IIRk.
This is a video that not only shows a variety of roller coasters, but also lists the maximum
heights of them using metric units that is relevant for second grade students who are also
working through a unit on measurement. The first viewing will be an opportunity for the students
to watch the video for entertainment and to initiate thoughtful inquiry. The second viewing will
entail the students using their prior knowledge and natural curiosity to watch in a more
thoughtful manner. This will be framed around the guiding question of what made the roller
coasters move, decelerate, accelerate, change direction, and halt. Following the second viewing
will be an opportunity for the students to share their thoughts using the ‘turn and talk’
engagement strategy. It will be necessary to ensure that accountable talk takes place. If students
lack proficiency in this, the required scaffolding and appropriate strategies will be applied. The
students will utilize Padlet to view additional videos on forces, in particular those pertaining to
magnets that exhibit real-world uses. They will collaborate silently to discuss things that have
been learned, connections that are made, and make inferences or conclusions, as well as pose
questions that arise. Peers will be able to respond to each other through this open forum. The
students will join small groups to collaboratively work on the ‘K’ of a KWL chart that will
reinforce the excitement and curiosity that should flourish throughout the following day’s
lessons.
Explore Activities:
Day 1 will involve an opportunity for student exploration that will allow them to “experience key
concepts, discover new skills, probe, inquiry, and question experiences, examine their thinking,
(and) establish relationships and understanding” (Barufaldi, 2002). During the day’s science
period the students will have the opportunity to explore the items that have been brought in from
home. These would be items that they inferred to be magnetic. Magnets will be provided and the
lesson will involve an open inquiry time during which the students will test out their materials. In
this time, it will be reinforced that they should be thinking reflectively and scientifically by
tracking questions that arise that could be used during the experimenting stage. An extended
period of time will be made available for this exploration give that there is a wide varieties of
perspectives the students can develop about the topic of magnets. In this experience, they can
build upon their prior knowledge to make discoveries and inferences. This would be the point in
which the ‘W’ of the KWL chart could be developed. Through a whole-class discussion, these
questions will be examined and determinations will be made in regard to what a good, testable
question looks like. This will entail ensuring that the students understand that the question must
include a single independent variable, or one point of change, and an effect that one would be
looking for in observations and data collection. If necessary, the required explicit teaching,
scaffolding, and strategies will be applied.
Explain Activities:
Day 1 will involve the first teaching opportunity associated with the study of magnets during
which the teacher “encourages students to explain their observations and findings in their own
words, provides definitions, new words, and explanations, listens and builds upon discussion
from students, (and) asks for clarification and justification” (Barufaldi, 2002). This instruction
will take place during the day’s reading period and be based on the ideas and questions that were
developed by the students during the engage and explore phases. The teacher will begin to
educate the children on the topic during which basic concepts and terminology will be studied in
order for the students to be able to access the resources that can be used during the independent
study of the topic. Once understandings in the discussion are adequate, the students will begin
their research by examining appropriate level non-fiction texts on the topic. Instruction will
include modeling of the ‘stop and draw’ process that they will be taking part in while reading.
The intention is that they will gather notes that will help support their curiosities and
experimentation. The students will use ‘stop and draw’ in their notebooks to practice their skills
as engaged and thoughtful readers in order to learn about the topic of magnets in a self-regulated
manner, while also strengthening their understandings of the concepts discussed by the teacher.
This will prepare them to continue carrying out the following stages of the project with a sound
background. Additionally, this would be the point in which the ‘L’ of the KWL chart could be
developed, and would continue to be added to throughout the rest of the project.
Extend/Elaborate Activities:
Day 2 and 3 will entail continuing to work through the explore and explain phases, while
learning and developing the skills to design an experimental procedure based on the testable
question chosen, and its associated prediction/hypothesis. It would be necessary for the students
to have prior exposure to this form of writing that is writing instructions in order to spend this
limited time on the process. If this is not the case, the time spent understanding the design of
instructions and practice doing such writing will span a longer period. The teacher would model
the process with the contributions of the students. With that being said, once procedures are
approved by the teacher, the students will begin the extend/elaborate phase on day 4 that will
involve an opportunity for students to “apply new terms and definitions, use previous
information to probe, ask questions, and make reasonable judgments, provide reasonable
conclusions and solutions, (and) record observations, explanations, and solutions” (Barufaldi,
2002). During the day’s science period the students will have the opportunity to follow the
process of creating a data table, and then their carefully designed scientific procedures based on
their questions posed about magnets will be carried out. This experimentation will extend their
understandings of magnets through the collection of data that will help them learn more about
the topic and formulate conclusions about the results in relation to explaining a solution to the
original question. A lesson on day 5 will guide the students through data analysis that will help
them make appropriate conclusions supported by the data collected. This following of the
scientific procedures and analyses will involve the application and enhancement of new learning,
while connecting this new knowledge to a real-life application.
Evaluation Activities:
Days 6 through 9 will involve an opportunity for the students to “demonstrate an understanding
or knowledge of concepts and skills, evaluate his/her own progress, answer open-ended
questions, (and) provide reasonable responses and explanations to events or
phenomena” (Barufaldi, 2002). The students will create formal lab reports following the
completion of their experiments. These lab reports will function as product portfolios of their
learning and development. The students will include sections for the experimental question,
prediction, materials, variables, procedure, data, conclusions, and what is next. This will be made
possible through the use of a template, explicit instruction, and the necessary guidance as the
students complete the task individually, or in small groups. Emphasis will be placed on
elaboration and the use of evidence to support conclusions and pose ideas for future experiments.
As with any writing process, the revising and editing processes will be carried out. The lab
reports will include an opportunity for the students to self-reflect on the project that has been
their main educational focus by using a co-created checklist. This method of assessment will help
the students improve their work, critically set goals for oneself, and strengthen one’s reflection
skills that are necessary as they become more independent learners. Additionally, a rubric will be
used by the teacher to analyze the development of the students that is evident in the completed
lab reports. The criteria that is examined will be based on the co-created checklist, as well as the
defined continuum for practices of science and engineering for second grade. The teacher will
use all sources of data to consider the results of the project focused on magnets in order to make
any appropriate and necessary modifications to teaching for the following topic in the unit on
forces, as well as for the purposes of teaching this unit to future students. These reflections on the
part of the teacher will also include determining the strategy group and one-on-one opportunities
that would benefit the students. With this being said, assessment will occur consistently, not only
within this evaluation phase, but also throughout the other phases during which formative
assessment strategies will be necessary to optimize learning and engagement. These formative
assessments will include the daily ‘mud-bugs-clear’ checks for understanding, anecdotal and
checklist data collection gathered through conferencing and observations, and the collection and
analysis of the materials from the tasks complete each day. These analyses hold the possibility of
modifying the pace and course of this lesson in a flexible approach to teaching to ensure that the
students are fully understanding each concept and reaching the objectives sufficiently.
References:
Barufaldi, J. (2002, July). The 5E Model of Instruction. Retrieved from http://www.wisd.org/

users/0001/docs/GVC/5E%20Model.pdf
Handouts:
Please refer to the documents that were submitted along with this document in the assignment
submission.

Educ 513 5e Lesson Plan

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EDUC 513: 5E Lesson Plan

Lesson Title: May the force be with you!

Teacher’s Name: Jenna Graziadei

Topic of the Lesson: Magnets (6 day lesson)

Barufaldi, J. (2002, July). The 5E Model of Instruction. Retrieved from http://www.wisd.org/

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