5E Lesson Plan Template

Name: Alysha Blaylock Pima Course: 277 Instructor: Cunningham

Subject: Bio Topic: Ocean pollution and Grade Level: 10th Duration: 50 minutes
sustainability
List of Materials, Handouts, Rubrics, and other Documents: Computer, notebook, and pencil.

Purpose/Goal and/or Essential Question(s): How do people access water across the world? How does water pollution affect
people? The purpose is for students to research water crisis issues and then with their group select an issue to do further
research on.

Components Description of Plan

Content Standards Student will get a laptop and will answer questions given to them by the
9-10.W.8 Gather relevant information teacher. They will be research how much of the drinking water is polluted,
from multiple authoritative print and digital sources of how people get water, how many people are without clean water,
sources, using advanced searches and how we clean water. Students will be writing their answers down as well
effectively; assess the usefulness of each as what website they used. Students will then be grouped together and they
source in answering the research
will decide what water crisis they will do their group project on.
question; integrate information into the
text selectively to maintain the flow of
ideas, avoiding plagiarism and following a
standard format for citation

Science. Strand 3. Concept 1. PO 1.

Evaluate how the processes of natural
ecosystems affect, and are affected by,
humans.

Strand 1. American History. PO 6. Apply

the skills of historical analysis to
current social, political, geographic,
and economic issues facing the world.
Learning Objective SWBAT… conduct research on computers about water sustainability while
 Choose ONE objective that leads selecting 3 reputable sources.
toward mastery of the focal standard
 Must be specific, measurable, and
realistic.
 Must have at least two parts:
learning and behavior
Est ENGAGEMENT Teacher will show two videos. One video shows information about how many people
5  Describe how the teacher will are without clean water and die because of it. The second video shows the extent of
Mins capture students’ interest. ocean pollution. Students will need to examine where would they get water if their
 What kind of questions indoor plumbing was contaminated? How would they get water?
should the students ask
themselves after the
engagement?
Est EXPLORATION
35  Describe the hands- Students will have their own laptop and will be answering research questions while
min on/minds-on activities writing down their sources. Students need to make sure they are selecting credible
students will be doing. sources and that their information is supported by other websites. The teacher has
 List “big idea” conceptual created a work sheet with all of the questions they need answered.
questions the teacher will use
to encourage and/or focus
students’ exploration
How much of the drinking water is polluted?
What are some sources of drinking water?
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How many people are without clean water?

How do we clean water?
How much trash enters the ocean each year?

Est EXPLANATION The teacher will whole group ask the students to discuss what was the
5 of  Student explanations should
Mins research they found. The teacher will ask what they were most surprised
precede introduction of terms
about? The teacher will also have the students-think-pair-share ideas for
or explanations by the
teacher. some solutions that can be done for some of these water crisis.
 What questions or
techniques will the teacher
use to help students connect
their exploration to the
concept under examination?
 List higher order thinking
questions that teachers will
use to solicit student
explanations and help them
to justify their explanations.
Checks for Understanding The teacher will be walking around making sure the students are on task,
 Various strategies that are ongoing answer questions, and monitor student work and correct when needed. After
throughout the entire lesson. the students have done their research the teacher ask the students to
 Enables teacher to determine
whether ALL students have "gotten
summarize their findings and while group discuss them.
it."
Est ELABORATION
2  Describe how students will The next day, students will focus their research on a specific topic and become experts on that topic.
develop a more sophisticated The solutions they come up with will gauge how much they understand the problem.
understanding of the
Vocabulary:
concept. Sustainability, pollution.
 What vocabulary will be
introduced and how will it People need water and cannot live without it. Environment and pollution affect us every day.
connect to students’
observations?
 How is this knowledge
applied in our daily lives?
Est EVALUATION Students will be using this beginning research to focus their research on a specific water crisis.
2  How will students Students will be creating a presentation and poster that has all of their research and present it to the
demonstrate their class. The teacher will know if the students met the objective by if they did the assignment.
understanding throughout
and after the lesson?
 How will the teacher know
that all students have
achieved the lesson
objective?
 How will students assess
their own progress?
Est Closure: On their closure sheet the will answer one thing they found most interesting from their research and
2  Actions or statements made what they would be more interested in doing further research.
by teachers AND students
that summarize lesson
objectives.
 Essential for helping students
integrate ideas, make sense
out of what has just been
taught, and to improve their
 5E Lesson Plan Template

chances of retention and

transfer.
Assessment Options The summative assessment is their presentation. They are presenting in their groups.
 Formative and summative tools that
will be used as pre- and/or post-
assessments.
Research Project 0-19 points 20-39 points 40-50 points
 Alternative options for diverse Visual representation The visual The visual The visual
learners should also be provided (PowerPoint or Poster) representation has no representation has representation has
drawing or pictures or some drawing or pictures or drawings
the drawing or pictures pictures that mostly that accurately
are not related to your represents the represent your topic.
problem. The problem. The The representation
representation is representation has the has the causes of the
missing either the causes, effects, and water crisis, what it
causes, effects, and solutions in the effects, and possible
solution to your representation but solutions to the crisis
problem. The visual does not go into great in great detail and is
representation is detail. comprehensive. Is
sloppy. neat and looks
professional.
Speech The speech is way off The speech has some The speech is smooth
on the time limit, only pauses in it, and and flows nicely. Each
one person spoke in doesn’t have cohesive member of the group
speech, and the transitions. The has a part and has
speech is just reading speech does not have spoken in the speech.
off of the visual every member The speech is
representation. The speaking an is off on between 3-5 minutes.
speech is missing the the time limit by 30 The speech gives a
causes, effects, and/or seconds. The speech good introduction to
solutions. does have causes, what your problem is,
problem, solutions, but what causes it,
does not go into detail. who/how it effects, and
what solutions can be
done to solve this
problem.
Research Questions There is only 0-3 of More than half of the All of the questions are
the questions questions are fully answered and all
answered. There is no answered, a few of the questions are
sources cited and the questions are cited cited correctly.
questions are not fully properly. Most of the
answered. questions that are
answered are fully
answered.

Formative assessment:
Students will be asked “What is a reputable source?”
Students will have other students check their sources and make sure they are reputable.
Teacher will be actively monitoring which website they use.
Differentiation Options Students will be able to present their knowledge in a poster form or
How you will reach diverse learners by PowerPoint. Students will be in groups and will be able to contribute their
varying the:
strengths to the group.
 Content
 Process
 Product
21st Century Learning Students will be using computers to find their research.
Includes technology as well as the 4 Cs: Critical thinking: Students will be asked to come up with real solutions to these
 Critical Thinking water problems. They will have to critically think about what are solutions that aren’t
 Creativity already being done.
 Collaboration Creativity: Students will have to be creative in their solutions.
 Communication
Collaborations: Students will be in groups that will allow them to collaborate on ideas
and research.
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Communication: Students will have to communicate their research and solutions to

the whole class.

Additional Information: