5E Learning Cycle Lesson Plan

Lesson Plan Title: Who Polluted Tuttle Creek?

Student Teacher University Supervisor/

(Block B Student) Cooperating Teacher
Emily Staab Mrs. Lori Levin
Erin Lindgren Mrs. Carrie Ugrin
Mikala Potts

Grade Level/Subject Unit Title

rd
3 Grade--Science Who Polluted Tuttle Creek?

Lesson Length (hours/days) Area(s) of Science (From NGSS/DCI’s) – Circle one

Date(s) March 7, 2018 Earth Space Science
Life Science
In-Class Time Period 60 minutes Physical Science
Out-of-Class Time 0 minutes
(homework/coll
aboration)

NEXT GENERATION SCIENCE STANDARD(S)

Performance Expectation(s):
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and
constraints on materials, time, or cost.

Science and Engineering Disciplinary Core Idea(s): Crosscutting Concepts:

Practices:
Asking Questions and Defining
Problems
Asking questions and defining
problems in 3-5 builds on grades
K-2 experiences and progresses to
specifying qualitative
relationships.
 Define a simple design
problem that can be
solved through the
development of an object,
tool, process, or system
and includes several
criteria for success and
constraints on materials,
time, or cost.
ETS1.A: Defining and Delimiting Influence of Science, Engineering, and
Engineering Problems Technology on Society and the Natural
World
 Possible solutions to a
problem are limited by  People’s needs and wants
available materials and change over time, as do their
resources (constraints). The demands for new and
success of a designed solution improved technologies
is determined by considering
the desired features of a
solution (criteria). Different
proposals for solutions can be
compared on the basis of how
well each one meets the
specified criteria for success
or how well each takes the
constraints into account.

Connections to CCSS Literacy in Science:

W.5.7- Conduct short research projects that use several sources to build knowledge through investigation of different

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 aspects of a topic. (3-5-ETS1-1)
W.5.8- Recall relevant information from experiences or gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished work, and provide a list of sources. (3-5-ETS1-1)
W.5.9- Draw evidence from literary or informational texts to support analysis, reflection, and research. (3-5-ETS1-1)

OBJECTIVES (Intended Learning Outcomes)

Cognitive: Students will be able to analyze the effects of pollution.

Psychomotor: Students will be able to design a filter system for the dirty water to get the water as clean
as possible.

Affective: Students will be able to choose how to change their ways after seeing the pollution
demonstration.

ACCOMODATIONS/MODIFICATIONS FOR DIVERSE LEARNERS

 Performing Below Grade Level: Scaffold students to think about the use of certain materials and guide
them in using them.
 Performing Above Grade Level: If time allows, have students design a second filter system so they are
not sitting around and being unengaged in the engineering portion of the lesson.
 ADHD: Students will be placed in small groups so there is more opportunities for hands on learning
during the engineering portion of the lesson.

MATERIALS Attach all materials, i.e., handouts, worksheets, PREPARATION Describe any advance preparations for the
etc., needed to teach this lesson. lesson.

 Story: “Who Polluted Tuttle Creek”  Fill film canisters with the ingredients
 Clear bowl of water such as fish tank  Attach canister labels to the film canisters
 Film canisters  Arrange the various supplies to build a filter system in a basket
 Canister labels for the students
 Canister ingredients: leaves, soil, dental floss, baking soda,  Create PowerPoint
litter, water with coffee grounds, water with dishing soap,  Create discussion questions
water with various colors of food coloring, vinegar, etc.
 Various supplies to build a filter system: strainers, sponges,
cups, toothbrush, straws, washers, string, napkins, funnel,
coffee filters, paper clips, spoons, foil, saran wrap, cupcake
tins, clothespins, etc.
 Discussion questions
 PowerPoint

Safety Rules:
Remain in your group.
Do not open containers until instructed.
Do not consume anything in them.
Do not drink the water.
Do not mess with materials unless instructed.
If you need help, raise a quiet hand.

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 5E LEARNING CYCLE PROCEDURES:

Engagement: In detail describe the initial Introductory Activity (e.g., open-ended problem, scenario,
demonstration, story, etc.). Include the Divergent (open-ended) Question to engage
individual student involvement in active scientific inquiry. Include appropriate
classroom procedures to initiate a positive learning environment.

During engagement, the teacher will read the story “Who Polluted the Potomac?” The teacher will substitute a
more familiar body of water near the students if wanted. This story will keep the students interested and
wondering what they will be doing regarding the water. The students will take part in the story by dumping
the contents of the film canister they are given into the water when their canister is stated in the story. This
requires the students to actively listen and be engaged in the story. During the introduction of the story, the
teacher may also ask some discussion questions regarding the water and what is going on.

Related Web Site:

https://populationeducation.org/sites/default/files/who_polluted_the_potomac.pdf

Exploration: Describe the introductory directions to initiate student-to-student interactions as

active participants in scientific inquiry, recognize ALL safety precautions,
materials needed, and reasoning for how students will be grouped (e.g.,
“Jigsaw,” “Think-Pair-Share,” etc.). Describe how experiences during this phase
will provide opportunity for students to confront their prior knowledge.

During exploration, the students will be working with a small group of 2-3 students to create their own
filter system to clean the water. They will then be given various supplies that have been previously
picked out by the teacher. The students will only be allowed to use the supplies that they have been
given to create their filter system. The teacher will fill up a cup of dirty water and provide it to the
students when ready. The students’ objective is to get the water as clean as possible. Ultimately, the
students will fail and only get the water as clean as possible, because once the water is dirtied, it will
not be clean again. This connects to the psychomotor connection.

Related Web Site:

Explanation: Include scientific explanations appropriate for the grade, social, and
developmental levels of the learner. Provide a Convergent (closed) Question
Sequence to promote concept formation/term introduction, and science content
and/or process skills explanation(s). Finally, describe how students will
demonstrate cognitive construction of concepts, which include making
connections to exploratory activities.

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Dr. K. A. Staples (Fall 2015)
During the explanation phase, each group of students will have an opportunity to show off their filter
system and explain what they did. They will also be able to show the class how clean they actually got
their water. Teacher will ask what part was the most beneficial to the structure.

Related Web Site:

Elaboration: Describe a related Science Activity to provide opportunity for students to apply
key concepts to new/different situations. Students should show deeper
understanding of concepts, make decisions, and/or design [extended learning]
experiments to further engage in scientific inquiry.

During this phase, the students will group talk then full class discussion to share one or more things
they can do now to prevent pollution. In doing this, they can make specific examples for their lives and
connect to the affective objective.

Related Web Site:

Evaluation: Describe two ways in which you will assess student understanding.
(Note: one should involve either “performance” or “authentic” assessment).

Students will complete an exit ticket to turn into the teacher.

Assessment (1)
Student Learning Outcome Description: Describe Criteria: Describe criteria Level of Mastery: Set the
(Cognitive Learning the assessment used to used to grade/score the level of acceptable
Objective): evaluate the student- assessment (include point performance using a
learning outcome(s). values) measurable quantity.
Students will be able to The assessment will We will be using an exit Acceptable performance will
analyze the effects of take place during the ticket with two questions on be that the students are
pollution. discussion questions to it for assessment. engaged in discussion with
see if they understand each other and their discussion
the relationship stays on topic. The students
between what they are must come up with at least one
doing in their world reason they can help stop
and how they can pollution on their sticky note.
change simple things
to create less pollution.
The students will write
one example on a
sticky note of how they
can help stop pollution.

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Dr. K. A. Staples (Fall 2015)
Assessment (2)
Student Learning Outcome Description: Discuss Criteria: Describe criteria Level of Mastery: Set the
(Psychomotor or Affective the assessment used to used to grade/score the level of acceptable
Learning Objective): evaluate the student- assessment (include point performance using a
learning outcome(s). values) measurable quantity.
Students will be able to The assessment will be The criteria for assessment Acceptable performance will
design a filter to get the to see if the students will be that the students are be the students being able to
water clean are able to build a filter creative and that the water is say why they engineered their
that gets some of the “cleaner” than it was before. filter the way they did and that
pollution out of the If presenting for grade, the water looks a little cleaner
water. We will have the teacher and students would than before.
students come forward design a rubric.
and show their filter
system and their two
cups of clean and dirty
water.

*******

TEACHING MODELS and LEARNER ACTIVITIES:

Check all that apply.

Teaching Model(s) Activity Type(s)

X 5E X Individual
X Cooperative Learning X Small Group
Direct Instruction X Whole Class
X Presentation Outside of Class
X Problem-Based Instruction Other
X Discussion

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