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Home > Science > 5 E Lesson Plan

5 E Lesson Plan

Context:

This lesson plan was created for GS 4401 class under the instruction of Dr. Jeff Goodman during Block II in the fall of 2007. This assignment was taught during my internship at Westwood Elementary School in West Jefferson, North Carolina in the third grade. This lesson was aligned with the North Carolina Standard Course of Study and was intended to teach about the muscular system.

Impact:

During this lesson students were introduced to several different body systems. The focus however, was on the muscular system and its relationship with the brain. Students were challenged to distinguish the difference between voluntary and involuntary actions and determine when they are made. Students performed different movements/actions the were an example of voluntary actions. They were also asked to complete a worksheet that challenged students to think about both voluntary and involuntary actions and using different examples decided which category they belonged in. This lesson plan was in alignment with the North Carolina Standard Course of Study and the North Carolina 5 E Lesson Plan.

Alignment:

I met Standard 3 indicator 1 because I used my knowledge and researched information on the human body and body systems. When planning this lesson I learned how what parts of the brain controls particular muscles and how the two body systems work together to perform voluntary and involuntary actions.

I met Standard 7 indicator 1 by using the North Carolina Standard Course of Study to plan my lesson. I also used the NCSCOS as a pacing guide to research any prior knowledge that may have had in earlier grades.

I met Standard 10 by developing my lesson plan around the process skills and implementing them into activities throughout my lesson. I also asked questions that challenged students to think about using these process skills during the lesson.

I met Standard 15 indicator 1 by using real world applications in my lesson plan and asking students to perform daily actions as they thought about classifying them as voluntary and involuntary.

NC- North Carolina DPI Elementary Education Specialty Area Standards
Standard: Standard 3: Elementary teachers have a broad knowledge and understanding of the major concepts in science.
Indicator: Indicator 1: Teachers have knowledge of basic life science concepts including:
Detail: Health and human biology
Standard: Standard 7 : Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.
Indicator: Indicator 1: Teachers develop and implement the pacing and alignment of curriculum that is consistent with the NC SCOS, LEA standards and pacing guides, and national standards in all subject areas.
Indicator: Indicator 2: Teachers understand and use an interdisciplinary approach to teaching by connecting and integrating language arts, mathematics, science, social studies, healthful living, and arts concepts and processes, with appropriate technologies to enhance their teaching.
Indicator: Indicator 3: Teachers promote new learning by using students’ prior knowledge, misconceptions, and interests when designing lessons.
Indicator: Indicator 4: Teachers implement a variety of teaching and communication strategies for instruction.
Indicator: Indicator 5: Teachers assist students in developing multiple learning strategies to address discipline specific content, critical thinking, and problem solving skills.
Indicator: Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students.
Indicator: Indicator 7: Teachers develop and use a variety of formal and alternative assessment strategies as an integral part of instruction and learning appropriate for assessing individual, peer, team, and collaborative skills.
Standard: Standard 10: Teachers provide active inquiry experiences in the teaching of science by using various questioning skills and developing science processing skills (predicting, classifying, measuring, inferring, interpreting, analyzing, and synthesizing).
Standard: Standard 15: Elementary teachers encourage underrepresented groups to engage in the schooling process, especially math and science.
Indicator: Indicator 1: Teachers use a variety of strategies to encourage underrepresented groups to engage in the schooling process, especially math and science. They:
Detail: Utilize community resources
Detail: Give personal attention and encouragement to underrepresented groups of students
Detail: Use relevant and real-world applications that interest a diverse population
Detail: Encourage underrepresented groups to assume leadership roles.
File Attachments:
  1. "Think About It" Activity Sheet "Think About It" Activity Sheet
  2. 5 E Lesson Plan 5 E Lesson Plan
  3. Inquiry Lesson Data Chart Inquiry Lesson Data Chart
  4. Lesson Reflection Lesson Reflection
Author: Lauren Dalton
Last modified: 4/15/2008 2:19 PM (EST)