Rationale for 5E Learning Cycle Lesson Plan:

Context-

During my internship at Mountain View Elementary, I created a 5E inquiry-based science lesson to use with third graders.  The lesson allowed students to dissect owl pellets and relate the rodent bones they found to human bones.  They also learned how human bones create support, protection, and locomotion for our bodies.

Impact-

It provided the students with a rich opportunity to explore science using a hands-on activity.  It also allowed them to learn new information about the human body through questioning and critical thinking.  I was also able to assess the students on what they learned througout the lesson.  As a pre-service teacher, I also learned from this experience by reflecting on the lesson and how it was taught in the actual classroom.  I will benefit from this experience if I teach this lesson again.

Alignment-

I have met DPI standard 7, indicator 1 because I created the lesson to meet the NCSCOS and pacing guides appropriate for the third grade level.

I have met DPI standard 7, indicator 2 because I integrated the lesson with other subject areas to enhance the learning of the students.

I have met DPI standard 7, indicator 4 because I implemented a variety of teaching and communication strategies as the students were assigned to do different activities throughout the lesson to be assessed on.

I have met DPI standard 7, indicator 5 because I incorporated Bloom's Taxonomy questions, as well as other questions that required students to problem-solve.

I have met DPI standard 7, indicator 7 because I had formative assessments throughout the lesson and a summative assessment at the end of the lesson.  Some of the assessments were based on partner work, while others were done individually by the students.

I have met DPI standard 10 because the lesson was an inquiry-based science lesson that used science processing skills such as predictin and observing, as well as differnt types of questioning skills.

I have met DPI standard 15 because the lesson encouraged all students to take part in the science process using community resources and real-world applications that were interesting to all students.