GENERAL MODEL FOR LESSON PLAN
5E MODEL OF INSTRUCTION
SUBJECT: _____________________________________ NAME: _______________________
GRADE LEVEL: ________________________________ DATE: _______________________
I. Concept to be taught – Sound is produced by vibrating objects.
II. PA State Academic Standard(s) – include the standard number(s) and the complete standard(s) being addressed. (See http://www.pde.state.pa.us/ or http://www.pde.state.pa.us/stateboard_ed/cwp/view.asp?a=3&Q=76716)
III. Objectives
IV. Materials needed
V. Lesson Outline
A. Engagement: This is the motivation. Start with a question or a problem. Find out what children already know and what alternative conceptions they may have about the topic.
B. Exploration: Children work with materials to answer the question/problem posed earlier. The teacher acts as a guide to ask questions, observe, and scaffold as needed.
C. Explanation: Students come together as a group to make sense of their explorations. The teacher guides the discussion. Vocabulary words and concept names are introduced here. Concepts are linked back to the initial question and what students discovered in the Exploration phase.
D. Elaboration: Children apply concepts developed in Explanation to new situations.
E. Evaluation: Use formal and informal methods to assess knowledge, understanding, and skills. How will you know if learning has taken place? This section should directly relate to the criteria portion of your objective.
5E MODEL OF INSTRUCTION
SUBJECT: _____________________________________ NAME: _______________________
GRADE LEVEL: ________________________________ DATE: _______________________
I. Concept to be taught – Sound is produced by vibrating objects.
II. PA State Academic Standard(s) – include the standard number(s) and the complete standard(s) being addressed. (See http://www.pde.state.pa.us/ or http://www.pde.state.pa.us/stateboard_ed/cwp/view.asp?a=3&Q=76716)
III. Objectives
IV. Materials needed
V. Lesson Outline
A. Engagement: This is the motivation. Start with a question or a problem. Find out what children already know and what alternative conceptions they may have about the topic.
B. Exploration: Children work with materials to answer the question/problem posed earlier. The teacher acts as a guide to ask questions, observe, and scaffold as needed.
C. Explanation: Students come together as a group to make sense of their explorations. The teacher guides the discussion. Vocabulary words and concept names are introduced here. Concepts are linked back to the initial question and what students discovered in the Exploration phase.
D. Elaboration: Children apply concepts developed in Explanation to new situations.
E. Evaluation: Use formal and informal methods to assess knowledge, understanding, and skills. How will you know if learning has taken place? This section should directly relate to the criteria portion of your objective.