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Will send Rubric as wellGCU College of Education 5E LESSON PLAN TEMPLATE Revised 1-5-2016 Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title Maria Thompson I. Planning Lesson Summary and Focus: In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Clarify where this lesson falls within a unit of study. Instructional Materials, Equipment, and Technology: List ALL materials, equipment, and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION. Classroom and Student Factors: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. National / State Learning Standards: Identify the relevant grade level standards, including the strand, cluster, and standards by number and its text. Specific Learning Targets/Objectives: Specify exactly what the students will be able to do after the standards-based lesson. Lesson Focus Question: Write a question which is aligned to the learning target and which demonstrates the overall “big idea” students should learn through this lesson. Academic Language: Key Vocabulary: Include the content-specific terms you need to teach and their meanings according to this lesson. Instruction and Development: Include instructional strategies for teaching the selected academic vocabulary terms, as well as vocabulary development activities to allow students to practice and apply the terms. Summative Assessment: Include details of any summative assessment as applicable. Explain how the summative assessment measures the learning targets/objectives. Differentiation Strategies Instruction Activities Assessment Describe instructional differentiation strategies to be used throughout the lesson to enhance instruction and make the content comprehensible for all students. Describe instructional differentiation strategies to be used throughout the lesson to scaffold learning and engage all students. Describe differentiation strategies for formative and summative assessments to allow all students to demonstrate what they know or have learned. II. Instruction The 5Es Probing Questions Engage Designed to help students understand the learning task and make connections to past and present learning experiences. It should stimulate interest and prompt students to identify their own questions about the topic. Typical activities in this stage include posing a question, defining a problem, or demonstrClass Profile Student Name ELL/ Proficiency Level Socioeconomic Status Race/ Ethnicity Native Language Gender IEP/ 504 Other Age Reading Performance Level/Score* Math Performance Level/Score* Arturo Yes - 4 Low Mexican Spanish Male No Glasses Grade level One year below grade level/98 At grade level/151 Bertie Yes - 5 Low Vietnamese Vietnamese Female No None Grade level One year above grade level/210 At grade level/108 Beryl No Mid White English Female No None  Grade level Two years above grade level/268 At grade level/163 Brandie Yes - 4 Low Liberian Liberian English Female No None Grade level At grade level/178 One year below grade level/79 Dessie Yes - 4 Mid Russian Russian Female No None Grade level At grade level/113 One year below grade level/65 Diana Yes - 4 Low Mexican Spanish Female No None Grade level One year below grade level/79 At grade level/198 Donnie No Mid African American English Female Yes Hearing Aids Grade level At grade level/150 At grade level/124 Eduardo Yes - 5 Low Puerto Riccan Spanish Male No Glasses Grade level One year below grade level/88 At grade level/101 Emma No Mid White English Female No None Grade level At grade level/124 At grade level/135 Enrique No Low Mexican English Male ADHD None One year above grade level One year below grade level/45 At grade level/163 Fatma Yes - 5 Low Mexican Spanish Female No Glasses Grade level One year below grade level/21 One year above grade level/289 Frances No Mid Mexican English Female No Diabetic Glasses Grade level At grade level/116 At grade level/114 Francesca Yes - 5 Low Mexican Spanish Female No None Grade level At grade level/162 At grade level/178 Fredrick No Low White English Male Learning Disabled None One year above grade level Two years below grade level/285 Two years below grade level/15 Ines Yes - 4 Low Mexican Spanish Female Learning Disabled Glasses Grade level One year below grade level/50 One year below grade level/55 Jade No Mid African American English Female No None Grade level At grBenchmark Instructions - Science/Health Mini-Unit Plan INSTRUCTIONS   For this benchmark, you will create a unit plan containing three individual lesson plans designed for the students outlined in the “Class Profile.” Choose a grade level for the students, then select an NGSS from the physical, life, or earth/space sciences, as well as a health/nutrition standard from your state, for the 3-lesson unit. You may adapt any previous assignments in the creation of this mini-unit plan, as long as the three lessons form a planned, cohesive unit.  Use the 5E lesson plan template for each of the three lesson plans. In your unit, design the three lesson plans so that they: 1. Use a variety of teaching strategies and technologies that encourage the students’ development of critical thinking and problem solving. 2. Use strategies that create opportunities for students’ active engagement in their learning and promote a supportive learning environment. 3. Incorporate the use of digital resources to promote effective verbal, nonverbal, and media communication techniques while creating opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom.   4. Integrate formative and summative assessment techniques that measure all four DOK levels, and provide students feedback on their learning so that they can make adjustments; and 5. Use differentiated strategies to meet the needs of all students in the “Class Profile.” Along with the unit, submit a 250-500 word rationale describing your reasoning for your instructional choices, your use of the 5E model, and how you connected the content to student learning needs. Llewellyn, D. J. (2013). Inquire within: Implementing inquiry- and argument-based science standards in grades 3-8 (3rd ed.)Rubic_Print_Format Course Code Class Code Assignment Title Total Points ELM-360 ELM-360-O500 Benchmark - Science/Health Mini-Unit Plan 300.0 Criteria Percentage 1: No Submission (0.00\%) 2: Insufficient (65.00\%) 3: Approaching (75.00\%) 4: Acceptable (85.00\%) 5: Target (100.00\%) Comments Points Earned Criteria 100.0\% Science and Health Content InTASC: 1(b), 7(a) ACEI 2.2 COE D2 C2.2 15.0\% Not addressed. Lesson plans are incomplete and do not create a unit, or are complete but do not have aligned learning targets, activities, and assessments that creatively and comprehensively teach one or more fundamental concepts of physical, life, or earth/space sciences and a state health standard. Lesson plans are complete and form a unit. They have learning targets, activities, and assessments that teach one or more fundamental concepts of physical, life, or earth/space sciences and a state health standard, but are lacking alignment. Lesson plans are complete and form a solid unit. They have learning targets, activities, and assessments that align to one or more fundamental concepts of physical, life, or earth/space sciences and a state health standard. Lesson plans are complete and form a clear, cohesive unit. They have clear, well-aligned learning targets, activities, and assessments that creatively and comprehensively teach one or more fundamental concepts of physical, life, or earth/space sciences and a state health standard. Teaching Strategies ACEI 3.3; InTASC 3(g), 7(k), 8(f), 8(g), 8(l) COE D3 C3.3 15.0\% Not addressed. Lesson plans do not use a variety of creative, age-appropriate, teaching strategies and technologies. There is no demonstration of students development of critical thinking and problem solving. Lesson plans use a variety of teaching strategies and technologies that inconsistently encourage elementary students to develop critical thinking and problem solving. Lesson plans use a variety of teaching strategies and technologies that frequently encourage elementary students to develop critical thinking and problem solving. Lesson plans use a variety of creative, age-appropriate, teaching strategies and technologies that skillfully demonstrate progression of knowledge and encourage elementary students development of critical thinking and problem solving. Student Engagement ACEI 3.4; InTASC 3(b), 3(c), 3(i), 3(j), 8(n) COE D3 C3.4 15.0\% Not addressed. Instructional strategies do not create opportunities for students active engagement in their learning and are not supportive to the learning environment. Instructional strategies generally create opportunities for students active engagement in their learning and promote a supportive learning environment but are overly simplistic. Instructional strategies create opportunities for students active engagement in their learning and promote a supportive learning environment. Instructional strategies skillfully create opportunities for students active engagement in their learniGCU College of Education 5E LESSON PLAN TEMPLATE Revised 1-5-2016 Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title Maria Thompson 2nd 2/28/21 Science Matter mysteries I. Planning Lesson Summary and Focus: Students will learn about the properties of solids and liquids. Instructional Materials, Equipment, and Technology: Object ideas Slime Playdoh Spikey ball Rubber band ball legos Action figure Balloon Soda bottle Water wiggler toy Toy car Squishy ball Noodles/pasta Pinecone Shell Tea bag Gummy worms (wet) Ice cubes (in a baggie) Jell-o (premade in a baggie) Sugar/flour/corn starch (in a baggie) Jellybeans Toothbrush (new of course) Tube of toothpaste Teddy bear keys Worksheets Pencils Notebook Visual cards (for those students that need them) Classroom and Student Factors: 15 students are not proficient in ELL, 2 students have IEP’s, 2 students with ADHD, 3 students are LD, 1 high functioning autistic student, 1 gifted student, 10 students below grade level in reading, and 7 below grade level in math, 10 students above grade level in ELA/Math. 16 non-English native language students I am going to have to ensure that I am differentiating the assignment and accommodating per the IEP’s, as well as for the students with ADHD (depending on if they are able to work through the stations). For the gifted and above grade level students, they will have different variations. My biggest concern are the 16 students whose native language is NOT English. Make sure I have visuals out for them to refer to. National / State Learning Standards: 2.5 (A) classify matter by physical properties, including relative temperature, texture, flexibility, and whether material is a solid or liquid. 2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. NGSS: 3. Planning and carrying out investigations Specific Learning Targets/Objectives: Students will be able to describe and classify the observable properties matter. Lesson Focus Question: How can we classify different materials? Academic Language: Key Vocabulary: Length Flexibility Texture Shape State (solid or liquid) Instruction and Development: I will present a slideshow for the students with the vocabulary words and have them write it in their notebook. After the slideshow I will have visuals (cards or actual objects) and go over their names and call on students to tell me what the matter of the object is (solid or liquid) and why. Summative Assessment: Students will identify and name (or match for those that need modifications) objects to what matter they represent. Differentiation Strategies Instruction Activities Assessment The students that have IEP’s will be able to use their notebooks. The ESL students will be able to use whiche