5E Lesson Plan

Teacher: Ms. Church

Date: 11/20/14
Subject / grade level: Science/2nd Grade
NGSS and Common Core Standards:
2-LS4-1 Biological Evolution: Unity and Diversity - Make observations of plants and animals to
compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the
diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment
does not include specific animal and plant names in specific habitats.]
Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in K2
builds on prior experiences and progresses to simple investigations, based on fair tests, which
provide data to support explanations or design solutions.
Make observations (firsthand or from media) to collect data which can be used to make
comparisons.
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
Scientists look for patterns and order when making observations about the world.
LS4.D: Biodiversity and Humans- There are many different kinds of living things in any area, and
they exist in different places on land and in water.
Common Core State Standards Connections:
ELA/Literacy
W.2.7- Participate in shared research and writing projects (e.g., read a number of books on a single
topic to produce a report; record science observations). (2-LS4-1)
W.2.8- Recall information from experiences or gather information from provided sources to answer a
question. (2-LS4-1)

Lesson objective(s):
1. When asked to compile the information they gathered at the zoo, the student will be able to describe the
animals features that help them survive in their own habitat, meeting the criteria set in the rubric.
2. When asked to compile the information they gathered at the zoo, the student will be able to compare and
contrast the diversity of plants and animals in different habitats, meeting the criteria set in the rubric.
3. At the zoo, the student will be able to carry out a simple investigation by using careful observation skills
with the selected appropriate tools that will be used to gather information, meeting the criteria set in
the rubric.

5E Lesson Plan
Differentiation strategies to meet diverse learner needs:
1. Word2Word
2. LID Strategy
3. Small Group Instruction
4. Goal Setting Worksheet
5. Exploratree Timeline
6. Check-ins with Students
7. Note-taker for Specific Students
8. Rubric
9. Reflection Sheet
10. Guided Access
11. Instructions broken up into short steps
12. Repeated directions in discussion
13. Preparation for the field trip
14. Group Planning Sheet (Graphic Organizer)
15. List of School and District Guidelines for Field Trips
16. Text and Graphic Handout for Animals and Habitats

5E Lesson Plan
ENGAGE:
1. Assign appropriate groups of 4-5 students
2. Introduce the zoo project by telling students that when they go to the zoo, they will mimic
scientists on an investigation. Tell them that they will think like scientists and create a question
with their assigned groups. Tell them that when they get to the zoo, their group will use one iPad
to take pictures of anything that will answer the groups question. This explanation of the field
trips prepares students for the change in routine.
3. Next, have students create we wonder statements. Be sure to tell them that the question needs to
be about habitats and the animals and plants that live there. Tell them they will be looking for
patterns (like scientists) between two different habitats and animals.
4. Provide them with an example (penguins and lions)
5. Write 5-10 (depending on the number of groups you have) we wonder statements on chart
paper that would work for the project
6. Underneath each question, record two ideas for each picture to take as data
7. Tell them that together, their group will take at least ten photographs of clues that will help them
answer the question they choose about the animals and habitats. Further, tell them when they get
back to school from the field trip, each group will make a book of their questions and answers.
8. Discuss how pictures help scientists communicate, solve problems, and figure things out just like
words can. Provide a relatable example (pictures in books can be used as clues).
9. Each group will choose a question that they would like to investigate
10. Pass out the graphic organizer called group planning sheet
11. Each person should record the following on their group planning sheet: their group members,
their question, and ten picture ideas.
12. Collect the group planning sheets
13. Give students a five minute brain break.
14. Introduce the LID strategy. Model the strategy and explain that students should use this strategy
when looking for comparisons and differences between different animals and habitats while at the
zoo. Model this strategy with penguins and lions.
15. Tell students that they are going to practice the strategy using WildCam to find similarities and
differences between our state and Africa.
16. Teacher may have to step in and model to guide stronger understanding or ask questions.
Example questions are: How was this strategy helpful? and How did you decide what the best
thing to do next was? There will be a transfer of responsibility on the field trip (students will use
the strategy independently).
17. Students receive a five minute brain break transition until next activity.
18. Regina is allowed to use Word2Word during this activity so the iPad can speak her native
language and the English version of the word.
19. Teacher should check-in with Sherry and prompt questions to assess understanding and guide
instruction.
20. Write notes down for Regina about the discussion so the teacher can review them with her later.

5E Lesson Plan
EXPLORE:
1. Volunteers that are accompanying students on the field trip should be aware of the groups
mission: exploring all areas of the zoo but most importantly, they are to carry out their
investigation.
2. Load the bus. Students should sit by their group members.
3. Arrive at the zoo. When getting off the bus, be sure to gather with the whole class and remind them of
the expectations of the field trip and to follow their group planning sheet ideas.
4. Pass out the group planning sheets, handout (text and graphics about animals and habitats), timeline and
information about what is going to happen on the field trip (exploratree), LID strategy handout.
5. Regina is allowed to have her Word2Word on the iPad for language references.
6. Teacher should check in with Sherrys group every hour to ensure success.
7.
Volunteer will record notes for Regina to go over with the teacher in small group instruction. Although,
Regina still attempts to record her own notes on the handouts provided to all students.

EXPLAIN:
1. Students discuss findings in their groups. Record any necessary discussions that imply.
2. Teacher discusses findings with the whole group. This provides a foundation for the student text
that will be inserted with the photos in the digital story book.
3. Regina will be provided with notes from the teacher and Word2Word.
4. Teacher will check in with Sherry after discussion to guide further instruction.

EXTEND:
1. Teacher will meet with each small group while the rest of the groups are working on extend
activities collaboratively.
2. Students can choose between two extend activities. (1) Students sort class zoo photos into themes
such as living/nonliving things and animal classifications. (2) Students use 2-3 photos from the zoo
to create an I spy collage and write a rhyme about items in the zoo pictures to identify.
3. While in small groups, the teacher will review the students data that was collected from the zoo to
ensure that students are prepared to transfer their information into an iPhoto digital story book.
4. Teacher will discuss the expectations in the rubric during small group instruction, as well.
5. While in small group with Regina, teacher will take notes about what they discussed and she can
utilize Word2Word
6. Sherrys group will be checked in with during this phase along with everyone elses group.

5E Lesson Plan
EVALUATE:
1. Teacher will share a relatable trade book with students that encompasses pictures that includes
captions. This will help students visualize what this relationship looks like.
2. Teacher will pass out the rubric and remind students of the expectations.
3. Teacher will pass out the instructions for the iPhoto book that were created into small, sequential
steps.
4. Teacher will turn on guided access for each group. iPhoto will be the only application students will
be able to work on while the password is enabled.
5. When students finish, teacher will print off one copy of the iPhoto story book for grading.
6. The students will complete a self-reflection sheet (attached).
7. Teacher should check in with Sherrys group every thirty minutes.
8. Allow Regina to use Word2Word and her notes that were taken over the course of the lesson.
9. Give students brain breaks every 45 minutes that the evaluate takes to complete.

5E Lesson Plan

5E Lesson Plan

5E Lesson Plan

5E Lesson Plan