This week’s assignment for my Science in Education degree is to write a reflection on the STEM Strategies Lesson Plan that I created. In using the 5 E’s lesson template, I found it very helpful. I have used it before, but to tell you the truth, not everyone has the same meaning for the 5 E’s. Just like everyone else in education, we teachers wish legislators and administrators could be more consistent. But, I did appreciate the format and short definitions. Here is my 2nd grade lesson in changing matter according to the 5 E’s format:
Engagement – Identifying misconceptions: enhances interest and promotes wonder. I would construct a K-W-L chart about solids as a property of matter.
Exploration – discovery phase: identify essential questions and understandings (what the student is to be able to do). Teacher gives a demonstration of cutting up a loaf of bread. Students discover how matter changes but still remains a solid whether it is torn, cut, or broken.
Explanation – activities that process for meaning: questions that allow student to explain what they did and reflect on what they learned. Teacher distributes lab sheet and materials. Asks students to create a prediction/hypothesis as to what would happen if ingredients were mixed together; would the mixture change? Students write their hypothesis on the lab sheet. Teacher instructs steps in the experiment that combines nuts, raisins, m&ms, and pretzels. Students combine their ingredients into a ziplock bag and then shakes it up.
Elaboration and Extension – Make real life connections. The students then discover that the ingredients have not changed but created a mixture of solids. Students who have finished early are instructed to separate each of the ingredients, discovering that the solids still remain the same. The students then discover that the ingredients have not changed but created a mixture of solids.
Evaluation – formative assessment. Students will complete a lab form that is comprised of hypothesis, materials, procedure, and results. Students will complete 2 conclusion questions (1) How do you know that the mixture is still made up of solids? (2) If you separated the ingredients, have the solids changed? This process is different from how I usually plan my lessons, but it is a practical and logistical way to plan the lesson.
This is a great way to plan the pace of the lesson and in a sequential format. You know exactly what is going to happen next and what to do. Unfortunately, there is no room for differentiated instruction, vocabulary, or student groups. I would place new vocabulary in the Exploration step so that objectives and vocabulary are introduced simultaneously. Groups would be used during the Explanation and Elaboration steps. It is a little confusing but I will try to configure my lessons in this way from now on. This is only because my school lesson plan template does not use this format.
2 comments:
I like your lesson plan, it sounds like fun for the students. You may be able to differentiate instruction in the explanation area if you broke your students into groups before handing out the lab sheets with scaffolding the assignment according to knowledge level.
Nice lesson. Especially, the materials you chose to use. These materials allow the students to easily grasp the concept by making real life connections. You can possibly include differentiated instruction in the explanation stage(lab sheets) and evaluation (lab form)stage. Just a thought, you may place students in pairs determined by reading/writing abilities. Another consideration for differentiated instruction is to modify lab sheets and lab forms. I agree the format is a bit confusing.
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