5 E based Lesson plane

1. Dr.Omprakash H M
Programme Co-ordinator
School of Education and Training
Central University of Karnataka
Kadaganchi, Kalaburagi- 585 311
Karnataka
Visit website www.nanoteaching.info

2. Dr.Omprakash H M
Programme Co-ordinator
School of Education and Training
Central University of Karnataka
Kadaganchi, Kalaburagi- 585 311
Karnataka

17. ENGAGE EXPLORE EXPLAIN ELABORATE
AND EVALUATION
AND EVALUATE

25. Teacher:
Date:
Subject / grade level:
Materials:
NC SCOS Essential Standards and Clarifying Objectives
Lesson objective(s):
Differentiation strategies to meet diverse learner needs:
ENGAGEMENT
 Describe how the teacher will capture students’ interest.
 What kind of questions should the students ask themselves after the engagement?
EXPLORATION
 Describe what hands-on/minds-on activities students will be doing.
 List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration
EXPLANATION
 Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help
students connect their exploration to the concept under examination?
 List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations.
ELABORATION
 Describe how students will develop a more sophisticated understanding of the concept.
 What vocabulary will be introduced and how will it connect to students’ observations?
 How is this knowledge applied in our daily lives?
EVALUATION
 How will students demonstrate that they have achieved the lesson objective?
 This should be embedded throughout the lesson as well as at the end of the lesson

28. The 5E+T Model Sample Lesson Plan
5E Technology Connection What Success Looks Like
ENGAGE
Activities that capture the
students’ attention, stimulate
their thinking, and help them
access prior
knowledge. Students become
engaged in the process of
inquiry. The teacher can ask
questions to find out what
students already know, or think
they know, about the topic and
concepts to be covered. These
questions typically start with
“how” instead of with “why.”
_ Problem-based
Learning (PBL)
component or Online
Simulation
_ Collaborative Projects
with GoogleApps
_ Concept map creation
_ Create interactive web
sites that others can
connect and interact
with.
_ Create video/audio
explorations of a topic,
responding to questions.
Teacher creates a problem
narrative/engagement
scenario, video, or resource
that engages students, then
helps students develop
questions and identify what
and KWHLT.
EXPLORE
Enable students to explore
their ideas, singly and in
groups, in classroom or at a
distance. Provides students
time to think, plan,
investigate, and organize
collected information.
_ Video
_ Blog or Google Sites
_ Podcast/Vidcast
_ Data collection
(Google Form/Sheet)
Students conduct advanced
searches using Boolean
operators (and/or) after
having developed effective
questions/search queries,
blog journaling, curate
content and add comments
(e.g. Flipboard), video,
vidcast/podcast, remixing
another product, create a
Google Hangout or Voxer
chat.
EXPLAIN
Students acquire
opportunities to connect their
previous experiences with
current learning and to make
conceptual sense of the main
ideas of the topic being
studied.
_ Digital storytelling
_ Podcasting/Vidcasting
_ Presentation (Google
Slides)
_ Blog or Google Sites
_ Collaborative Product
Creation
Create a media product (e.g.
video, podcast), digital story
or plan a web site using
storyboarding and script-
writing to share their
learning and help others
understand it.
ELABORATE
Students apply or extend
previously introduced
_ Forum (Google
Classroom)
_ Product creation
Students develop a solution
to a real problem that
incorporates their

29. Learning Objectives:
Students will learn to conduct investigations to differentiate among different forms
of energy, including mechanical, sound, electrical, light, and heat/thermal energy.
Students will also accomplish the following:
 Design and conduct a descriptive investigation to test the effect of force on an
object. Forces may include pushes, pulls, gravity, friction, or magnetism.
 Select appropriate equipment, collect and record data using the metric system,
and construct simple tables, charts, and bar graphs to organize, examine, and
evaluate data.
 Communicate valid oral and written results supported by data.
 Draw inferences and evaluate accuracy of services and product claims found in
advertisements and labels, such as for toys.
 Record scientific data and observations in their science notebooks and practice
safety during investigations.

30. 5 E Technology Connection What Success Looks Like
ENGAGE
Activities that capture
the students’
attention, stimulate
their thinking, and
help them access
prior knowledge.
x Problem-based Learning
(PBL) component or online
simulation
_ Collaborative Projects
with Google Apps
_ Concept map creation
_ Create interactive web
sites that others can
connect and interact with.
_ Create video/audio
explorations of a topic,
responding to questions.
Problem Engagement:
KSAT 12 has contacted the school and
asked us to investigate exploding
hoverboards. What they are asking is,
simply speaking, “How do hoverboards
work and are they are safe?”
EXPLORE
Enable students to
explore their ideas,
singly and in groups,
in classroom or at a
distance. Provides
students time to think,
plan, investigate, and
organize collected
information.
_ Video
_ Blog or Google Sites
_ Podcast/Vidcast
_ Data collection (Google
Form/Sheet or Excel
Online survey)
Students create a Google Form-
based survey or a survey
withOffice 365’s Excel
Online product to gather data on
how many hoverboards there
might actually be in people’s
possession at school.
EXPLAIN
Students acquire
opportunities to
connect their previous
experiences with
current learning and
to make conceptual
sense of the main
ideas of the topic
being studied.
_ Digital storytelling
_ Podcasting/Vidcasting
_ Presentation (Google
Slides)
_ Blog or Google Sites
_ Collaborative Product
Creation
Create a media product (e.g. video,
podcast), digital story, or plan a
website using storyboarding and
script writing to share their
learning and help others
understand it.
ELABORATE
Students apply or
extend previously
introduced concepts
and experiences to
_ Forum (Google
Classroom)
_ Product creation
_ Virtual field trip
_ Ask an Expert video
Students develop a solution to a
real problem that incorporates their
knowledge, communicating that in
a variety of media formats.