Lesson Plan #1: Science 5E Learning Cycle

Teacher: Kelli Madtes

Grade Level: 5
Course Unit: Climate
Lesson Title: Greenhouse Gas Effect
Length of Lesson: 60 minutes
Focus Question/Big Idea/Learning Goals: What do you want students to be able to know a
a result of this lesson? What questions or big ideas drive the instruction?

What effect does greenhouse gases have on the Earths temperature and how does thi
relate to climate change?
Content Objective: What do you want students

Language Objective: How will you have

Students will simulate the greenhouse effect

in an experiment.

Students will describe the effect

greenhouse gases have on the Earths
temperature.
Students will explain how the
greenhouse effect connects with clima
change.

to be able to do as a result of this lesson?

students read, write, listen and/or speak

scientific academic language?

Next Generation Science STANDARD: http://www.nextgenscience.org/next-generation-scien

standards

1. Science/Engineering Practice: Developing and using models

2. Crosscutting Standard: Cause and Effect
3. Disciplinary Core Idea: ESS3.D: Global Climate Change
NYS Math, Science, Technology Standards:
Refer to Elementary (Gr. 1-4) http://www.p12.nysed.gov/ciai/mst/sci/documents/elecoresci.pdf OR
Intermediate (Gr. 5-8) http://www.p12.nysed.gov/ciai/mst/sci/documents/intersci.pdf

Standard 1: S3.2 Interpret the organized data to answer the research question or hypothesis and to
gain insight into the problem.
S3.2a accurately describe the procedures used and the data gathered
S3.2b identify sources of error and the limitations of data collected
S3.2c evaluate the original hypothesis in light of the data
S3.2d formulate and defend explanations and conclusions as they relate to scientific phenomena
S3.2e form and defend a logical argument about cause-and-effect relationships in an investigation
S3.2f make predictions based on experimental data
S3.2h use and interpret graphs and data tables
Standard 4: 2.2r Substances enter the atmosphere naturally and from human activity.
Some of these substances include dust from volcanic eruptions and greenhouse gases

such as carbon dioxide, methane, and water vapor. These substances can affect
weather, climate, and living things.
Related Common Core Standard:
ELA

http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_learning_standards_
a.p

CCSS.ELALITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.RST.6-8.3

Follow precisely a multistep procedure when carrying out experiments,

taking measurements, or performing technical tasks.

Academic Language Demands

Vocabulary: Predict, Observe, Greenhouse gases,
Atmosphere, climate change

Academic Language Supports

Vocabulary: Example of greenhous
gases, Example of climate change

Language Function: Describe and explain

Language Function: Provide guide

questions verbally

Syntax and/or Discourse: creating a data table,

conversing with group about data table, explaining
results
Pre-Assessment:

Pre-Assessment Results:

How will you determine

prior knowledge?

How did your pre-assessment

findings inform this lesson?

A short worksheet
will be given to the
students to assess
their prior
understanding of
the greenhouse gas
effect.

The pre-assessment
informed me that majority of
the class does not
understand the effect
greenhouse gases have on
the Earths temperature and
that none of the students
were able to connect this
effect with climate change.
The pre-assessment also
informed me that some of
the students need help
reading a thermometer and

Syntax and/or Discourse: Provide

guided questions for group work
Real World
Connection: How

Student
Reflection

are learning goals

relevant to students
everyday experiences,
cultural backgrounds
and practices, and
interests?

How will you

provide for
student
reflection?

Learning about the

greenhouse gas
effect makes a clear
connection to global
warming and
climate change,
which is happening
all around the
students. They can
connect this lesson
to the Earths
atmosphere and
changes happening

Students wi
reflect with
their group
during each
10 minute
interval. Th
will waiting
during the
whole class
wrap up
discussion
about what

the difference between

Celsius and Fahrenheit.

right in front of their

eyes.

they learne
and why it
was
important t
learn.

ASSESSMENT What evidence will you collect that students have mastered the learning objectives?
Formative Assessment of Lesson
Objectives: How will you monitor and give
feedback during the lesson? Be specific.

Summative: How will performance be measured?

What evidence will you How will you define mastery?

collect?
Attach relevant rubrics and
Check all that apply
grading criteria as needed.
Project
The teacher will browse between both
groups to assess individual contribution to
Essay
See attached rubric
discussion and exploration taking place in
Experiment
groups. The teacher will monitor group
Short Answer
discussion and participate when needed.
Presentation
The teacher will ask one student from each Multiple Choice
group to stand up and explain what they
Other __________
learned so far. The teacher will also
Students stood up
and explained what
monitor the students worksheets that will
they learned to the
be completed in groups during the
mentor teacher. I
experiment.
will also use the
post assessment to
measure the
students
understanding.
Assessment requires students to: Check all that apply
Organize
Writing: Draw Conclusions
Connection to: prior
learning
Interpret
Make Generalizations
life
experiences
Analyze
Create Claims Evidence Reasoning (CER)
Synthesize
Evaluate information
Academic Feedback: How will you provide feedback to students based upon the data you collecte
in assessments?
Depending how many students show lack of understanding, the teacher will determine how to provide
feedback. If many students were still unclear after the lesson, then the teacher will reteach the concept
a different way to the whole class. If only a few students are still unclear, then the teacher will provide
feedback in small group discussion and one-on-one conferencing. The teacher will write positive feedba
on the students post assessment where they identified correct information. The teacher will address any
errors on the post assessment by commenting where the mistakes exist.

Learning Segments and Pacing: What strategies,

Engage:

Be

procedures, and transitions, will you use? Use 5 E learning

cycle
Time
How will you begin?

What questions do you

ask that promote higher
order thinking?

Key Questions:

Materials/

Manageme
considerati

 Tap prior knowledge

Spark interest in the topic

5
ginning

The teacher will ask

students if they ever
saw a greenhouse
before? What is a
greenhouse used for?
Why is it used instead of
growing plants in a
field?

Transition? The teacher will break the students

into two groups.

Explore:
Provide learners with concrete, tactile
experiences linked to concepts
Observe and listen to students
Ask probing questions

The students will work in two groups,

one with the controlled experiment
and one with the variable. The teacher
will provide each group with a bottle
filled with soil and a thermometer. One
group will receive plastic wrap and a
rubber band. The students will go
outside if it is a sunny day and you can
feel direct sunlight. If not, a teacher
will provide a sun lamp as an
alternative to the sunlight. Both groups
will record the temperatures at the
start (they should be the same
temperature.) Then, the teacher will
tell one group to cover their bottle with
plastic wrap and a rubber band. The
teacher will have the students make
predictions about what they think will
happen with the closed jar and open
jar. Both groups will observe their
model and record the temperature
every ten minutes for thirty minutes in
a chart.

Time

50

Middle

What will you do during the lesson?

Key Questions:
Why should we take
the temperature of
each jar before
placing in the
sunlight?
What do you think
will happen to the
temperature in both
jars?
What is happening
as you observe the
jar for a while?

What results did

your group find?
Which jar had a

-4 plastic ja
with soil in
each
-4
thermomete
s
-2 plastic
wrap covers
-2 rubber
bands
-2 stop
watches
-Worksheets
for every
student
-

higher
temperature?

Observe the students as they apply new

concepts and skills
Assess (formally/informally) student
progress toward achieving objectives
Allow students to assess their own
learning and process skills

Students will complete a post

assessment worksheet for the teacher
to evaluate their understanding. The
teacher will conclude the lesson by
asking final questions about the
content discussed throughout the
lesson.
Technology Integration

End

Transition?
Teacher will provide students with a post
assessment worksheet.
Time
How will you close the lesson?
Evaluate
10

Key Questions:
How would the
Earths temperature
feel if there was no
greenhouse effect
and why?
Why is the
greenhouse effect
connected with
climate change?

Why is it harmful to
our earth if there
are too many
greenhouse gases?
Teacher Strategies Best Practices

Highlight desired bullets

Students will use:
Word Processing
Power Point
Internet Resources
Graphics/Charts
Internet Research
Web 2.0 Tool(s)
Interactive whiteboard
Other:

You MUST include at least ONE Expeditionary

Learning protocol. List it here:

Grouping Options: How will your groups be

Differentiation: How will you differentiate

organized? What roles will students fulfill? Check all

that apply and describe when in the lesson it will be
used.
Individual
Pairs
Cooperative
Whole Group

Highlight other desired bullets:

Student choice
Modeling
Cooperative learning
Teaching metacognitive strategies
Hands-on learning/manipulatives utilized
Higher-ordering thinking skills
Real-world connections
Criteria charts created (student-driven;
supports learning by defining and clarifyi
a task )
Anchor charts (a reference tool that
anchors new and ongoing learning to k
concepts previously introduced)
Conferencing
Total participation techniques
Other (please explain)

instruction to accommodate individual students

anticipated learning difficulties, interests, and/o
cultural heritage?

A picture of greenhouses will be present

to those students who are not famil
what a greenhouse looks like and is us
for. Students who finish earlier than mo
The teacher will have the groups decided
students will have a chance to explo
before teaching the lesson. The groups
some more on their own. They can te
will be decided based on students
what will happen if more plastic wrap
behavior and academic level. The teacher
added to one bottle, if water is added to
will not group students who he/she knows
bottle or if there are holes in one of t
does not work well together. The teacher
plastic wrap. They have the opportunity
will also make the groups heterogeneous,
explore any ideas they may have, as lo
where the top students are mixed with
as they have reasoning to justify th
the lower students.
changes. Students who are much slow
to write their responses on a workshe
will just participate in the discussion, b
will not complete their own workshe
The teacher will photocopy the notes
any students who need to focus more
exploring and explaining than writing.

Intervention: How will you use the results of the

Special Situations in the Classroom

The teacher will present a simulation on the

computer for those students who still dont
understand what the greenhouse effect is
and how it works on earth. The teacher will
explain more about the connection to
climate change and show pictures of the
changes that are occurring around the world
due to climate change.

The teacher needs to present the

students with precautions about going
outside or using the sun lamp. If the cla
is going outside, the teacher needs to
make sure the students are being safe
and mature. If the class is staying inside
using the sun lamp, they need to be
careful because the lamp gets very hot
and can burn them.

assessment(s) to inform future instruction?

Are there any management and/or safety issues

that need to be considered?

Rationale/Theoretical Reasoning: What sources support your pedagogy and methodology?

Why have you chosen the strategies you have elected to use?

I chose to use a constructivist approach because I want the students to have a chance
build on their prior knowledge. I want this learning to occur through inquiry-based
approach, where the students find out the results on their own through exploring. I don
want to sit in front of the room and just talk about the greenhouse effect; I want the
students to model and observe this effect through an experiment.
A Constructivist Approach by David Jerner Martin
5E(z) Guidelines for Designing Research Informed Science Lesson Sequences by Thoma
OBrien