STEM Lesson Planning Template Using the 5-E Model

Teacher: Terisqula Taylor-Crenshaw

Class: 8th Grade Georgia Studies
Title of Lesson: Exploration and Colonization
Objectives of Lesson:
SWBAT analyze the colonial period of Georgias history. IOT explain the
reasons for settlement.
Standard Social Studies:

SS8E1 The student will give examples of the kinds of goods and services produced in
Georgia in different historical periods
SS8H2 The student will analyze the colonial period of Georgias history. a. Explain the
importance of James Oglethorpe, the Charter of 1732, reasons for settlement (charity, economics,
and defense), Tomochichi, Mary Musgrove, and the city of Savannah. b. Evaluate the Trustee
Period of Georgias colonial history, emphasizing the role of the Salzburgers, Highland Scots,
malcontents, and the Spanish threat from Florida. c. Explain the development of Georgia as a
royal colony with regard to land ownership, slavery, government, and the impact of the royal
governors. SS8G1 The student will describe Georgia with regard to physical features and
location. d. Evaluate the impact of climate on Georgias development. SS8E1 The student will
give examples of the kinds of goods and services produced in Georgia in different historical
periods. SS8E2 The student will explain the benefits of free trade. a. Describe how Georgians
have engaged in trade in different historical time periods.
Reading
L6-8RH1: Cite specific textual evidence to support analysis of primary and secondary
sources.
L6-8RH2: Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or opinions.
L6-8RH4: Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
L6-8RH5: Describe how a text presents information (e.g., sequentially, comparatively,
causally).
L6-8RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.
Writing:
L6-8WHST1: Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.
L6-8WHST2: Write informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

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 demonstrating a discrepant event, then using small group discussions

to stimulate and share ideas. Instructors help students connect previous knowledge to the
new concepts introduced in the unit.

Briefly describe the opening activity

to engage students interest:

Sponge Activity Daily

The teacher will read the
objective(s) and assess
students knowledge of the key
terms and definitions. The
teacher may acknowledge
general and domain-specific
words where appropriate and
reassess students knowledge
of general and domain-specific
words in the performancebased objective(s). Call out the
common misconceptions that
students bring with them to
these objectives. Provide
students with an opportunity to
restate the performance-based
objective.
Baseball Cards- Vocabulary
Top Chef-Students will create
various artifacts of learning of their
choice.
Appetizer-James Oglethorpe
Entre-Royal Colony
Teacher LedTechnology-Tomochichi

Questions to be posed for group

discussion:
How did Georgia become a Royal colony
and what effect did this event have on the
colonists? (H2c)
What goods/services did the early colony
of Georgia attempt to produce? (H2c, E1).
Why did the English King and the Georgia
Trustees feel that the Georgia colony could
provide certain goods and materials for
England? (G1d)
Were they able to fulfill these expectations?
Why or Why not?

Explore
Students have the opportunity to get directly involved with key concepts through guided
exploration of information. They begin identifying patterns and make connections to other
disciplines. Frequently, students will diverge from the slated activity to explore their own
questions, continually building on their knowledge base. In this stage, instructors observe
and listen to students as they interact with each other and the information provided.
Probing questions help students clarify their understanding and redirect their investigations
when necessary.

materials needed:
colored pencils
paper
PowerPoint Presentation
Gallopade 8th Grade Content Books
Stapler
Markers
Computers
ruler

Probing / Clarifying Questions for

students:
Which cultural groups impacted the
Georgia Colony and what were their
contributions? (H2b)
Other than our founder, James Oglethorpe,
who were some other individuals who
influenced the Georgia colonial society?
(H2a)
Which European countries competed for
settlement in the Southeastern US?
What prompted these countries to explore,
claim and settle these new lands? (H1c)
What persons were instrumental in the
establishment of the Georgia colony and
why? (H2a,b)
How did Georgia become a Royal colony
and what effect did this event have on the
colonists? (H2c)
What goods/services did the early colony
of Georgia attempt to produce? (H2c, E1).
Why did the English King and the Georgia
Trustees feel that the Georgia colony could
provide certain goods and materials for
England? (G1d)
Were they able to fulfill these
expectations? Why or Why not?

Explain
Students are introduced more formally to the lessons concepts. Through readings and
discussions, students gain understanding of the major concepts and can verify answers to
questions or problems posed earlier. In addition, more abstract concepts not easily explored
in earlier activities are introduced and explained. As students formulate new ideas,
appropriate vocabulary can be introduced.

Content media & major concepts

Relevant vocabulary:
exploration
Hernando De Soto
Spain
Britain
French
JSpanish
James Olgethorpe
Charter of 1732
Royal Colony
Royal Governor
King George II

Elaborate
Students expand on what they have learned and apply their newfound knowledge to a
different situation. They test ideas more thoroughly and explore additional relationships.
Providing closure to the lesson and verifying student understanding is critical at this point.

Extension questions for whole/small

group:

Student communication product:

Evaluate
The instructor continually observes students learning to monitor their progress using
questioning techniques and discussions. More formal evaluation - traditional assessments in
the form of quizzes and alternative assessments such as concept maps, summary projects or
reports - can be conducted at this stage. The assessment should be aligned with the content
of the learning experience.

Assessment(s)

Examples of Student Work