TE 330 Five E lesson plan template

Hall, Fall 2018

Teacher: Sirissa Koebke and Emily Collison

Date: October 17th, 2018

Subject / grade level: Science/ First Grade
Materials: Plastic Bags, Paper Towels, Seeds, Crayons/ Markers, Cover Page (All About the Sun), Page with box for
drawing and lines for writing, The Sun is Kind of a Big Deal by Nick Seluk

Next Generation Science Standard(s):

1-LS1-1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external
parts to help them survive, grow, and meet their needs.

What do you want the children to learn or be able to do?

Students will be able to explain how living things benefit from the sun.
Students will be able to draw or write about what they learned and experienced.

Differentiation strategies to meet diverse learner needs:

1. Provide a visual for all directions and have the teachers demonstrate step by step throughout the hands-on activity
of planting a seed.
2. Allow students to worl in pairs if they are having trouble to support each other.
3. Provide assistance to students who are struggling by moving around the room as students are working and offering
help.

ENGAGEMENT
 Begin by asking the students what they know about the sun.
 Inform students that they are going to learn about how the sun helps living things.
 Pass out the cover page with “All About the Sun” on it to students and ask them to write their names on the line
provided.
 Tell them they will be given five minutes to decorate and color the cover page however they want using crayons
and/ or markers.
 After they decorate the cover page, pick them up so they can be used at the end of the unit.

EXPLORATION
 Bring the students to the carpet and introduce them to the book The Sun is Kind of a Big Deal by Nick Seluk.
 Explain to the students that we will not be reading the entire book today, but we will be revisiting it in the future to
help teach them more about what the sun does and why it is important.
 Begin reading the book starting on page 13 and read it to the end.
 After hearing how the sun helps living things, explain to the students that they will be planting a see in a plastic bag.
They will be engaged hands-on by placing the seeds in their bag with a wet paper towel and finding a spot in the
classroom where they will keep their plant at.
  “I wonder where our plants will grow best at in our classroom?”
 “Why do you think that is the best spot for the seed to grow?”
 “Let’s make a prediction for whose plant will grow first.”

EXPLANATION
 Teachers will read a book about the sun to students and after, they will engage students in a group discussion
about what they learned from the book.
 “What is the sun?” (Teachers will guide students and explain exactly what the sun is).
 “Let’s discover ways that the sun can help us.”
 Teachers will call on students who are sitting respectfully and write down their responses from the question, “What
wats can the sun help us?” on the white board. (This will provide a visual for students to use at the end of the lesson
while they write their page of their book).
 After the group discussion about how the sun helps living things, teachers will ask students to go back to their seats
and wait for further instruction.
 Teachers will explain the steps in detail how they are going to plant their seeds and pass out the materials the
students will need.
 “What do plants need to grow?”

ELABORATION
Vocab:
 Sun/ Sunlight
 Energy
 Benefits
 Living Things
 What plants need to grow: (Sunlight and water)
Vocab that will be introduced through the reading:
 Solar Eclpise- a time when the moon comes between the sun and the earth so that all or part of the sun’s light is
blocked.
 Equator- imaginary line around the middle of the earth that is an equal distance from the north and south pole.
 North/ South Pole- the most northern or southern part of earth, located at the top and bottom of earth’s axis.
 Season- one of the four natural parts of the year.
 Condensation- the changing of a gas or vapor into its liquid form.
 Precipitation- the falling of water from the sky in the form of rain, sleet, hail, or snow.
 Evaporation- the process of changing a liquid into a vapor or gas.
 Photosynthesis- a chemical process by which green plants and some other organisms use energy from the sun to
water and carbon dioxide into food. They produce oxygen as a by-product.
 Oxygen

o Students will develop a more sophisticated understanding of this concept by brainstorming ideas together about all
the ways that living things need the sun. By building off each other’s ideas, students will be able to have a better
understanding as a whole class. For advanced students who need more of a challenge, we will encourage them to
try writing more on their page in the book after it is completed.
o This knowledge applies to our daily lives because we are living things and we rely on the sun just like plants do. The
 sun warms the earth, we get light from the sun, and we eat plants that grow from the sun. Students will be able to
relate this knowledge to their own lives and their experiences of being in the sun.
EVALUATION
 Overall, students will create a book about each of the lessons that are taught. At the end of each lesson
they will create one page about what they learned that day.
 For this lesson, students will demonstrate that they have achieved the lesson objective by drawing or writing
one sentence about how the sun helps living things.
 “What did you learn about the sun today?” (This will prompt students to think about what they learned to
help them create the page for their book).
Stage of Learning Early Middle Later
Student uses crayons or markers Student’s illustration is neat and Student is able to write at least
to illustrate their thoughts relates to a concept taught in one sentence and
Student Name class illustrate their thoughts neatly.
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