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Hi guys! I'm writing my first 5-E Lesson Plan about either weather, the water cycle, or the movement of the stars. Any advice or suggestions would be greatly appreciated! :) Best, Meagan 

Hi Pamela! I have about two weeks to complete my lesson plan. The grade level for this lesson is 4th grade. I greatly appreciate your help and advice!! :) Meagan

Thank ya'll so much for being so willing to help me! So we must write a 5-E lesson plan for one of the standards (our professor gave us a list of the standards he would like us to use). Within our lesson, we must incorporate two different forms of technology (PowerPoint, video, etc.). We must also include a graphic organizer in our lesson at some point. The required components of the lesson plan are: Title Standard, Conceptual Understanding, and Performance Indicator Objective Materials Assessment – Formative or Summative (as part of any step) Procedure (This section should be broken up into the 5-E’s) Accommodations (Instructions should be added into each of the 5-E’s) I hope this clarifies what I am trying to do. :) Thanks again for all of your help and support!!! Best, Meagan

Doing a 5E lesson plan myself. I'm learning that the kids are really learning better when we use this format. The coolest thing about this type of plan is that the kids are the ones who teach themselves really. I feel like the explore really gives them freedom to figure it all out on their own. Anyways, good luck with your plans!

Sounds like great, fun topics! Hope your lesson was engaging and great -Wendy Hernandez

Good luck on the lesson plan ! With the water cycle I did a really cool demonstration for the students during the engage stage. I had each student mock the water cycle from a plastic bag that hung on the window. The students drew a cloud on the upper right hand corner and a sun on the left hand corner. The sun from the window made tiny water droplets on the bag where they were able to physically see the cycle and the water move. It was a great way for the students to actually see whats going on and not just imagine it in their heads.

Engage: [size=3][font=TimesNewRomanPSMT]At the start of the lesson the teacher will show the entire class The Water Cycle Rap on YouTube [/font][/size] [size=3][font=TimesNewRomanPSMT]Explore:[/font][/size] [size=3][font=TimesNewRomanPSMT]The teacher will show the class an aquarium with soil, sand, landforms made out of clay, and water in a basin. The top of the aquarium will be covered with plastic wrap and it will be next to a hot/sunny window or a heat lamp acting as the sun. Each student will write a hypothesis of what they expect will happen and observe the aquarium throughout the day. They will watch for condensation on the plastic “sky” of the container and when enough moisture collects they will examine the precipitation fall onto the landforms. They will review their hypothesis and determine whether or not their educated guess was correct. [/font][/size] [size=3][font=TimesNewRomanPSMT]Next, students will partner up and complete the Raining Cotton Balls activity where they will make predictions, drop water onto a cotton ball cloud, and determine how many drops it takes to make it “rain”. [/font][/size] [size=3][font=TimesNewRomanPSMT]Students will explore and observe the aquarium and write a hypothesis of what they expect will happen to the water basin and landforms inside the aquarium.[/font][/size] [size=3][font=TimesNewRomanPSMT]Students will collaborate with their partner and work together in making predictions, finding the difference in their predictions and the number of actual water drops it took to make it rain, and complete the recording sheet.[/font][/size] [size=3][font=TimesNewRomanPSMT]Explain:[/font][/size] [size=3][font=TimesNewRomanPSMT]Have a class discussion [/font][/size][size=3][font=TimesNewRomanPSMT]about the water cycle and the four different stages. [/font][/size][size=3][font=TimesNewRomanPSMT]Students will have the opportunity to share their findings from the Raining Cotton Balls activity and explain which part of the water cycle they were demonstrating.[/font][/size] [size=3][font=TimesNewRomanPSMT]Elaborate: [/font][/size] [size=3][font=TimesNewRomanPSMT]The teacher will number off the class into seven groups to read the Water Cycle Readers Theater Script aloud. [/font][/size] [size=3][font=TimesNewRomanPSMT]Students will read aloud their part in the Water Cycle Readers Theater Script and learn more about the water cycle in an interactive and fun way![/font][/size] [size=3][font=TimesNewRomanPSMT]Evaluation:[/font][/size] [size=3][font=TimesNewRomanPSMT]Students will be given the Water Cycle Assessment. Students can only choose one from each category: [/font][/size] [size=3][font=TimesNewRomanPSMT][b]Knowledge:[/b][/font][/size] ___[size=3][font=TimesNewRomanPSMT]Define the terms evaporation, condensation, and precipitation. Tell where the water cycle gets its energy.[/font][/size] [size=3][font=TimesNewRomanPSMT]___Define the term water cycle and draw a picture of the water cycle labeling each stage. [/font][/size] [b]Comprehension:[/b] [size=3][font=TimesNewRomanPSMT]___Write a paragraph that explains how the water cycle works on earth. Use all water cycle terms in your response.[/font][/size] [size=3][font=TimesNewRomanPSMT][b]Application:[/b][/font][/size] [size=3][font=TimesNewRomanPSMT]___Write a paragraph explaining how the water cycle works in your front yard. [/font][/size] [size=3][font=TimesNewRomanPSMT]Hope this helps![/font][/size]