Integrating Reading, Writing, and Math into a Science Lesson
Science requires reading, writing, and math skills, in addition to critical-thinking and problem-solving skills. When teachers contextualize learning and integrate that context across all subjects, students are typically more engaged in learning and are able to make connections.
Locate and review a science or health lesson plan. Consider how you would revise the lesson plan to include the integration of reading, writing, and math skills. In addition, include suggestions for technology integration and differentiation.
Use the “5E Lesson Plan Template” for your revisions. Include the link to the original lesson plan.
Include a 250-500 word rationale explaining your choices.
5E Lesson Plan Template ACEI elements 3.1; InTASC 5(a), 5(j), 5(h)
4
5.0
The 5E Lesson Plan Template components are addressed. The descriptions for each component are substantive.
Rationale ACEI elements 3.1; InTASC 5(a), 5(j), 5(h)
40.0
Rationale clearly explains the choices made. It includes several distinctive supporting details and/or examples to support lesson plan components.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
10.0
Writer is clearly in command of standard, written, academic English.
Paper Format (use of appropriate style for the major and assignment)
5.0
All format elements are correct.
Total Percentage 100
GCU College of Education
5E LESSON PLAN TEMPLATE
Revised 1-5-2016
Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title |
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I. Planning |
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Lesson Summary and Focus: |
In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Clarify where this lesson falls within a unit of study. |
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Instructional Materials, Equipment, and Technology: |
List ALL materials, equipment, and technology the teacher |
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Classroom and Student Factors: |
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. |
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National / State Learning Standards: |
Identify the relevant grade level standards, including the strand, cluster, and standards by number |
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Specific Learning Targets/Objectives: Specify exactly what the students will be able to do after the standards-based lesson. |
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Lesson Focus Question: Write a question which is aligned to the learning target and which demonstrates the overall “big idea” students should learn through this lesson. |
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Academic Language: |
Key Vocabulary: Include the content-specific terms you need to teach and their meanings according to this lesson. |
Instruction and Development: Include instructional strategies for teaching the selected academic vocabulary terms, as well as vocabulary development activities to allow students to practice and apply the terms. |
Summative Assessment: |
Include details of any summative assessment as applicable. Explain how the summative assessment measures the learning targets/objectives. |
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Differentiation Strategies |
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Instruction |
Activities |
Assessment |
Describe instructional differentiation strategies to be used throughout the lesson to enhance instruction and make the content comprehensible for all students. |
Describe instructional differentiation strategies to be used throughout the lesson to scaffold learning and engage all students. |
Describe differentiation strategies for formative and summative assessments to allow all students to demonstrate what they know or have learned. |
II. Instruction |
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The 5Es |
Probing Questions |
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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. |
Develop a few questions which help students access prior knowledge and get them thinking about the big idea of the lesson. |
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. |
Develop a few probing questions which help students move towards mastery of the learning target and promote critical thinking and inquiry-based learning. |
Explain |
Activity: |
Develop a few questions for class discussion which help students work through misconceptions, gain a deeper understanding of the content, and move students toward mastery of the learning target. |
Elaborate |
Activity:
Closure: |
Develop a few questions, aligned to the learning target, which allow students to apply new knowledge in a different context. Include the focus question here. |
Evaluate |
Formative Assessment: |
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