LESSON PLAN IN SCIENCE - GRADE 2 (grade level)
I.
Objectives
At the end of the lesson, the students will be able to:
a) (Cognitive)
b) (Psychomotor)
c) (Affective)
II.
Subject Matter
A. Topic:
B. Materials:
C. Reference/s:
III.
6E Model
PLAN / TEACHER’S ACTIVITY
ENGAGE/REVIEW
-
EXPLORE (DISCOVER)
-
EXPLAIN
-
ELABORATE (DEEPENING BOTH STUDENT
& TEACHER)
-
EVALUATE/ASSESSMENT
EXTEND/HOMEWORK/ASSIGNMENT
-
Prepared by:
______________
STRATEGIES
https://primaryconnections.org.au/resources-and-pedagogies/pedagogies/5e-modelframework-guided-inquiry
The 5Es
Engage
The purpose of the Engage phase is to elicit students' prior knowledge, stimulate
interest and gather diagnostic data to inform teaching and learning. Each unit begins
with a lesson that mentally engages students with an activity or question. It captures
student interest, provides an opportunity for them to express what they know about the
concept or skill being developed, and helps them to begin to make connections between
what they know and new ideas.
Explore
Students carry out hands-on investigations in which they can explore the concept or
skill. They grapple with the problem or phenomenon and describe it in their own words.
This phase allows students to acquire a shared set of experiences that they can refer to
to help each other make sense of the new concept or skill. The Explore phase is
characterised by multiple opportunities for students to experience hands-on learning
and represent their thinking.
Explain
The purpose of the Explain phase is to support students to develop scientific
explanations, drawing from experiences and observations, using representations.
Students continue to develop knowledge of concepts and demonstrate their developing
understanding.
Elaborate
This phase provides opportunities for students to apply what they have learned to new
situations and develop a deeper understanding of the concept or greater use of their
science inquiry skills. It is important for students to discuss and compare their ideas with
each other during this phase. Investigations in the Elaborate phase build student
capability for science inquiry skills in a meaningful context.
Evaluate
The final phase provides an opportunity for students to review and reflect on their own
learning, and on their new understanding and skills. Students represent changes to their
understanding, beliefs and skills.
RUBRIC
CRITERIA
EXCELLENT
(9-10)
GOOD
(7-8)
FAIR
(5-6)
POOR
(3-4)
Objectives
Objectives meet
proficient criteria,
are clearly stated,
and relate to
meaningful skills or
concepts essential
to student learning.
Objectives are
appropriately
identified and
aligned with state/
national standards;
objectives are
specific, observable,
and measurable
Objectives are
appropriately
identified, but may
not be aligned with
state/ national
standards, and may
not be specific,
observable, and/or
measurable
Objectives are
not identified or
not appropriate
for the grade
level,
developmental
level, or topic
Instructional
Strategies and
Techniques
Plan of
instruction
meets the
proficient
criteria,
utilizes
multiple
instructional
strategies, and
includes
guiding
questions
appropriate
for engaging
students in
higher-level
thinking
Plan of instruction is
clear and designed to
promote critical
thinking, inquiry,
problem-solving
strategies, or
creativity;
instructional
strategies facilitate
the learning goals
and objectives
Plan of instruction
may, at times, be too
vague or lacking
elements or details
necessary for effective
delivery of
information;
instructional
strategies may rely
too heavily on lecture
or worksheets, or may
not facilitate the
learning goals and
objectives
Plan of
instruction is so
vague or
generalized
that it is
unusable
Assessment/
Evaluation
Assessments meet
the proficient
criteria and reflect
a variety of
assessment types
and/or methods
Formal assessment
tool(s) and
evaluation
instrument(s) are
both included. The
assessment reflects
the objectives and is
appropriate to the
topic and grade
At least one formal
assessment tool is
included, but the
evaluation
instrument may be
missing. The
assessment may not
reflect the objectives
or may not be
Assessment may
be described, but
the assessment
tool and/or
evaluation
instrument are
not included.
Evaluation is not
appropriate for
level
appropriate to the
topic or grade level
the objective
Student learning
activities meet the
proficient criteria
and include
opportunities for
remediation and
enrichment.
Learning activities
engage and motivate
students with
opportunities to
demonstrate skills or
exhibit conceptual
understanding of the
learning goals through
both guided and
independent practice
or inquiry
Learning activities to
engage students are
not included or are not
appropriate for the
grade level or topic
Learning activities
to engage students
are not included or
are not appropriate
for the grade level
or topic
Teamwork/
Participation/
Collaboration
Everyone in the
group modeled a
high level of
participation,
self-motivation, and
commitment
to improving
personal fitness
Good level of
participation,
displays quality
movement
during game play
Needs some reminders
to
participate and puts
forth
minimum effort
Poor effort, little or
no
movement during
activity
Class
Presentation /
Delivery
Highly effective in
delivering a wellpolished oral
presentation. All
group members
presented equally.
Preparation was
strongly evident. Eye
contact is
established from the
start to end and the
presenters are seen
on the screen.
Presenters include a
ppt presentation
Effective in delivering
the oral presentation
demonstrating good
communication skills.
All group members
presented and
preparation was
evident for the most
part. The presenter
maintains eye contact
while explaining and
giving examples but
goes back to the notes
in between
explanations. The
presenters can be
seen on the screen.
Presenters include a
ppt presentation.
Somewhat effective in
delivering the oral
presentation
demonstrating average
communication skills.
Some members
presented more than
others. More
preparation was
needed. The presenter
reads from notes;
there is no eye contact
and looks at the
audience very rarely.
The presenter can be
seen on the screen.
Has a ppt presentation
but lacks information.
Ineffective in
delivering the oral
presentation
demonstrating
below
average/poor
communication
skills. Substantially
over and/or not all
members
presented. Lack of
preparation was
evident. The
presenter cannot
be seen on the
screen. No ppt
presentation.
Structured
Application
(discussion)