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Benchmark – Science/Health Unit Plan
For this assignment, you will create a unit plan containing three individual lesson plans designed for the students outlined in the “Class Profile.” Choose a grade level for the students, then select an NGSS from the physical, life, or earth/space sciences, as well as a health/nutrition standard from your state, for the 3-lesson unit. You may adapt any previous assignments in the creation of this mini-unit plan, as long as the three lessons form a planned, cohesive unit. Use the 5E lesson plan template for each of the three lesson plans.
In your unit, design the three lesson plans so that they:
Parental
Involvement
Yes
At grade level
Med
Yes
Low
No
Med
Yes
At grade level
Low
No
At grade level
At grade level
Med
Yes
One year
below grade
level
At grade level
Low
No
Arturo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Grade
level
Bertie
No
Low
SES
Asian
Female
No
None
Grade
level
Beryl
No
Mid
SES
White
Female
No
NOTE: School
does not have
gifted program
Grade
level
Brandie
No
Low
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
At grade level
Dessie
No
Mid
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
Grade level
Diana
Yes
Low
SES
White
Female
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
Donnie
No
Mid
SES
African
American
Female
No
Hearing Aids
Grade
level
Eduardo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
One year
above grade
level
Two years
above grade
level
© 2016. Grand Canyon University. All Rights Reserved.
One year
below grade
level
One year
below grade
level
Internet
Available
at Home
Math
Performance
Level
Reading
Performance
Level
Low
Age
At grade level
Other
No
IEP/504
Med
Gender
At grade level
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
Class Profile
Enrique
No
Low
SES
Hispanic
Fatma
Yes
Low
SES
Frances
No
Francesca
No
Fredrick
No
Ines
Jade
Grade
level
One year
above
grade level
At grade level
At grade level
Low
Yes
At grade level
Low
No
One year
above grade
level
Low
Yes
At grade level
At grade level
Med
Yes
At grade level
At grade level
High
No
Two years
below grade
level
One year
below grade
level
Two years
below grade
level
One year
below grade
level
One year
above grade
level
One year
above grade
level
Very
High
No
Low
No
High
Yes
Med
Yes
At grade level
At grade level
Med
Yes
At grade level
Two years
above grade
level
Low
Yes
One year
below grade
level
One year
below grade
level
Male
No
Tier 2 RTI for
Reading
White
Female
No
Tier 2 RTI for
Reading
White
Female
No
Diabetic
White
Female
No
None
Low
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Reading and
Math
Grade
level
Grade
level
One year
above
grade level
No
Low
SES
Hispanic
Female
Learning
Disabled
Tier 2 RTI for
Math
Grade
level
No
Mid
SES
African
American
Female
No
None
Grade
level
At grade level
No
High
SES
White
Male
Emotionally
Disabled
None
Grade
level
At grade level
Lolita
No
Mid
SES
Native
American/
Pacific
Islander
Female
No
None
Grade
level
Maria
No
Mid
SES
Hispanic
Female
No
NOTE: School
does not have
gifted program
Grade
level
Kent
Mid
SES
Low
SES
Grade
level
© 2016. Grand Canyon University. All Rights Reserved.
Internet
Available
at Home
Parental
Involvement
Other
None
Math
Performance
Level
IEP/504
No
Reading
Performance
Level
Gender
Female
Mid
SES
Age
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
White
No
Emma
Parental
Involvement
At grade level
Med
No
No
None
Grade
level
At grade level
At grade level
Med
Yes
No
None
Grade
level
One year
above grade
level
At grade level
Med
Med
Female
No
None
Grade
level
At grade level
At grade level
Med
Yes
White
Male
No
Allergic to
peanuts
Grade
level
One year
above grade
level
At grade level
Med
Yes
Mid
SES
White
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
No
Mid
SES
White
Male
No
None
Grade
level
At grade level
Med
Yes
Wayne
No
High
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
High
Yes
Wendell
No
Mid
SES
African
American
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
Med
Yes
No
Mid
SES
No
NOTE: School
does not have
gifted program
One year
below
grade level
Low
Yes
Male
No
None
Grade
level
Low
SES
Nick
No
Low
SES
White
Male
Noah
No
Low
SES
White
Male
Sharlene
No
Mid
SES
White
Female
Sophia
No
Mid
SES
White
Stuart
No
Mid
SES
Terrence
No
Wade
Yung
Asian
Male
One year
below grade
level
One year
below grade
level
Two years
above grade
level
© 2016. Grand Canyon University. All Rights Reserved.
One year
above grade
level
Two years
below grade
level
Two years
below grade
level
Two years
above grade
level
Internet
Available
at Home
Math
Performance
Level
None
One year
above grade
level
Age
No
Grade
level
Other
Yes
IEP/504
Med
Gender
At grade level
Ethnicity
Reading
Performance
Level
Socio-economic
Status
English Language
Learner
Student Name
At grade level
White
No
Mason
GCU College of Education
5E LESSON PLAN TEMPLATE
Revised 1-5-2016
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
I. PLANNING
Lesson
Summary and
Focus:
Instructional
Materials,
Equipment,
and
Technology:
Classroom and
Student
Factors:
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.
List ALL materials, equipment, and technology the teacher and students will use during the lesson.
Add or attach copies of ALL printed and online materials at the end of this template. Be sure to
address how you will teach the students to use the technology in Section II. INSTRUCTION.
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.
National /
Identify the relevant grade level standards, including the strand, cluster, and standards by number
State Learning and its text.
Standards:
Specific Learning Targets/Objectives:
Specify exactly what the students will be able to do after the standards-based lesson.
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.
Academic
Language:
Key Vocabulary:
Include the content-specific terms
you need to teach and their
meanings according to this
lesson.
Summative
Assessment:
Include details of any summative assessment as applicable. Explain how the summative assessment
measures the learning targets/objectives.
Instruction
Describe instructional differentiation
strategies to be used throughout the
lesson to enhance instruction and
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.
Differentiation Strategies
Activities
Describe instructional differentiation
strategies to be used throughout the
lesson to scaffold learning and
engage all students.
Assessment
Describe differentiation strategies
for formative and summative
assessments to allow all students to
© 2016. Grand Canyon University. All Rights Reserved.
make the content comprehensible for
all students.
demonstrate what they know or have
learned.
II. INSTRUCTION
The 5Es
Engage
Explore
Explain
Elaborate
Evaluate
Probing Questions
Designed to help students understand the learning task Develop a few questions which help students
and make connections to past and present learning
access prior knowledge and get them thinking
experiences. It should stimulate interest and prompt
about the big idea of the lesson.
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.
Students have the opportunity to get directly involved
Develop a few probing questions which help
with key concepts through guided exploration of
students move towards mastery of the learning
information. They begin identifying patterns and make target and promote critical thinking and
connections to other disciplines. Frequently, students
inquiry-based learning.
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.
Activity: Students are introduced more formally to the Develop a few questions for class discussion
lesson’s concepts. Through readings and discussions,
which help students work through
students gain understanding of the major concepts and misconceptions, gain a deeper understanding
can verify answers to questions or problems posed
of the content, and move students toward
earlier. In addition, more abstract concepts not easily
mastery of the learning target.
explored in earlier activities are introduced and
explained. As students formulate new ideas,
appropriate vocabulary can be introduced.
Activity: Students expand on what they have learned
Develop a few questions, aligned to the
and apply their newfound knowledge to a different
learning target, which allow students to apply
situation. They test ideas more thoroughly and explore new knowledge in a different context. Include
additional relationships.
the focus question here.
Closure: Providing closure to the lesson and verifying
student understanding is critical at this point.
Formative Assessment: 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.
© 2016. Grand Canyon University. All Rights Reserved.
