5e Lesson Plan Page 4
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17students’ understanding to
Include the hoped-for
make sure that students will
correct responses that
be able to demonstrate the
students might give.
performance objectives.
[Give correct responses
in brackets.]
Relate the activity and results
to the science and/or
mathematics concept(s).
Transition Statement
What will you say to transition students from the Explanation Section to the Elaboration?
Important questions to answer:
(a) What is the purpose of the next activity?
(b) Why do students need to know the information?
(c) How does the next activity connect to the engagement?
ELABORATION
Time: Minutes
Probing/Eliciting
What the Teacher Will Do
What the Students Will Do
Questions and Student
and Student Misconceptions
Responses
Provide students with the
Connect and apply the
Describe student actions.
opportunity to transfer and
lesson to students’
extend (apply) the concepts
interests outside the
and skills they have just
classroom (not intended
learned to new situations.
as a homework
assignment).
Include the hoped-for
correct responses that
students might give.
[Give correct responses
in brackets.]
List any potential
misconceptions students
might have and the
possible incorrect
responses that students
might give due to
misconceptions.
EVALUATION
Time: Minutes
Probing/Eliciting
What the Teacher Will Do
What the Students Will Do
Questions
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