5E Model
1.
B.S respond
Grade – Pre K
Topic – Animals and their habitats
Engage:
Teacher will begin by showing pictures of different animals ( like a bear, lion, fish , bird) . The teacher will then ask the students “ Where do you think these animals live?” Teacher will encourage the children to share their ideas by saying “Do you think lions live in the water or in the jungle” ?
Explore:
The teacher will set up a matching activity that has pictures of animals and their habitats. For example ( bird with a tree, a bear with a forest, a fish with an ocean etc) The teacher will allow the children to work in a small group to match the picture cards. The teacher will walk around and give help as needed.
Explain:
Teacher will then have the students come back to the carpet. The teacher will show the children the pictures again one at a time and explain where each of the animals live and why they live there. For example ( The bear lives in the forest because it needs space to look around and find food etc) The teacher will reinforce key words here like animals, habitats and needs
Elaborate:
The teacher will now give each child a piece of paper with some crayons. The teacher will have the children draw their favorite animal and the habitat that it lives in. For example ( a fish in the ocean) As the children are doing this the teacher will walk around and ask WH questions. “ What does your animal need to live there? “ etc.
Evaluate:
Teacher will show a few of the pictures from the matching game again and have the children point to the animals’ correct habitat. The teacher will ask them questions like “where does the fish live? “ What does the bear need to live in the forest ? “ The teacher will also encourage the children to share their drawings with the class and talk about it.
References
Vigeant, F. (2017, May 14).
What is the 5E Instructional Model?. Know Atom.
2. K.L
3. 5E Lesson plans
4. 2nd Grade
5. 2L4b – Determine the meaning of the new word formed when a prefix is added to a known word (e.g., happy/unhappy, tell/retell).
6.
7. This 5E lesson is designed for 2nd-grade students who are beginning to explore how prefixes change word meanings.
8. 1. Engage
9. Display the words “happy” and “unhappy” on the board.
10. Ask students “What do you notice about these two words? What is different?”
11. Show a quick emoji activity, place one happy face next to “happy” and one sad face next to “unhappy.”
12. Discuss with students “What do you think ‘un-’ does to the word?”
13. Invite students to Turn & Talk, the students will discuss with a partner what they think the “un-” prefix means.
14. 2. Explore
15. Play a Sorting Game, Provide word cards (e.g., do/undo, kind/unkind, tie/untie). Have students sort words into two groups.
16. (The two groups)
17. 1. Words with prefixes
18. 2. Words without prefixes
19. Give students blank index cards. Let them write base words (e.g., “happy,” “kind”) and then attach a sticky note with a prefix to create a new word (e.g., “unhappy,” “unkind”).
20. Invite students to act out word meanings (e.g., “tie” vs. “untie” with a shoelace).
21. 3. Explain
22. Introduce to the students a chart showing common prefixes (un-, re-, pre-, dis-) and their meanings.
23. Show examples on the board in a fun interactive powerpoint
24. -un- = not (e.g., “unhappy” = not happy)
25. – re- = again (e.g., “retell” = tell again)
26. Model to the students how to break down words and determine meaning:
27. Ask students, “If I know ‘tell’ means to say something, then ‘retell’ must mean…?”
28. Have students participate in a Think-Pair-Share, Students explain their understanding to a partner.
29. 4. Elaborate
30. Student will; participate in a Prefix Story Challenge.
31. Provide a simple sentence (e.g., “I will tell a story.”)
32. Ask students, “How can we add a prefix to change the meaning?”
33. – Example response: “I will retell a story.”
34. Students will become Prefix Detectives. Students search through books or classroom materials for words with prefixes.
35. Once students find them they will write them down and explain their meanings in a journal or on. a worksheet.
36. 5. Evaluate
37. Students will complete an Exit Ticket
38. Provide students with a list of words (like, read, write, do*). Students add prefixes to create new words and define them.
39. Example: “If I add **re-** to ‘write,’ what do I get? What does ‘rewrite’ mean?”
40. another options is a Mini Quiz where students can match prefixes to meanings.
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42. (For any students who need differentiation the use of visuals, acting out word meanings, and providing a prefix reference chart will be helpful.)
