Students learning a defined subject only perform by learning of thinking based on the concepts forming that subjects. Otherwise, students may move away from the scientific meaning of concepts and may fall into conceptual errors. Students' conceptual errors affect their following learning and cause them resist change. It is possible to prevent this resistance with conceptual change texts. This study aimed to correct present concepts of students by exchanging them with new concepts and rearranging their present knowledge structure using conceptual change texts. Conceptual change texts were introduced at the explanation step of a 5e model by assuming that a 5e model enhanced with texts would make learning meaningful and permanent. In other steps of the 5e model, audio-visual elements such as animations, colored pictures, and computer-supported applications were used to increase the permanency and accessibility of knowledge. The objective of this study is to develop a lesson plan and activities based on the 5e model that would be a template for the learning outcome: "He/she distinguishes natural and man-made elements that he/she sees in his/her environment", which occurs in "The Place We Live" unit in 4th grade social sciences curriculum and for learning outcomes of the concepts in the same unit. Photostory 3 software is among the computer-supported applications used in the preparation of activities. Conceptual errors related to the subject were determined by literature review and by considering the students' opinions before preparation of conceptual change texts.