5 E’s Science Instructional Delivery Model

5 E’s Science Instructional Model for Multiple-day Lessons Engage Explore Extend Evaluate Explain

Science 5 E’s Instructional Model for Lessons A lesson is developed around a concept, based on one or more benchmarks from the Sunshine State Standards. A science lesson may extend over two or more days. Additional days may be required depending on the concepts. Examples of lesson length: –The initial lesson on properties of matter may last five days in one grade, while a review lesson might be two days in a later grade. –A lesson on weather might last six or seven days in order to teach the basic concepts, with data collection extending over a month or longer.

Flow of the 5 E’s Model The 5 E’s drive planning and instruction. Instruction flows from Engage through Extend, with informal assessment occurring during and after each E. It may not be a linear flow through the E’s if you realize that students do not understand a concept. For example, you may need to create an additional opportunity for exploration to build conceptual understanding before moving on.

Science 5 E’s Instructional Model All science instructional periods should begin with –a brief opening that includes a review of the previous day’s work and –a preview of the work for the day. All science instructional periods should end with a short 3-8 minute –assessment of what was just done in class and –a preview of the next day’s work. Think of the opening and closing as “bookends” for the period.

Science 5 E’s Instructional Model ( Compared to the Workshop Model) Sample Day 1 Engage Explore Closing to assess learning and summarize Opening to review and preview Opening/Mini-lesson Work Session Closing

Engage (Similar to a Hook or a Launch) Students engage by: Demonstrating background knowledge on a topic or Viewing and questioning a discrepant or novel (surprising) event or Pondering an essential, open- ended question or problem- based scenario or Participating in a discovery activity Teachers help students engage by: Checking students’ background knowledge: -with the K of K-W-L, -a preconception quiz, -an anticipation guide, -a Think-Pair-Share, or -other research-based strategy Demonstrating a discrepant event or Providing an open-ended question, problem-based scenario, or discovery activity

Explore (Directed or Guided Inquiry) Students explore by: experiencing an inquiry activity introducing one or more concepts and sharing ideas and building common knowledge base, and identifying further questions and analyzing and interpreting data from inquiry activity Teachers help students explore by: planning and preparing a directed or guided inquiry activity and organizing how students will get, use, and return materials safely and clarifying procedures and monitoring student interactions, and monitoring data interpretation and asking questions and identifying students’ misconceptions

Science 5 E’s Instructional Model Sample Day 2 Explore Closing to assess learning and summarize Opening to review and preview

Science 5 E’s Instructional Model Sample Day 3 Closing to assess learning and summarize Opening to review and preview Explore Explain

Students explain by: sharing interpretations of data with other students and the teacher and constructing scientific concepts and building mental and/or concrete models and writing about concepts and creating vocabulary maps Teachers help students explain by: directing whole group discussion of data interpretations and determining levels of understanding and clarifying concepts and addressing students’ misconceptions and providing pertinent information through direct instruction and connecting the investigation to the concept and using the “teacher as expert reader” strategy when using the textbook or leveled reader to improve text comprehension

Science 5 E’s Instructional Model Sample Day 4 Opening to review and preview Explain Extend Closing to assess learning and summarize

Extend Students extend by: making connections to related concepts and developing testable questions that apply what they have learned to new problems or situations and Implementing their newly designed investigation and clarifying concepts and explanations with teachers and other sources of scientific knowledge by reading, researching, and discussing Teachers help students extend by: asking high level questions that encourage transfer and application of concepts and making science materials and tools available for students’ testable questions and guiding further explorations in or outside of the science class guiding connections to related concepts and posing new problems or situations and providing textbooks, trade books, periodicals, reference materials, and technology resources to support deeper knowledge.

Science 5 E’s Instructional Model Sample Day 5 Extend Opening to review and preview Evaluate Closing to summarize

Evaluate Students evaluate understanding by: reviewing what they have learned and completing short-answer and extended response items and scoring them with a rubric and organizing information needed for the unit performance task and discussing written items and performance tasks with others and the teacher and taking quizzes and tests Teachers help students evaluate by: providing written practice with concepts, including short answer and extended response items with rubrics and allowing students to discuss rubrics and self-score selected items and providing opportunity to organize information related to the unit performance task and teacher- developed rubric and observing and questioning and giving quizzes and tests, including district Progress Monitoring Assessments for Grades 3-5

Example of a Lesson for Grade 1 on Plant Parts Using the 5 E’s Developed during a coaching cycle at an elementary school Based on benchmarks –SC.1.L.14.2 Identify the major parts of plants, including stem, roots, leaves, and flowers. –SC.1.L.17.1 Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space. –SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion and compare their observations with others. Illustrates the flow of the 5 E’s through a concept (parts of a plant)

Engage Observe two different plants and record how they are alike and different. or Go outside to a preselected area and dig up a few small plants to compare when back in the classroom. or Go outside for a scavenger hunt to record different kinds of plants on the school grounds. or Sort premade picture cards of parts of plants. Listen and look for evidence of students’ prior knowledge about plant parts.

Explore Students planted bean seeds in clear plastic cups a week ago. Seeds were placed in the soil to be clearly visible through the sides of the cups. Use hand lens to observe roots. Measure and record length of roots. Draw sprouted seed and label roots. Write about changes in the seed. Predict changes. and Observe and compare roots of different kinds of plants, including those we eat (carrots, turnips, radishes). Draw and write about these roots. Look at what students recorded to assess their ability to observe and compare differences in plant roots.

Explain Students use their drawings and writing to explain their observations about plants. and Teacher asks probing questions and notes misconceptions that students have about plants, their roots, and what roots do to help plants meet their basic needs. and Teacher reads an appropriate text selection to make connections to the concept explored (roots of plants), clarifying vocabulary. Assess understanding of plant roots with a new labeled drawing.

Extend Enrichment Teacher provides materials and resources to help students ask a new testable question, control variables, and collect data during the new investigation. Remediation in small group Teacher guides students in examining plants for different kinds of roots and discusses how roots are alike and differ and what roots do for plants.

Evaluate Teacher have been informally assessing each day by –listening to and observing students as they work, –reviewing students’ notebooks for understanding, and –questioning and redirecting student thinking about plants. Students use their observations and data about plants and roots to answer their own questions and often pose additional questions. and Teacher assesses formally by –reviewing students’ notebooks for understanding of the roots of plants, and –evaluating student work on the plant parts performance task.

The 5 E’s Instructional Model

For more science instruction information, go to… DCPS Science Department Riverdeep Learning Village FCAT Homepage FCAT for Educators FCR-STEM CPALMS