1. Teaching Science With the 5E’s
2013
Direct individuals to the “Ring of Truth” activity (5 minutes to complete)
2 minutes to share answers
Express: We will elaborate on some of the answers as we go.
FOLDABLE:
Introduce the foldable and have participants build the foldable to use during the presentation.
Will need three sheets of paper for each participant.
Fold sheets staggered so they will have 6 pages.
The top cover is the title
Label each tab with the 5E’s use as needed to construct your thoughts and reflections throughout the session.

2. Delivering Inquiry Based Instruction
The 5 E’s Science Lesson
Delivering Inquiry Based Instruction
Learning science is an active process that includes both individual and social processing.
Students must have opportunities to develop understanding by sharing and refining their thinking individually and thorough peer interactions. Teachers must set expectations for each student to take responsibility for his or her work in both individual and group settings.
In this session we will discuss and model lessons that will help improve student achievement.

3. 5E lesson cycle is not inquiry alone…
5E is a sequencing model by which inquiry lessons are delivered over time.
Inquiry provides an overarching framework fro curriculum design, while the 5E learning cycle serves to provide specific guidelines for what the teacher should be doing to implement inquiry based lessons that sequence learning experiences so that students have the opportunity to construct their understanding of a concept over time.
You could have a 5E model lesson with cookie cutter hand held experiences that do not engage the students in higher

4. What Research Says About 5E
Learners build or construct new ideas on top of their old ideas.
Students synthesize new understanding from prior learning and new information.
5 E's is an instructional model based on the constructivist approach to learning,
Constructivist teacher
sets up problems and monitors student exploration,
guides student inquiry,
promotes new patterns of thinking.
2 min

5. Engage
Evaluate
Explore
5 E’s
Science Lesson
Elaborate
Explain

6. Engage
Activity which will focus student’s attention, stimulate their thinking, and access prior knowledge.
Engage: Is the “HOOK”, which arouses their curiosity about the lesson/topic and keep them wanting to know more.
Brief activities used to introduce students to a new lesson. Activities in which students will make connections between prior learning and the new learning they are about to experience. Students bring prior knowledge with them, but it is often based on limited experiences and sometimes on misconceptions
3 min

7. Engage Suggested Activities
Demonstration/Surprising Events
Reading – current events
Pose a question
Analyze a picture
Manipulative
Brainstorming Activity
SHORT Video Clip
Video clip means short no more than 2-3 minutes. Short means SHORT!
1 min

8. Engage What the Teacher Does
Creates Interest
Motivates
Raises questions
Identify student’s knowledge level
Motivates
• Creates interest
• Taps into what students know or
think about the topic
• Raises questions and encourages
Responses
Elicits responses that uncover what the students know or think about the concept/topic.
1 min

9. Engage What the Student Does
Asks questions such as:
Why did this happen?
What do I already know about this?
What have I found out about this?
Shows interest in the topic.
Experiences disequilibrium
• Attentive in listening
• Ask questions
• Demonstrates interest in the lesson
• Responds to questions demonstrating their own entry point
of understanding
1 min

10. symbol to indicate active participation
Activity – Engage
symbol to indicate active participation
Brainstorm with your table partners all of the words you can think of to describe force, or ways of showing force.
push
grab
Give the groups 3-5 minutes to brainstorm.
Things to note:
Content Specific vs. Academic Vocabulary
FOLDABLE
Reflect and write in the foldable. Share out responses
FORCE
shove
pull
move
drag

11. Engage Learner Teacher After completing the engage activity, debrief:
Think of a concept in your content area that you will teach this year.
What strategies can you incorporate in your lesson that will help students engage in new knowledge and skills?
What does the engage look like from the student perspective?
What does the engage look like from the teacher perspective?
5-8 min

12. Engage Learner Calls up prior knowledge Has an interest
Experiences doubt or disequilibrium
Has questions
Develops a need to know
Teacher
Poses problem
Asks questions
Reveals discrepancies
Causes disequilibrium or doubt
Assesses prior knowledge

13. Engage
Explore
Evaluate
5 E’s
Science Lesson
Elaborate
Explain

14. Explore
Activity which gives students time to think and investigate/test/make decisions/problem solve, and collect information.
Explore: Student will actively explore what they are learning. Students work as a team to plan, share and discuss ideas as they learn about a topic. These activities are often, but not always lab investigations.
Experiences MUST occur before explanations. This allows students to acquire a common set of experiences that allow them to help each other understand a concept through social interaction.
NOTE: It is important to understand that it is okay if the student does not have/know all the answers. It is also important that the teacher does not answer the questions for the students. The student should acquire knowledge by doing.

15. Explore Suggested Activities
Inquiry experiences
Perform an Investigation – students get directly involved with phenomena and materials
Read Authentic Resources to Collect Information
Solve a Problem
Construct a Model
The level of rigor and relevance specified by the TEKS will dictate the level at which the inquiry should occur.
Experience can vary from a zero or 1 which is totally teacher driven. To a 3 or 4 which is totally student driven, depending on the scale you follow.

16. Explore What the Teacher Does
Acts as a facilitator
Observes and listens to the students as they interact.
Asks probing questions
Provides time for student reflection
Encourages cooperative learning
• Encourages the students to work together without direct instruction from the teacher.
• Observes and listens to students as they interact
• Asks probing questions to redirect the students’ investigations when necessary.
• Provides time for students to puzzle through problems.
• Encourages cooperative learning

17. Explore What the Student Does
Thinks freely within the limits of the activity.
Tests expected outcomes.
Formulates new outcomes.
Tries alternatives/discusses with others.
Document experiences and ideas.
Suspends judgment.
• Conducts activities, predicts, and forms hypotheses or makes generalizations
• Becomes a good listener
• Shares ideas and suspends judgment
• Records observations and/or generalizations
• Discusses tentative alternatives
Tests predictions and hypotheses.

18. Activity – Explore Form groups (3 per group) Select team members
1 person to provide the force
1 ruler reader
1 data recorder
You will have 10 seconds to see how far you can force your button to move from one end of your table to the other, using only wind through a straw.
You may not touch the button with your straw.
Estimate your distance in cm.
Test, then measure your distance in centimeters.
How much force did you use? (formula sheet provided)
Materials Needed:
1 button
1 straw
1 ruler
1 scale
Net force = (mass)(acceleration)
15 min

19. Explore Learner Teacher After completing the activity, debrief:
What strategies can you incorporate in your lesson that will help students explore new knowledge and skills?
What does it look like from the student perspective?
What does it look like from the teacher perspective?
5-8 min

20. Explore Learner Hypothesizes and predicts Explores resources
Designs and plans
Collects data
Builds models
Seeks possibilities
Teacher
Questions and probes
Models when needed
Makes open suggestions
Provides resources
Provides feedback
Assesses understandings and processes

21. Engage
Evaluate
Explore
5 E’s
Science Lesson
Elaborate
Explain

22. Explain
Activity which allows students to analyze their exploration. Student’s understanding is clarified and modified through a reflective activity.
Explain: Organize students into small groups, either collaboratively or flexibly depending upon the TEKS/standards being addressed and the intent of the lesson being prepared. (such as: assessing for learning, introducing new concepts and ideas, practice or expanding knowledge). Then bring back to whole group. (NOTE: it could also be reversed to start with whole group then to small group)
After sharing information, students can revise their thinking and reflect on their new understanding.
When students engage in meaningful discussions with others, they can pool their explanations based on observations, construct new understanding and have a clearer focus for additional learning.
At this point there will be direct instruction and clarification of questions asked by students. This will be a critical piece for teacher input. Guided practice will also take place at this point of the lesson cycle.

23. Explain Suggested Activities
Student communications/Discussion
Support ideas with evidence
Structured questioning
Teacher scaffolding
Thinking skill activities: compare, classify, error analysis

24. Explain What the Teacher Does
Encourages the students to explain concepts and definitions in their own words.
Asks for justification (evidence) and clarification from students.
Formally provides definitions, explanations, and new labels.
Uses students’ previous experiences as basis for explaining concepts.
Have participants take a moment to read the slide.
• Encourages students to explain their observations and findings in their own words
• Provides definitions, new words, and explanations
• Listens and builds upon discussion form students
• Asks for clarification and justification
• Accepts all reasonable responses
**Remind participants they can edit their card sort.
1-2 min

25. Explain What the Student Does
Communicates results/possible solutions or answers to others.
Listens officially to others’ explanations.
Questions others’ explanations.
Links experiences to vocabulary.
Refers to previous activities.
Uses recorded observations in explanations.
• Explains, listens, defines, and questions
• Uses previous observations and findings
• Provides reasonable responses to questions
• Interacts in a positive, supportive manner
1-2 min

26. Activity – Explain Freeze Tag Answers:
When the music begins, stand up and walk around the room.
When the music stops, pair up with someone closest to you.
One person answer the first question, the other answer the second.
When the music begins again, walk around.
When the music stops, pair up and continue the same pattern with the next two questions.
When the music starts, return to your seat.
Complete the explain activity and debrief 15 min

27. Activity – Explain
Compare the estimated, and actual, measurements recorded in the button activity.
Describe the force that was used to make the button move.
Explain how friction and gravity affect the movement of your button?
How could you change your experiment to make the button move along the table faster than before?
This slide will stay up during activity and which should last no more than minutes.

28. Explain Learner Teacher
After completing the explain activities debrief:
What strategies can you incorporate in your lesson that will help students explain new knowledge and skills?
What does it look like from the student perspective?
What does it look like from the teacher perspective?
5-8 min

29. Explain Learner Clarifies understandings
Shares understandings for feedback
Forms generalizations
Reflects plausibility
Seeks new explanations
Teacher
Provides feedback
Asks questions, poses new problems and issues
Models or suggests possible modes
Offers alternative explanations/redirects
Evaluates explanations
Enhances explanations
1-2 min

30. Engage
Evaluate
Explore
5 E’s
Science Lesson
Explain
Elaborate

31. * Independent practice takes place here
Elaborate
Activity which expands and solidifies student thinking and/or applies it to a real-world situation.
* Independent practice takes place here
Elaborate: Allows for students to apply or broaden their knowledge by using it in a different situation. These activities include making products, reading to learn, or even additional lab investigations.
By providing additional learning activities for the students, allows them to confirm and expand their understanding.
1-2 min

32. Elaborate Suggested Activities
Problem Solving
Application of Learning
Decision Making
Experimental Inquiry
Critical Thinking Skill Activities: compare, classify, apply
1-2 min

33. Elaborate What the Teacher Does
Expects the students to use formal labels, definitions, and explanations provided previously.
Encourages the students to apply or extend the concepts and skills in new situations.
Reminds the students of alternative explanations.
Refers the students to existing data and evidence and asks, What do you already know? Why do you think . . .?
1-2 min
• Uses previously learned information as a vehicle to enhance additional learning
• Encourages students to apply or extend the new concepts and skills
• Encourages students to use terms and definitions previously acquired

34. Elaborate What the Student Does
Applies new labels, definitions, explanations, and skills in new, but similar situations.
Uses previous information to ask questions, propose solutions, make decisions, and design experiments.
Draws reasonable conclusions from evidence.
Records observations and explanations.
Checks for understandings among peers.
• Applies new terms and definitions • Uses previous information to probe, ask questions, and make reasonable judgments
• Provides reasonable conclusions and solutions
• Records observations, explanations, and solutions

35. Activity – Elaborate Talk with your group-
Using the straw, how could you make the toy car move along the table without touching the car?
Compare the difference between the amount of force used to make the button move, to the amount of force needed to move the car.
Using the terms – greater than, less than, gravity, force of wind, increased mass, and friction – describe the science behind making the toy car move faster than the button.
To share out have the group pick one person to represent the group.
10-15 min

36. Activity – Elaborate
Using the acquired knowledge about the force of wind, share with your elbow partner some observations you have made from looking at the pictures above. What explanation can you provide for the second picture, based on your reasonable conclusions?
2-3 min
Have one or 2 people share out.

37. Elaborate Learner Teacher
After completing the elaborate activities, debrief:
What strategies can you incorporate in your lesson that will help students explain new knowledge and skills?
What does it look like from the student perspective?
What does it look like from the teacher perspective?
5-8 min

38. Elaborate Learner Applies new knowledge Solves problems
Makes decisions
Performs new related tasks
Resolves conflicts
Plans carries out new project
Asks new questions
Seeks further clarification
Teacher
Asks questions
Provides feedback
Provides resources
Makes open suggestions
Models when necessary
Evaluates
Complete the elaborate activity and debrief

39. Engage
Evaluate
Explore
5 E’s
Science Lesson
Elaborate
Explain

40. Evaluate
Activity which allows the teacher to assess student performance and/or understandings of concepts, skills, processes, and applications.
Evaluate: Gives students an opportunity to show what they have learned and are able to apply. These activities allow both the student and the teacher to monitor and reflect on their progress.
This can also be an evaluation of products from the elaborate.
In learner-centered instruction, it is important for students to be aware of their own progress as an outcome of instruction.

41. Evaluate Suggested Activities
Problem-based learning outcomes
Student Interviews
Performance Assessment
Produce a Product
Journal Entry
Portfolio
Assessment (Selected Response, Brief Constructed Response, Extended Constructed Response)
1-2 min
This is not necessarily a summative evaluation. Even though it is a culminating activity for the 5E lesson cycle in which it falls, it does not have to summative. It can serve as an informal (formative assessment for student learning). Student performance and products can serve as indicators to whether they have accomplished the desired level of mastery/ learning and possibly show where the weaknesses or misconceptions may still lie if there are any present.

42. Activity – Evaluate
Identify, illustrate and justify/explain applications of force in the world around you
Identify and illustrate

43. Evaluate Learner Teacher
What does it look like from the student perspective?
What does it look like from the teacher perspective?
5-8 min

44. Evaluate What the Teacher Does
Checks for and addresses misconceptions
Observes the students as they apply new concepts and skills
Assesses students’ knowledge and skills.
Looks for evidence that the students have changed their thinking or behaviors.
Allows students to assess their own learning and group-process skills.
Asks open-ended questions
• Observes student behaviors as they explore and apply new concepts and skills
• Assesses students’ knowledge and skills
• Encourages students to assess their own learning
• Asks open-ended questions
Open ended question are like…Why do you think. . .? What evidence do you have? What do you know about x? How would you explain x?

45. Evaluate What the Student Does
Answers open-ended questions
Demonstrates an understanding or knowledge of the concept or skill.
Evaluates his or her own progress and knowledge.
Asks related questions that would encourage future investigations.
• Demonstrates an understanding or knowledge of concepts and skills
• Evaluates his/her own progress
• Answers open-ended questions by using observations, evidence, and previously accepted explanations.
• Provides reasonable responses and explanations to events or phenomena

47. Biology CONSTRUCTED–RESPONSE with SCORING GUIDE
Compare and contrast energy involvement in the processes of cellular respiration and photosynthesis.
Exemplary
Meets all “Proficient” criteria, plus:
Explains the processes in greater details (i.e., light, dark reactions; aerobic, anaerobic, etc.).
Proficient
Explains that plants use solar energy to make organic molecules (food) through photosynthesis.
Explains that plants cells break down organic molecules to release energy through cellular respiration.
Defines the two processes as opposite reactions.
Progressing
Meets two of the “Proficient” criteria.
Beginning
Meets fewer than two of the “Proficient” criteria.

48. A Complete Hierarchy of Inquiry-Oriented Science
Discovery
Learning
Interactive
Demonstration
Inquiry
Lesson
Guided
Inquiry Lab
Bounded
Inquiry Lab
Free
Pure Hypothetical
Applied
Hypothetical Inquiry
Low
 Intellectual Sophistication 
High
Teacher
 Locus of Control 
Student
Table 4. A more complete hierarchy of inquiry-oriented science teaching practices including distinctions between laboratory types, and pure and applied inquiry.

49. Which level are you?
You use various levels at various time. Should be appropriate to the rigor and relevance of the TEKS or concept learned.

52. Science can Capture their Excitement…