1. Materials needed for session:
Cardstock (one piece per participant) = 100
Strips of paper (5 pieces per participant) = *125 sheets of paper cut into 4 sections
Buttons (one per group) = 10
Straws (one per group – cannot be reused) = 45
Rulers (one per group) = 10
Timer (to measure 10 seconds) = 1 for teacher
Toy cars (one per group) = 10
Zip-lock bag for materials (one per group) = 10
Music player and CD for freeze tag

2. Different Perspective…
Looking At Things
From A
Different Perspective…
5-E Instruction Model
Presented by Deedie Jones, GPISD Teacher Coach
Modified from a presentation by Jennifer Payne ESC Region 14

3. Right or Left Window
Is this window on the right or left of this building?

4. Elephant Leg Illusion How many legs does this elephant have

5. Wavy Lines Illusion Are these lines curved, or straight and parallel?

6. Reversible Picture What do you see in the picture
Reversible Picture What do you see in the picture? What do you see after it is flipped?

7. What do you see?. What do you see, a jazzy musician or a pretty lady?

8. Double Imaging Picture Do you see the profile of a face, or an Eskimo looking into a cave?

9. The Color Quiz Look at the chart and say the color, not the word

10. Looking At Lesson Design Different Perspective…
From A
Different Perspective…
5-E Instruction Model
What is a 5E instructional model?
This model describes a teaching sequence that can be used for entire programs, specific units and individual lessons. NASA eClips™ supports the 5E constructivist learning cycle, helping students build their own understanding from experiences and new ideas.
The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. The 5 E's can be used with students of all ages, including adults. Constructivism is a learning strategy that draws on students' existing knowledge, beliefs, and skills. With a constructivist approach, students synthesize new understanding from prior learning and new information.
The constructivist teacher sets up problems and monitors student exploration, guides student inquiry, and promotes new patterns of thinking. Working mostly with raw data, primary sources, and interactive material, constructivist teaching asks students to work with their own data and learn to direct their own explorations. Ultimately, students begin to think of learning as accumulated, evolving knowledge. Constructivist approaches work well with learners of all ages, including adults.
Recently, two more E’s have been added to the model. Elicit was added to the Engage part which adds the important step of accessing students’ prior knowledge. This is an important part of getting kids ready to learn. And “extend” was added to the elaborate component as a way to get kids to transfer some of their knowledge into other learning opportunities. This important part is how students will ultimately connect their learning in science to the world, starting with other school subjects, and beyond that to the working world. We need to show our students how the concept or skills is practical or useful in real life. That’s why the “extend” was added.
Notice that the arrows go back and forth in this model, of course indicating that learning is a cycle not a linear list of steps.
The 5-E model is the GPISD initiative for designing a lesson that emphasizes the active role of the learner(s) in building understanding and making sense of the world. The teacher sets up problems, monitors student exploration, guides student inquiry, and promotes new patterns of thinking.

11. Today’s Objective: To become familiar with the 5-E instructional model and understand the reasons for it being a GPISD initiative.
Today’s Product: Participants will create a foldable containing the definition, teacher role and specific activities pertaining to each of the 5 E’s.
Learning Goals:
– Review or learn the parts of the 5-E Instruction Model.
– Experience a 5-E lesson with special emphasis on the essence of each E.
– Become familiar with components of 5-E Instructional Model and strategies used for implementation.

12. E Engage E Explore E Explain E E Elaborate E Evaluate
Using the illustrations below, can you list the name of each “E” and describe it’s focus? E
Engage E
Explore E
Explain E E
Elaborate E
Evaluate

13. What is 5-E History?
5-E Model is based on the SCIS Model of Instruction by researchers Atkins and Karplus in 1967.
5-E Model was originally proposed by BSCS (Biological Science Curriculum Study) in the late 1980’s.
5-E Model became a GPISD initiative in 2007 and continues to be the framework for lesson design that include strategies for active learning, student engagement and specific instructional focus, based on data analysis.

14. The 5-E Foldable Make a foldable to capture thoughts about 5-E model.
Materials Needed:
1 sheet of card stock
5 strips of paper
1 Marker
Make a foldable to capture thoughts about 5-E model.
Label each of 5 strips with each of the 5-E’s, near the top.
Evaluate
Elaborate
Explain
Explore
Engage
2. Fold the cardstock to create a display tray.
3. Add important information to each strip, then display on tray.
Engage
Engage
Definition: Teacher: Activities:
Generate Interest -Creates interest - Asks questions
Access prior knowledge -Raises questions - Demonstrates interest
Frame the idea -Encourages responses - Connects concepts

15. symbol to indicate information for foldable
On Foldable…
symbol to indicate information for foldable
Engage description
focus student’s attention
stimulate thinking
generate interest
access prior knowledge
frame the learning

16. Engage: Teacher Role Create Interest Motivate Ask for student’s input
Hook content to student interest
Connect to prior knowledge
Create emotional connection
Raise questions and encourage response

17. Engage: Activities Demonstration/Question Manipulative activity
Analyze an illustration
Interactive Reading
KWL/KNLQ
Forced Associations
Brainstorming Activity
Connect past and present
Frames the idea

18. Think about it…Talk about it.
symbol to indicate processing time
Think of a concept in your content area that you will teach this year: a novel, math concept, event in history, music genre, rules to a game, disease prevention, classification, letter sounds, computer skill, etc. What can you do to engage the students?

19. symbol to indicate additional information
Research Affirms
symbol to indicate additional information
Students with engage emphasized instruction:
Increased Performance:
Overall Student Achievement – 9%
Special Population Achievement – 18%
Why?

20. symbol to indicate active participation
Activity – Engage
Brainstorm with your table partners all of the words you can think of to describe force, or ways of showing force.
symbol to indicate active participation
push
grab
FORCE
pull
shove
move

21. symbol to indicate active participation
Activity – Engage
Now discuss forces of nature -
symbol to indicate active participation
wave
FORCE
gravity
wind

22. On Foldable… Explore description: Discover new skills
Experience, Think and Investigate
Probe, Inquire, Collect Information
Question, Test, Make Decisions
Establish Relationships and Understanding
Problem Solve

23. Explore: Teacher Role Facilitate the learning
Incorporate strategies for all learning styles
Observe and listen to the students as they interact
Ask probing questions
Redirect the students when needed
Structure time
Encourage cooperative learning

24. Explore: Activities Perform an Investigation
Read to Collect Information
Construct a Model
Learn and practice a skill
Manipulate data/information
Solve a Problem
Participate in Discussion
Cooperative Learning Activities

25. Think about it…Talk about it.
Think of a concept in your content area that you will teach this year: a novel, math concept, event in history, music genre, rules to a game, disease prevention, classification, letter sounds, computer skill, etc. What strategies can you incorporate in your lesson that will help students explore new knowledge and skills?

26. Research Shows Students with explore emphasized instruction:
Increased Performance:
Overall Student Achievement – 6%
Special Population Achievement – 13%

27. 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.
This activity is from CSCOPE 3rd Grade Unit 3- Investigating Forces Lesson 1, with some modifications.
Materials Needed:
1 button
1 straw
1 ruler

28. On foldable… Explain description: Analyze exploration
Communicate New Understandings
Understanding is clarified and modified through a reflective activity
Concepts, processes or skills become plain, comprehensible and clear
Define terms relative to the learning

29. Explain: Teacher Roles
Encourage the students to explain concepts and definitions in their own words
Ask for clarification and justification (evidence)
Provide definitions, new words, and explanations
Use students’ previous experiences as basis for explaining concepts

30. Explain -Activities Student Analysis & Explanation
Demonstration with Student Talk
Supporting Ideas with Evidence
Graphic Organizers – Thinking Maps
Structured Questioning, Reading and Discussion
Teacher Further Questions or Explains connections
Thinking Skill Activities: compare, classify, summarize, error analysis, and interprets

31. Research Shows Students with explain emphasized instruction:
Increased Performance:
Overall Student Achievement – 6%
Special Population Achievement – 12%

32. 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.

33. 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?

34. On foldable… Elaborate (Extend) description:
Expand and solidify student thinking
Apply new learning to a new or similar situation
Provide reasonable conclusions
Use new information in a real-world situation.
Extend and explain concept being explored
Communicate new understanding with formal academic language

35. Elaborate: Teacher Roles
Use previously learned information as a vehicle to enhance additional learning
Encourage the students to apply or extend the concepts and skills in new situations
Encourage students to use new terms and definitions
Act as a consultant

36. Elaborate: Activities
Problem Solving within a new context
Decision Making
Experimental Inquiry
Thinking Skill Activities: compare, classify, apply, judge, conclude, synthesize and extend
Extended Reading

37. The Important Book by Margaret Wise Brown
Think about it…Talk about it.
The Important Book by Margaret Wise Brown
How could you use this book to support ELABORATION?

38. The Important Book
The important thing about gravity is that it is always there.
It is invisible but it is something we all share.
It pulls things down through the air.
Margaret Wise Brown

39. Research Shows Students with elaborate emphasized instruction:
Increased Performance:
Overall Student Achievement – 1%
Special Population Achievement – 14%

40. Activity – Elaborate Talk with your group-
How could you make a toy car move along the table, using the wind through a straw?
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.

41. 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?

42. On foldable… Evaluate description: Shows evidence of accomplishment
Allows the teacher to assess student performance and/or understandings of concepts, skills, processes, an applications.
Demonstrate understanding of new concept by observation or open-ended response.
Student is demonstrates evidence of understanding.

43. Evaluate: Teacher Roles
Observe the students as they apply new concepts and skills
Assess students’ knowledge and/or skills
Look for evidence that the students have changed their thinking or behaviors
Encourage students to assess their own learning
Ask open-ended questions, such as:
– Why do you think …. ?
– What evidence do you have regarding …. ?
– What do you know about …. ?
– How would you explain …. ?

44. Evaluate Activities Activities scored using a rubric
Performance assessment
Produce a product
Journal entries
Peer Feedback Response
Problem-based Learning Scenarios
Portfolio
Bloom’s Higher Level Questioning

45. Types of Questions Measuring & Counting: How many? How long? How much?
Comparison (for sharper observation): In how many ways are _______ alike and how do they differ?
Action: What happens if you ……..? …get caught in a tornado while driving a car?
Problem-posing (more sophisticated, follows exploration & understanding, not a good first question): Can you find a way to… capture the objects caught in a tornado? Can you find evidence of other forces in nature? How can you construct a building that will withstand the speeds of wind in a tornado? Can you make a machine that works from the force of wind generated by a tornado’s storm?

46. Activity – Evaluate
Using the rubric for criteria reference, create a PowerPoint game focused on “forces of nature”. Share with your table group. Use peer scoring sheet after you play the game, then tally the points awarded the game creator to get their grade.

47. Research Shows Students with evaluate emphasized instruction:
Increased Performance:
Overall Student Achievement - 17%
Special Population Achievement – 12%

48. 5E Overview Generate a Frayer with blank paper 5-E Model Define:
Examples:
Non-Examples:
Visual Representation:

49. 5E and Campus Administrators
How will 5E instruction look in walkthroughs?
PDAS connections
How can the 5E model support what you do as campus leaders?
How can you support your campus?

50. 5E and Teachers What are the benefits to teachers?
Will this instructional model be an easy fit for every teacher?
What are questions teachers have about the 5E lessons?
How can administrators help support classroom instruction?

51. Reviewing Today’s Goals
Learning Goals:
– Review or learn the parts of the 5-E Instruction Model.
– Experience a 5-E lesson with special emphasis on the essence of each E.
– Become familiar with components of 5-E Instructional Model and strategies used for implementation.