1. 5E Model of Inquiry Instruction
Engage
Pre-assessment
Focusing event
Students formulate or teacher poses “driving question”
Explore
Students plan &/or conduct investigations to answer driving question
Explain
Students summarize observations or investigation results
Students give their explanations that make sense of the data
Teacher builds on their explanations, introducing scientific knowledge &/or explanations
Elaborate
Students apply &/or extend new knowledge to new learning tasks
Evaluate
Teacher assesses learning with pre-, formative, and summative assessments

2. Backward Design Process for Science Inquiry
Aligning curriculum and assessment with instructional objectives
Assessment
Performance Expectations/ Benchmarks
(from Standards)
Learning Objectives
Instruction
Adapted from: American Association for the Advancement of Science. (2001). Designs for Science Literacy. New York: Oxford University Press. (pp )

3. Backward Design Process for Science Inquiry
Identify the performance expectations (NGSS) and benchmarks (inquiry skill and science content from MT)
Write learning objective from the performance expectation (a performance expectation may be too big for one lesson – if this applies, select a portion of the performance expectation to use)
Determine evidence for assessment of each learning objective
Plan learning experiences & instruction (5E inquiry)
Revise assessments (and driving question)

4. 5E Inquiries – Learning Objectives
Teacher candidates will be able to …
Explain what happens in each of the 5Es
Create 5E inquiry lesson plans for grades K-8
Design standards-based lesson plans using the Backward Design process
In your notebooks, leave a blank page after “Sound Science;”
Start a notebook entry for the “Magnets” Inquiry!
Write in the name of each E as we use it.
Magnets

5. Magnet Inquiry Pre-Assessment
Engage
Magnets in Water1
Four friends were wondering if a magnet could pick up steel paper clips in water. This is what they said:
Nate: “I think magnets and paper clips need to be in air. If both the magnets and paper clips are in water, they won’t attract.”
Amy: “I think magnets need to be in the air, but it doesn’t matter if the paper clip is. Magnets can attract paper clips covered with water.
Steve: “I don’t think air makes a difference. I think magnets will attract paper clips when both are under water.”
Leah: “I don’t think air makes a difference. However, when magnets are in water, they work the opposite way. The paper clips will be repelled by the magnet.”
In your notebook, identify which friend you agree with and why.
Explain your thinking about how magnets work.
Which E is this? <CLICK>
1Keeley, P., & Tugel, J. (2009). Uncovering Student Ideas in Science: 25 New Formative Assessment Probes, Vol. 4. Arlington, VA: National Science Teachers Association Press.

6. Data Collection Engage
Driving Question: What materials can a magnet pull through?
Material
Prediction
Result
Notes
construction paper
cardboard
plastic tumbler
glass beaker
aluminum foil
tin can
steel door
table
textbook
other …
Explore
<CLICK> table
<CLICK> Conclusion
What can you conclude about a magnet’s pull?
Explain

7. Magnet Inquiry Pre-Assessment
Magnets in Water1
Four friends were wondering if a magnet could pick up steel paper clips in water. This is what they said:
Nate: “I think magnets and paper clips need to be in air. If both the magnets and paper clips are in water, they won’t attract.”
Amy: “I think magnets need to be in the air, but it doesn’t matter if the paper clip is. Magnets can attract paper clips covered with water.
Steve: “I don’t think air makes a difference. I think magnets will attract paper clips when both are under water.”
Leah: “I don’t think air makes a difference. However, when magnets are in water, they work the opposite way. The paper clips will be repelled by the magnet.”
Conduct an investigation to test these ideas.
Use your science notebooks to record what you do and what you find out.
Conclude which friend is most correct.
Which E is this? <CLICK>
Elaborate
Evaluate
1Keeley, P., & Tugel, J. (2009). Uncovering Student Ideas in Science: 25 New Formative Assessment Probes, Vol. 4. Arlington, VA: National Science Teachers Association Press.

8. 5Es in the Magnet Inquiry
Engage
Present?
Pre-assessment
Focusing event
Driving question
Explore
Investigate
Explain
Summarize/conclude
Student explanation
Teacher builds on explanation
Elaborate
Apply/extend
Evaluate
Pre-assessment (in Engage)
Formative assessment
Summative assessment √
(√)
Where was Evaluate?
<CLICK> Were all the Es present? <CLICK for check marks>
Then, show lesson plan.
Magnets Lesson Plan

9. DRAFT Physical or Earth Science 5E Lesson Plan (group)
In your Physical or Earth Science lesson planning group,
Write a draft of your lesson plan,
bringing in the work you did last time and my feedback on it (the learning objective, draft assessments, and draft driving question)
describing what you will do in each E, revising the assessments and driving question as necessary (to get full points, each E must be developed enough so I can give you feedback, but don’t develop it so much that it would be painful to change!)
Due on date in syllabus, uploaded to D2L dropbox
Resources:
For this assignment don’t use lesson plans found in your book! (It would shortchange your of writing a 5E lesson.)
Some online sources to consider: