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Teaching Science With the 5E’s 2013

Teaching Science With the 5E’s 2013. The 5 E’s Science Lesson. Delivering Inquiry Based Instruction. 5E lesson cycle is not inquiry alone…. 5E is a sequencing model by which inquiry lessons are delivered over time. What Research Says About 5E.

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Teaching Science With the 5E’s 2013

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  1. Teaching Science With the 5E’s 2013

  2. The 5 E’s Science Lesson Delivering Inquiry Based Instruction

  3. 5E lesson cycle is not inquiry alone… 5E is a sequencing model by which inquiry lessons are delivered over time.

  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. 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.

  7. EngageSuggested Activities • Demonstration/Surprising Events • Reading – current events • Pose a question • Analyze a picture • Manipulative • Brainstorming Activity • SHORT Video Clip

  8. Engage What the Teacher Does • Creates Interest • Motivates • Raises questions • Identify student’s knowledge level

  9. EngageWhat 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

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

  11. Engage Learner Teacher

  12. 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 Engage

  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.

  15. ExploreSuggested 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

  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

  17. ExploreWhat 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.

  18. Activity – Explore Materials Needed: 1 button 1 straw 1 ruler 1 scale • 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)

  19. Explore Learner Teacher

  20. 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 Explore

  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.

  23. ExplainSuggested 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.

  25. ExplainWhat 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.

  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.

  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?

  28. Explain Learner Teacher

  29. 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 Explain

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

  31. Elaborate Activity which expands and solidifies student thinking and/or applies it to a real-world situation. * Independent practice takes place here

  32. ElaborateSuggested Activities • Problem Solving • Application of Learning • Decision Making • Experimental Inquiry • Critical Thinking Skill Activities: compare, classify, apply

  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 . . .?

  34. ElaborateWhat 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.

  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.

  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?

  37. Elaborate Learner Teacher

  38. 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 Elaborate

  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.

  41. EvaluateSuggested Activities • Problem-based learning outcomes • Student Interviews • Performance Assessment • Produce a Product • Journal Entry • Portfolio • Assessment (Selected Response, Brief Constructed Response, Extended Constructed Response)

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

  43. Evaluate Learner Teacher

  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

  45. EvaluateWhat 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.

  46. Biology

  47. A Complete Hierarchy of Inquiry-Oriented Science

  48. Which level are you?

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