The 5E phases

What the teacher does Creates interest by introducing the idea of a mystery substance instantly I am intrigued. Generates curiosity by reading me a story. Raises questions about what the substance could be and what will happen to the protagonists. Tries to find out if I am able to describe the qualities of the Oobleck Encourage cooperation The instructions in the Oobleck lesson are based on guiding the students rather than giving them black and white answers. Observing and listening to the student by asking questions as they are working through the experiment.

What the student does Ask questions about what the substance is made of. Tries to make connections between the story and what the teacher wants me to do. Thinks back to any literature about the subject. Answers questions that will show the teacher that I am interested and alert.

National Science Teachers Association, Chapter , BSCS 5E

Instructional Model, p.29 - 34

Engage

Asks questions such as, Why did this happen? What do I already know about this? What can I find out about this? Shows interest in the topic

Explore

Think freely and make predictions Listen to instructions and try to keep up with class. Mix up the different substances and play with them. Talk about what my hands are experiencing as I play in the Oobleck. Draw pictures or diagrams of what I have been doing.

Thinks creatively, but within the limits of the activity Tests predictions and hypotheses Records observations and ideas

Explain

Encourage learners to explain ideas in their own words Asks questions to check for understanding. Sometimes children can get confused in their understanding about what is happening. Draw on childrens other experiences to help them understand what is happening now. Uses reflective listening to hear what is being said and then interprets that into the language of science and feeds that back to child. Expects students to use science language given previously Gives all children the chance to have a go at participating in the learning. Reminds children that there might be other explanations for what is examined. Makes links to prior knowledge and learning. Building bridges so that the children can cross over more easily.

Explains possible solutions or answers to other ideas Tries to express what I think is happening. Sometimes might get confused with the terminology and use the wrong words as I am learning new concepts. Willing to take risks. Tries to use learning from other areas to guide what I am learning in this new environment. Tries out new words and tries to share with others what has been learnt.

Explains possible solutions to others Listens critically to explanations of other students and the teacher Uses recorded observations in explanations

Expand

Applies new labels, definitions and skills Express their willingness to learn through wanting to have a go and to be able to share their knowledge. Willingness to hear that there might be other ways of explaining or understanding a situation. Is able to find the links that have been made to knowledge that is already available.

Applies new labels, definitions, explanations, and skills in new but similar situations Uses previous information to ask questions, propose solutions, make decisions, design experiments Records observations and explanations

Evaluate

Observes the students as they apply new concepts and skills Is able to test children on what they know or have learned using a variety of tools. Gives room for children to explain what their learning has been. Uses open ended questions to find out what students already know.

Applies new labels, definitions and skills Able to demonstrate what has been learned through writing down or drawing what I know or talking about what I know. Is able to understand and answer questions fully with an explanation about my learning. Is able to say what wasnt understood.

Demonstrates an understanding of the concept or skill Answers open-ended questions by using observations, evidence, and previously accepted explanations Evaluates his/her own progress and knowledge

Please note that the 5E model is cyclical

Engage

Explore

Explain

Expand

Evaluate