5 E model lesson

SIMPLE CIRCUITS
I. MSPAP SCIENCE OUTCOMES A. Students will demonstrate the ability to interpret and explain information generated by their exploration of scientific phenomena. 1. Demonstrate that scientific knowledge allows us to make predictions. 2. Demonstrate creativity in developing physical models. B. Students will demonstrate positive attitudes toward science and its relevance to the individual, society, and the environment. 1. Recognize that everyone can do science. 2. Demonstrate persistence. C. Students will demonstrate the ability to employ the language, instruments, methods, and materials of science for collecting, organizing, interpreting, and communicating information. 1. Developing a testable hypotheses. 2. Explain findings orally or in writing. OBJECTIVES A. COGNITIVE 1. Students will be able to accurately define circuit by the end of the lesson. 2. Students will be able to name and identify the parts of a simple circuits when given diagrams or the physical materials with 100% accuracy. 3. Students will be able to correctly explain how a flashlight operates after having the opportunity to examine it with their peers. B. PSYCHOMOTOR 1. Students will be able to construct a working simple circuit when provided with wire, a light bulb, and a battery. 2. Students will be able to classify circuits as open or closed when presented with diagrams of various setups with 90% accuracy. C. AFFECTIVE 1. Students will demonstrate perseverance as they attempt to construct a simple circuit. 2. Students will display an open-mindedness as they work with their peers to determine how a flashlight works. MATERIALS A. Batteries B. Wire C. Light bulbs D. Circuit worksheets E. Transparency PRESENTATION A. ENGAGEMENT

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Read section of Dear Mr. Henshaw by Beverly Cleary where Leigh Botts wants to build a burglar alarm on his lunch box. 2. How do you think Leigh might be able to build an alarm for his lunch box? ( He could use wires and a bell. I think he would also need a battery for power.) EXPLORATION (predicting, observing, communicating, inferring, constructing) 1. Today we are going to continue our investigation of electricity. 2. I am going to distribute to you a package of materials; using the wire, light bulb, and battery I want you to put them together to make the bulb light. 3. As I am distributing the materials, take out a piece of paper and draw a setup which you think will light the bulb. This is the setup you will test when you get together with your group. Be very specific with your drawing. 4. You may move into your group and share your diagram and ideas. After you have discussed this, you may begin to construct you setups to test them. 5. Be sure to note on your paper whether your setup worked or not. If your group did not have any working setups, continue to investigate and build one that does work. Draw a diagram of the working model. 6. I will walk around at this time asking questions of the students. 7. Why did you decide to do it that way? 8. Why do think that works/ does not work? 9. Can you design another setup that is different and will still work? 10. Is there anything special that you should know about the light bulb to make it light? EXPLANATION 1. Have students share successes and failures by diagramming them on the board. 2. See if other groups have setups that are not listed. 3. Have students explain why they work. 4. Discuss the similarities of each model that worked. 5. Introduce the term "circuit" and define as the pathway from the energy source through the wire to the bulb and back to the battery. 6. Stress that it is a complete pathway without any breaks in it. Trace some of the successful diagrams to emphasize this. 7. Identify this as a simple circuit and label the parts (energy source, pathway, appliance). 8. Examine the diagrams of those that did not work and try to have the students determine why they didnt work. Ask questions as follows. 9. Is part of the circuit missing? (No) 10. Are they all connected? (Yes) 11. Then why isnt the bulb lit? (It is not in the correct order.) 12. How can we fix that? (Take suggestions from students and try them.)

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Lets take a look inside a light bulb and see if we can understand this a little better. 14. Show transparency of light bulb paying particular attention to the filament. 15. Point out that the filament is connected at the bottom and the side, therefore the wires must be touching those two areas. 16. Why does the wire have to touch these areas? (It has to touch here to form a complete circuit for the energy to move through.) 17. Explain that a complete circuit that delivers energy to an appliance is called a closed circuit; use the analogy of a closed circle or an athletic track. 18. What would happen if I erased part of this circle? (It would be incomplete and we couldnt travel all the way around it.) 19. Yes, the same thing would happen in an electrical circuit; the energy could not reach the appliance. 20. This is called an open circuit. 21. To help you remember this you might think: 22. A Closed circuit is Complete. (Both start with C.) 23. An Open circuit is Incomplete. (Both start with a vowel.) 24. Briefly tell them this is how a switch works, but we will study them later this week. 25. Show the students a flashlight, turning it off and on. 26. I am sure all of you have used a flashlight, but did you ever stop to think how it works? D. ELABORATION (predicting, forming hypotheses, communicating) 1. I would like you to work with your group to determine how it works and be able to explain it using the terms we have just learned. 2. Distribute flashlights and allow groups to investigate how it works. 3. Each group should select a spokesperson to explain their groups theory as to how the flashlight works. 4. Identify groups with correct explanation. E. EVALUATION 1. Distribute circuit worksheet and have students complete independently. 2. Put students back into groups and allow them to test the answers on their worksheet using the materials. 3. Ask if there are any unclear areas or questions which may have developed. SUMMARY A. Display a transparency of a simple circuit on the overhead and have students correctly label the parts. B. Have students define open and closed circuit. (An open circuit does not provide a complete pathway for the energy , therefore the appliance will not work. A closed circuit provides complete pathway for the energy, therefore the appliance will work.) MODIFICATION FOR LEARNER DIFFERENCES

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The 5 E's
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. Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept. Engage: This phase of the 5 E's starts the process. An "engage" activity should do the following: 1. Make connections between past and present learning experiences 2. Anticipate activities and focus students' thinking on the learning outcomes of current activities. Students should become mentally engaged in the concept, process, or skill to be learned. Explore: This phase of the 5 E's provides students with a common base of experiences. They identify and develop concepts, processes, and skills. During this phase, students actively explore their environment or manipulate materials. Explain: This phase of the 5 E's helps students explain the concepts they have been exploring. They have opportunities to verbalize their conceptual understanding or to demonstrate new skills or behaviors. This phase also provides opportunities for teachers to introduce formal terms, definitions, and explanations for concepts, processes, skills, or behaviors. Elaborate: This phase of the 5 E's extends students' conceptual understanding and allows them to practice skills and behaviors. Through new experiences, the learners develop deeper and broader understanding of major concepts, obtain more information about areas of interest, and refine their skills. Evaluate: This phase of the 5 E's encourages learners to assess their understanding and abilities and lets teachers evaluate students' understanding of key concepts and skill development.

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.

"5 E's" instructional model

The Voyages Through Time (VTT) curriculum uses the "5 E's" instructional model developed by the Biological Sciences Curriculum Study (BSCS) [Bybee, R. W. (Ed.). National Standards and the Science Curriculum: Challenges, Opportunities, and Recommendations. Dubuque, Iowa: Kendall-Hunt Publishers, 1966]. This guided inquiry approach involves students in actively developing their understanding of concepts or skills with the teacher acting as the instructional director. The "5 E's" instructional model involves specified sequence of phases: Engage, Explore, Explain, Elaborate, and Evaluate. Each phase has a particular purpose. The nature of the instructional task during each phase can and does vary from activity to activity, but the purpose of each phase remains the same. The "5 E's" provides the framework for the VTT activities. In some VTT activities, the "5 E's" sequence plays out across two, fifty-minute classes, and there will be an additional "engage" for the second class. There are also a few activities that have a double explore-explain, such that the sequence is engage-explore-explain-exploreexplain-elaborate-evaluate. Engage: This phase initiates an activity. Its primary purpose is to introduce students to the concept, process, or skill that will be explored. The engage phase often involves one or more of the following, as well: making connections with prior instruction, anticipating the upcoming tasks, identifying learning objectives, and/or clarifying students' current ideas and skills. Clarifying students' current ideas and skills may involve reminding them of or reviewing with them prerequisites necessary for the upcoming tasks. In some instances, it may involve making both the teacher and the students aware of potential alternative conceptions (a.k.a., misconceptions). Such conceptions are not corrected at this point; the exploration and explanation phases are designed to challenge alternative conceptions. It is important to bring these conceptions to the forefront so that they can be re-examined in light of new information developed during the exploration phase. Explore:

This phase provides students with a common base of experiences with natural phenomena. These experiences may involve observations of events or objects, manipulations of materials, work with simulations, examinations of representations, viewing a short video, or reading about a scientist's work. These experiences provide a common basis for all students that the teacher can use to assist them in identifying and developing concepts and skills. Students make records of their experiences during the explore phase and sometimes answer questions about them, although these do not go beyond initial analyses. Explain: At the beginning of this phase in the instructional model, students are provided with opportunity to verbalize their understanding of their experiences from the explore phase. The questions and discussion lead students to patterns, regularities, and/or similarities and prompt them to describe concepts or skills in their own words. This largely student-directed portion of the explain phase may occur in small groups or as a whole class. The teacher then introduces a label or term and provides a formal definition or description for the concept or skill. Elaborate: The next phase challenges students to extend their understandings or skills and/or to practice them. Through new experiences at this time, students develop deeper understanding, an extended conceptual framework, and/or improved skills. Some of the tasks, such as reading an article, may be done as homework and discussed during the following class period. Evaluate: The final phase of the instructional model encourages students to assess their understanding and abilities and provides opportunity for the teacher to evaluate student progress toward achieving the learning objectives for the activity. The tasks may involve writing summaries, applying concepts and/or skills to novel situations, constructing a concept map, or taking a quiz. Some evaluate tasks are done as homework. http://www.slideshare.net/koess/model-5-e-2447309 Aubusson; Bybee, Taylor, Gardner, Scotter, Powell, Westbrook & Landes, dalam Kurnaz & alik, 2008). Bybee et al. (dalam Kurnaz & alik, 2008) telah meringkas fase-fase pembelajaran dalam model 5E, sebagai berikut. 1. Engagement/keterlibatan: untuk mengakses pengetahuan awal siswa, guru menyuruh siswa terlibat dalam konsep baru dengan perantaraan aktivitas pendek atau pertanyaan yang menampilkan keganjilan dan merangsang keluarnya pengetahuan awal. Aktivitas atau pertanyaan diperkirakan membuat sebuah hubungan antara pengetahuan awal dan pengalaman belajar saat ini, sehingga guru mampu mengorganisir pemikiran siswa ke arah hasil belajar dari aktivitas tersebut. 2. Exploration/penjajakan: siswa menyelesaikan aktivitas lab atau diskusi kelompok atau bermain peran atau analogi yang memungkinkan mereka mengekploitasi sendiri pengetahuan awal untuk menghasilkan ide-ide baru, pertanyaan penjajakan, perkiraan dan implementasi sebuah penyelidikan

yang bersifat tentatif. 3. Explanation/penjelasan: fase ini dibutuhkan guru untuk penjajakan lebih lanjut, juga memberi kesempatan bagi guru secara langsung memperkenalkan sebuah konsep, proses atau keahlian. Selanjutnya, siswa menyampaikan pemahaman mereka tentang konsep atau jalan yang benar dan penegasan pengetahuan yang tidak benar. Selanjutnya, guru menuntun mereka untuk memegang pemahaman yang lebih mendalam, yang merupakan bagian terpenting dari fase ini. 4. Elaboration/penguraian: untuk meneliti pemahaman dan keahlian konseptual siswa, siswa mencoba memperluas pengetahuan terstruktur yang baru untuk mempertahankan dan memperluas pemahaman, informasi yang lebih banyak, dan keahlian yang cukup. Juga, mereka dapat menerapkan pemahaman mereka tentang konsep untuk aktivitas tambahan. 5. Evaluation/mengevaluasi: fase ini mendidik siswa mengakses pemahaman dan kemampuan mereka dan memberikan kesempatan bagi guru untuk mengevaluasi bagaimana perkembangan siswa terhadap pencapaian tujuan pendidikan. 2.7 Metode Perubahan Konseptual dalam Setting Pembelajaran 5E Berdasarkan beberapa hasil penelitian sebelumnya Urey & Calik (2008) merangkum, menekankan bahwa pengalaman dalam aktivitas nyata adalah lebih efektif daripada teks-teks perubahan konseptual. Walaupun menggunakan penalaran analogis atau model yang efisien dalam pengajaran sains, akan tetapi sebagian besar guru tidak menggunakannya sesering mungkin dan cenderung mengabaikan manfaatnya. Bahkan jika mereka mencoba untuk mengeksploitasi melalui metode analogi, sering terjadi 13