Department of Mathematics and Science ngage What are the 5Es? The 5Es represent five stages of a sequence for teaching and learning: Engage, Explore, Explain, Extend (or Elaborate), and Evaluate. The purpose for the ENGAGE stage is to pique student interest and get them personally involved in the lesson, while pre-assessing prior understanding TEACHER Creates interest / Generates curiosity Raises questions /Elicits responses that uncover what the students know or think about the concept/topic./ assess prior knowledge. Demonstration / Reading / Free Write/ Analyze a Graphic Organizer / KWL Brainstorming STUDENT 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 E xplore The purpose for the EXPLORE stage is to get students involved in the topic; providing them with a chance to build their own understanding TEACHER Perform an Investigation / Read Authentic Resources to Collect Information / Solve a Problem / Construct a Model Encourages the students to work together without direct instruction from the teacher / Observes and listens to the students as they interact / Asks probing questions to redirect the students’ investigation when necessary Provides time for students to puzzle through problems / Acts as a consultant for students STUDENT Thinks freely, but within the limits of the activity / Tests predictions and hypothesis Forms new predictions and hypotheses Tries alternatives and discusses them with others / Records observations and ideas / Suspends judgment E xplain The purpose for the EXPLAIN stage is to provide students with an opportunity to communicate what they have learned so far and figure out what it means TEACHER Teacher Explanation / Encourages the students to explain concepts and definitions in their own words Supporting Ideas with Evidence Structured Questioning / Reading and Discussion Thinking Skill Activities: compare, classify, error analysis STUDENT Analyze their exploration. / Explains possible solutions or answers to others Listens critically to one another’s explanations / Questions one another’s explanations Listens to and tries to comprehend explanations the teacher offers / Refers to previous activities / Uses recorded observation in explanations. Department of Mathematics and Science

E E laborate valuate 5 E’s of Science TEACHER STUDENT TEACHER STUDENT The purpose for the ELABORATE/ EXTEND stage is to allow students to use their new knowledge and continue to explore its implications TEACHER Problem Solving / Decision Making Experimental Inquiry Thinking Skill Activities: compare, classify, apply / makes open suggestions Expects the students to use formal labels, definitions, and explanations provided previously. STUDENT Performs new related tasks / Resolves conflicts / Plans and carries out new project / Asks new questions / Seeks further clarification Applies new knowledge -thinking to a real-world situation / Uses previous information to ask questions, propose solutions, make decisions, design experiments / Draws reasonable conclusions from evidence / Records observations and explanations / Checks for understanding among peers The purpose for the EVALUATION stage is for both students and teachers to determine how much learning and understanding has taken place TEACHER Evaluate any of the Previous Activities Develop a Scoring Tool or Rubric Performance Assessment / Produce a Product Journal Entry / Portfolio / Observes the students as they apply new concepts and skills / Looks for evidence – changes in students ‘ thinking or behaviors. Asks open-minded questions, such as Why do you think…? What evidence do you have? What do you know about it? How would you explain it? STUDENT Demonstrates an understanding or knowledge of concepts and skills Answers open-ended questions by using observations, evidence, and previously accepted explanations. / Evaluates his or her own progress and knowledge. Asks related questions that would encourage future investigations. / Provides reasonable responses and explanations to events or phenomena. E valuate ENGAGE EXPLORE EXPLAIN EXTEND EVALUATE 5 E’s of Science Document elaborated by Nelida Araujo

Opening to review and preview Science 5 E’s Instructional Model (Compared to the Workshop Model) Sample Day 1 Opening/Mini-lesson Opening to review and preview Engage Work Session Explore Here is a sample lesson of the 5 E’s compared to the workshop model. Closing to assess learning and summarize Closing Department of Mathematics and Science

Science 5 E’s Instructional Model Sample Day 2 Opening to review and preview Explore Since Explore is a carefully planned activity based on a benchmark, it may extend from the previous day and may continue to the next day. How long Explore lasts depends on the concept(s) and skill(s) being taught. Closing to assess learning and summarize Department of Mathematics and Science

Opening to review and preview Science 5 E’s Instructional Model Sample Day 3 Opening to review and preview Explore Explain When Explore continues to Day 3, it is used for students to complete their written records of the activity before they Explain what they have learned. They may also do a final trial of their investigation. Remember that the length of time in any one E depends on the concept being taught. Closing to assess learning and summarize Department of Mathematics and Science

Science 5 E’s Instructional Model Sample Day 4 Opening to review and preview Explain Extend Explain may continue to Day 4. This is the time for teachers to check students’ understanding again and clarify concepts after reflecting on the previous day’s instruction. Extend should be clearly connected to the concepts learned in the previous E’s to allow students to apply their new knowledge and skills. Closing to assess learning and summarize Department of Mathematics and Science

Science 5 E’s Instructional Model Sample Day 5 Opening to review and preview Extend Evaluate Extend gives students the opportunity to use previously learned information to support additional learning. Students are encouraged to apply or elaborate on new concepts and skills. Although teachers are assessing student understanding throughout all phases of the 5 E’s, Evaluate is the time for summative assessment of the concepts and skills of the unit of study. Closing to summarize Department of Mathematics and Science

Sample Five E Lesson Plan

Five ’s Instructional Strategy The Five E Model is one way to prioritize student involvement in their own learning (both in terms of physical activity and active construction of understandings) This model is a version of a “learning cycle” This Five E’s learning cycle suggests the design and implementation of lessons to activate prior knowledge, shape the formation of new knowledge, and provide opportunities to use the new knowledge. Discuss with a partner what the E’s stand for in the 5E Instructional Model. Think-Pair-Share Introduce 5E model as an instructional strategy (a version of a learning cycle) consistent with the focus of the NGSS standards and the benchmarks. Module 3 11