2. 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

3. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. Sample Five E Lesson Plan

11. 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