1. Create Inquiry-Based Lessons the Easy Way! Dr. Holly Travis Department of Biology Indiana University of Pennsylvania

2. Introduction to the 5-E Model How you can use the 5-E Model to turn great ideas into inquiry-based lessons A little practice… Sharing your creativity

3. 5-E Model A simple lesson plan format developed by Trowbridge & Bybee that encourages inquiry and investigation by the students

4. The 5-E Model Step 1 - Engage Step 2 – Explore Step 3 – Explain Step 4 – Elaborate Step 5 - Evaluate

5. Suppose you saw an idea for a lesson about seed dispersal in a book you found at a conference or on a colleague’s bookshelf.

6. Now you need to turn that great idea into a lesson that will inspire and challenge your students. What are the first things you need to consider?

7. Learning objectives: What do you want your students to know/be able to do once they finish this activity? Standards: What national/state/local standards will do you want to address with this activity?

8. Using your handout, which NSES Standard(s) could you apply to this topic? 1. Unifying concepts and processes in science. 2. Science as inquiry. 3. Physical science. 4. Life science. 5. Earth and space science. 6. Science and technology. 7. Science in personal and social perspectives. 8. History and nature of science.

9. Once you know where you want to go, the 5-E Model makes it easy to plan your lesson. Simply plug appropriate activities into each step.

10. Engage E. Bring in a dandelion that has gone to seed and ask students what happens when the wind blows or substitute a brief film clip showing the same thing http://www.youtube.com/watch?v=u8_gDqZGSq4 OR S. Show the same brief video clip of seed dispersal and ask students (or groups of students) to list at least 6 different kinds of seeds and how each is dispersed. Have groups share their most unusual example. http://www.youtube.com/watch?v=u8_gDqZGSq4

11. Explore E. Ask students to work in small groups outside to locate 5 different types of seeds from flowers, trees, and shrubs in the schoolyard and have them determine how their seeds are dispersed. OR S. Take student groups outside and ask each group to find 10 different seeds. Determine the dispersal mechanism for each, and evaluate the effectiveness by counting the number of each kind of seed they find and the average distance from the parent plant.

12. Explain E. Groups will share their seeds and dispersal ideas with the rest of the class. Have students compare similarities and differences between the seeds collected. OR S. Have each group share their results. Have students offer suggestions about which characteristics seemed to be most effective and which ones didn’t work as well.

13. Elaborate E. Have each group (or each student) design their own seed, using paper, string, glue, crayons, and other craft supplies. Take the models outside and try them to see how they work. OR S. Groups can design a research project to test their observations, choosing one type of plant. These will include a hypothesis, experimental design, data collection and analysis, and conclusions.

14. Evaluate E. Have students write a story or draw a picture, describing the life of their seed, how its structure helps it move from place to place, and what it might observe as it moves to a new germination spot. OR S. Students will write a formal lab report using the data they collected and graphing their results.

15. Now it’s YOUR turn! Each group will choose a slip of paper containing an activity description. Discuss the activity and brainstorm to come up with ideas for a lesson based on your topic.

16. With your group members, determine the grade level your lesson will target, the NSES Standard(s) it will address, and the Learning Objectives you expect students to master.

17. Next, fill in the 5 “E” steps on your paper. Make sure you keep the activities student-centered (describing what the students will be doing) and that they match the “E” word (the Explore involves exploration, the Explain has the students explaining, etc.)

18. Now that you have Explored the 5-E model and have created a lesson, each group will briefly Explain what they came up with. Please share your topic, grade level, and a quick summary of the 5-E steps.

19. As an Elaborate, take the lesson you created and redesign it for a different age group. For example, if you created an elementary-level lesson, adapt the lesson for secondary students.

20. Finally, exchange your second lesson with another group. As a way to Evaluate your understanding of the 5-E model, critique the lesson. Do the activities fit the “E” steps? Do they match the learning objectives identified for the lesson? Will they excite and challenge students?

21. Congratulations! You have now created two student-centered lessons that will encourage inquiry and critical thinking using the 5-E model. Next time you see a great activity, remember how simply it can be adapted for your own students!

22. Questions? Thank you! If you have questions about this presentation, feel free to contact me at H.J.Travis@iup.edu