Science Lesson Components

Utilizing the 5 E Model in Content and/or Hands-On Lessons

1. ENGAGE- In this step activities capture the students’ attention, stimulate their thinking and help them access prior knowledge. Students use ideas they already have to construct a new idea, developing in the process a network of connections between ideas. The more ideas used and the more connections made, the better students understand.

Example Activities

  • Student or Teacher Demonstration
  • Short reading from newspapers, magazines, book excerpt, or a piece of literature
  • Free Write
  • Discrepant event (causes to wonder)
  • Video Clip
  • KWL Chart or Circle Map
  • Puzzle

Student Behaviors

  • Asks questions
  • Demonstrates interest in the lesson
  • Asks questions, such as:
  • Why did this happen?
  • What do I already know?
  • What can I found out about this?

Teacher Behaviors

  • Motivates
  • Creates interest
  • “Taps into” what the students know or think they know about the topic
  • Raises questions and encourages responses

2. EXPLORE- In this step students are given time to think, read, plan, investigate and organize information in either a hands-on activity or a reading for content lesson. Remember that teachers are the facilitators…. let the students do the talking and exploring. Just as in CGI, remember to allow time for processing, let go, listen carefully, provide hints or ask probing questions if necessary, observe and assess.

Example Activities

  • Reading from textbook (use reading strategies)
  • Authentic Resources (to answer open-ended questions or make decisions)
  • Video
  • Experiment
  • Solve a problem
  • Construct a model
  • Design and/or perform
  • Vocabulary development-introduce(Depending on needs of students, this can occur during engage, explore or explain.)
  • Oral reflections (group, partner and self talk)
  • Written reflections (journaling and group recording)
  • Research for background information (computers or book)
  • Questions to guide students to develop understanding
  • Kagan Cooperative Learning Strategies

Student Behaviors

  • Thinks freely, but within the limits of the activity
  • Tests predictions and hypotheses
  • Forms new predictions and hypotheses
  • Tries alternatives and discusses them with others
  • Becomes a good listener
  • Records observations and ideas
  • Suspends judgment

Teacher Behaviors

  • Acts as a facilitator and s consultant for the students
  • Observes and listens to students as they interact
  • Asks probing questions to redirect the students’ investigations when necessary
  • Provides time for students to think and to reflect and to puzzle through problems
  • Encourages cooperative learning

3. EXPLAIN- In this step students reflect upon what they have learned from the hands-on or content lesson to clarify understanding. Teachers need to be aware of where students are in their learning. During student interactions, observe and listen to catch misconceptions and continue to question to probe students’ thinking.

Example Activities

  • Post lesson content objective, language objective and vocabulary for the day (This may be appropriate at the beginning of the lesson or during the explain step depending on the type of lesson or the needs of your students.)
  • Reread for understanding
  • Oral reflections (class, group, partner, and self talk)
  • Written reflections (journaling, group recording, thinking maps)
  • Incorporate vocabulary in oral and written reflections
  • Questioning Strategies
  • Kagan Cooperative Learning Strategies
  • Vocabulary (cards, matching strips, word wall, Jeopardy)
  • Questions to clarify and reinforce the lesson’s objective

Student Behaviors

  • 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 offered by the teacher
  • Uses previous observations and findings
  • Uses recorded observations in explanations

Teacher Behaviors

  • Encourages students to explain their observations, concepts and definitions in their own words
  • Formally provides definitions, new words and explanations
  • Uses students’ previous experiences as the basis for explaining concepts
  • Asks for clarification and justification (evidence) from students

4. ELABORATE- In this step students expand and solidify their understanding of the concept and/or apply it to a real world situation. Teachers need to encourage students to think outside the box to make connections to the real world for better understanding of science concepts.

Example Activities

  • Problem solving (application to a new real world situation)
  • Thinking maps
  • Incorporate critical thinking skills (classifying, comparing, abstracting, error analysis)
  • Use overheads to extend and expand concepts
  • Connect science concepts to the real world (pictures, photos, observations, etc.)
  • Journaling
  • Teacher probing (“what if” questions etc.)
  • Experimental Inquiry (design and conduct)
  • Decision Making

Student Behaviors

  • Applies new labels, definitions, explanations and skills in new, but similar, situations
  • Uses previous information to probe, to ask questions, propose solutions, make decisions and design experiments
  • Draws reasonable conclusions from evidence
  • Records observations and explanations
  • Checks for understanding among peers

Teacher Behaviors

  • Uses previously learned information as a vehicle to enhance additional learning in science or other areas of the curriculum
  • Encourages students to apply or extend the new concepts and skills in new situations
  • Encourages students to use formal labels, definitions, and explanations provided previously
  • Reminds the students of alternative explanations
  • Refers students to existing data and evidence and asks: What do you already know? Why do you think…? (Strategies from Explore ally here also.)

5. EVALUATE– In this step students demonstrate knowledge and understanding of concepts and skills. Teachers should make sure assessments include depth and complexity.

Example Activities

  • TAKS formatted tests
  • Daily warm-ups for spiral review
  • Teacher observations
  • Quizzes
  • Answer Open-ended questions
  • Vocabulary games
  • Entrance/Exit Card
  • Partner Talk
  • Teacher and/or student generated scoring tools or rubrics

Student Behaviors

  • Demonstrates an understanding or knowledge of concepts and/or skills
  • Evaluates his/her own progress and knowledge
  • Answers open-ended questions by using observations, evidence, and previously accepted explanations
  • Provides reasonable responses and explanation to events or phenomena
  • Asks related questions that would encourage future investigations

Teacher Behaviors

  • Observes behaviors of students as they explore and apply new concepts and skills
  • Assess students’ knowledge and/or skills
  • Looks for evidence that the students have changed their thinking or behaviors
  • Encourages students to asses their own learning and group-process skills
  • Asks open-ended questions, such as: Why do you think…? What evidence do you have? What do you know about x? How would you explain x?

1