5 E’s Science Instructional

Delivery Model

5 E’s Science Instructional Model

for Multiple-day LessonsEngage

Explore

Extend

Evaluate

Explain

Science 5 E’s Instructional Model for Lessons

• A lesson is developed around a concept, based on one or more benchmarks from the Sunshine State Standards.

• A science lesson may extend over two or more days. Additional days may be required depending on the concepts.

• Examples of lesson length:– The initial lesson on properties of matter may last five days

in one grade, while a review lesson might be two days in a later grade.

– A lesson on weather might last six or seven days in order to teach the basic concepts, with data collection extending over a month or longer.

Flow of the 5 E’s Model

• The 5 E’s drive planning and instruction.• Instruction flows from Engage through Extend,

with informal assessment occurring during and after each E.

• It may not be a linear flow through the E’s if you realize that students do not understand a concept. For example, you may need to create an additional opportunity for exploration to build conceptual understanding before moving on.

Science 5 E’s Instructional Model

• All science instructional periods should begin with – a brief opening that includes a review of the previous

day’s work and – a preview of the work for the day.

• All science instructional periods should end with a short 3-8 minute – assessment of what was just done in class and – a preview of the next day’s work.

• Think of the opening and closing as “bookends” for the period.

Science 5 E’s Instructional Model

(Compared to the Workshop Model)Sample Day 1

Engage

Explore

Closing to assess learning and summarize

Opening to review and previewOpening/Mini-lesson

Work Session

Closing

Engage(Similar to a Hook or a Launch)

Students engage by:• Demonstrating background

knowledge on a topic or• Viewing and questioning a

discrepant or novel (surprising) event or

• Pondering an essential, open-ended question or problem-based scenario or

• Participating in a discovery activity

Teachers help students engage by:

• Checking students’ background knowledge:

-with the K of K-W-L, -a preconception quiz, -an anticipation guide, -a Think-Pair-Share, or -other research-based strategy• Demonstrating a discrepant

event or• Providing an open-ended

question, problem-based scenario, or discovery activity

Information gathered during the Engage assists teachers in constructing appropriate learning opportunities for students.

Explore(Directed or Guided Inquiry)

Students explore by:• experiencing an inquiry activity

introducing one or more concepts and

• sharing ideas and• building common knowledge

base, and• identifying further questions

and• analyzing and interpreting data

from inquiry activity

Teachers help students explore by:• planning and preparing a directed

or guided inquiry activity and• organizing how students will get,

use, and return materials safely and

• clarifying procedures and• monitoring student interactions,

and• monitoring data interpretation and

asking questions and• identifying students’

misconceptions

How will you informally assess the Explore?

Science 5 E’s Instructional ModelSample Day 2

Explore

Closing to assess learning and summarize

Opening to review and preview

Science 5 E’s Instructional Model

Sample Day 3

Closing to assess learning and summarize

Opening to review and preview

Explore

Explain

ExplainStudents explain by:• sharing interpretations of data

with other students and the teacher and

• constructing scientific concepts and

• building mental and/or concrete models and

• writing about concepts and• creating vocabulary maps

Teachers help students explain by:• directing whole group

discussion of data interpretations and

• determining levels of understanding and

• clarifying concepts and• addressing students’

misconceptions and• providing pertinent information

through direct instruction and• connecting the investigation to

the concept and• using the “teacher as expert

reader” strategy when using the textbook or leveled reader to improve text comprehension

How will you informally assess the Explain?

Science 5 E’s Instructional ModelSample Day 4

Opening to review and preview

Explain

Extend

Closing to assess learning and summarize

ExtendStudents extend by:• making connections to related

concepts and• developing testable questions

that apply what they have learned to new problems or situations and

• Implementing their newly designed investigation and

• clarifying concepts and explanations with teachers and other sources of scientific knowledge by reading, researching, and discussing

Teachers help students extend by:• asking high level questions that

encourage transfer and application of concepts and

• making science materials and tools available for students’ testable questions and

• guiding further explorations in or outside of the science class

• guiding connections to related concepts and

• posing new problems or situations and

• providing textbooks, trade books, periodicals, reference materials, and technology resources to support deeper knowledge.

Science 5 E’s Instructional ModelSample Day 5

Extend

Opening to review and preview

Evaluate

Closing to summarize

Evaluate

Students evaluate understanding by:• reviewing what they have learned

and• completing short-answer and

extended response items and scoring them with a rubric and

• organizing information needed for the unit performance task and

• discussing written items and performance tasks with others and the teacher and

• taking quizzes and tests

Teachers help students evaluate by:• providing written practice with

concepts, including short answer and extended response items with rubrics and

• allowing students to discuss rubrics and self-score selected items and

• providing opportunity to organize information related to the unit performance task and teacher-developed rubric and

• observing and questioning and• giving quizzes and tests, including

District Progress Monitoring Assessments for Grades 3-5

Example of a Lesson for Grade 1 on Plant Parts Using the 5 E’s

• Developed during a coaching cycle at an elementary school

• Based on benchmarks – SC.1.L.14.2 Identify the major parts of plants, including stem,

roots, leaves, and flowers. – SC.1.L.17.1 Through observation, recognize that all plants and

animals, including humans, need the basic necessities of air, water, food, and space.

– SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion and compare their observations with others.

• Illustrates the flow of the 5 E’s through a concept (parts of a plant)

Engage

• Observe two different plants and record how they are alike and different.or

• Go outside to a preselected area and dig up a few small plants to compare when back in the classroom.or

• Go outside for a scavenger hunt to record different kinds of plants on the school grounds.or

• Sort premade picture cards of parts of plants.

Listen and look for evidence of students’ prior knowledge about plant parts.

Explore

Students planted bean seeds in clear plastic cups a week ago. Seeds were placed in the soil to be clearly visible through the sides of the cups.

• Use hand lens to observe roots. Measure and record length of roots. Draw sprouted seed and label roots. Write about changes in the seed. Predict changes.and

• Observe and compare roots of different kinds of plants, including those we eat (carrots, turnips, radishes). Draw and write about these roots.Look at what students recorded to assess their ability to observe and compare differences in plant roots.

Explain

• Students use their drawings and writing to explain their observations about plants.and

• Teacher asks probing questions and notes misconceptions that students have about plants, their roots, and what roots do to help plants meet their basic needs.and

• Teacher reads an appropriate text selection to make connections to the concept explored (roots of plants), clarifying vocabulary.

Assess understanding of plant roots with a new labeled drawing.

Extend

Enrichment• Teacher provides materials and resources to help

students ask a new testable question, control variables, and collect data during the new investigation.

Remediation in small group• Teacher guides students in examining plants for

different kinds of roots and discusses how roots are alike and differ and what roots do for plants.

Evaluate

Teacher have been informally assessing each day by– listening to and observing students as they work,

– reviewing students’ notebooks for understanding, and

– questioning and redirecting student thinking about plants.

Students use their observations and data about plants and roots to answer their own questions and often pose additional questions.and

Teacher assesses formally by– reviewing students’ notebooks for understanding of

the roots of plants, and

– evaluating student work on the plant parts performance task.

Sample 5 E’s Lesson for Grade 5 SC.E.1.2.1 The tilt of the Earth on its own axis as it rotates and revolves around the Sun causes changes in season, length of day, and energy available.

Day 1 Day 2 Day 3 Day 4 Day 5

Opening: Pre-conception quiz EQ: What causes the seasons?Engage:Internet visualizations of Earth rotating on its axis around the Sun. www.unitedstreaming.com

Explore:Day 1 students rotate outsideClosing Draw in notebook -rotate

Opening: Review Explore:Day 2Have the students revolve around desk or tree outside.

Closing Draw in notebook - revolve

Opening: ReviewExplore:Day 3Students walk in orbit drawn on the ground around the Sun.Explain:Students discuss the amount of energy available for different planetsEvaluate: notebook – feedback

Closing review words

Opening: ReviewExplain:Why we have the seasons activity.Concept MapEvaluate: Students record their observations in their notebook and draw and label a diagram of seasons based on these observations. Closing review – EQ

Opening: ReviewExplain:Read Chapter 17 Lesson 1”In what ways does Earth move?”Evaluate: Discuss reasons for the seasons. Answer questions at the end of the lesson.Closing Review the week and preview next week. Collect notebooks

Day 6 Day 7 Day 8 Day 9 Day 10

Opening: ReviewExtend:Read Pearson’s leveled readers.Evaluate: Summary paragraph on what was read/ answer question.Closing Exit Ticket

Opening: ReviewExplore: direct vs. indirect lightFlash light / globe or something roundDay 1Closing

Opening: ReviewExplore: Draw the silhouette of student outside. Follow Sun’s movement.

Evaluate: Draw, label, explain how Sun’s energy is responsible for Earth’s seasonal changes.Closing quick check

Opening: ReviewExplain: picture from yesterday-Bill Nye videoEarth’s SeasonsEvaluate: Video Notes Earth’s SeasonsClosing Vocabulary Check

Opening: ReviewEvaluate: Formal Assessment:Chapter TestPost-conception quizClosing Preview next unit

The 5 E’s Instructional Model The 5 E’s Instructional Model

For more science instruction information, go to…

• DCPS Science Department• Riverdeep Learning Village• FCAT Homepage• FCAT for Educators• FCR-STEM• CPALMS