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    5 Es

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    The document outlines the 5E instructional model which includes the phases of Engage, Explore, Explain, Elaborate, and Evaluate. Each phase has a purpose and suggested teaching and learning activities. The Engage phase aims to stimulate curiosity. The Explore phase provides experiences to investigate phenomena. The Explain phase introduces tools to interpret evidence and construct explanations. The Elaborate phase applies understandings to new contexts. The Evaluate phase assesses changes in understanding.

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    5 Es

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    83 views1 page
    The document outlines the 5E instructional model which includes the phases of Engage, Explore, Explain, Elaborate, and Evaluate. Each phase has a purpose and suggested teaching and learning activities. The Engage phase aims to stimulate curiosity. The Explore phase provides experiences to investigate phenomena. The Explain phase introduces tools to interpret evidence and construct explanations. The Elaborate phase applies understandings to new contexts. The Evaluate phase assesses changes in understanding.

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    The document outlines the 5E instructional model which includes the phases of Engage, Explore, Explain, Elaborate, and Evaluate. Each phase has a purpose and suggested teaching and learning activities. The Engage phase aims to stimulate curiosity. The Explore phase provides experiences to investigate phenomena. The Explain phase introduces tools to interpret evidence and construct explanations. The Elaborate phase applies understandings to new contexts. The Evaluate phase assesses changes in understanding.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    83 views1 page

    5 Es

    Uploaded by

    api-207456114
    The document outlines the 5E instructional model which includes the phases of Engage, Explore, Explain, Elaborate, and Evaluate. Each phase has a purpose and suggested teaching and learning activities. The Engage phase aims to stimulate curiosity. The Explore phase provides experiences to investigate phenomena. The Explain phase introduces tools to interpret evidence and construct explanations. The Elaborate phase applies understandings to new contexts. The Evaluate phase assesses changes in understanding.

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    An elaboration of the PrimaryConnections

    5Es teaching and learning model


    Phase

    Purpose

    Role of teaching and learning activity

    ENGAGE

    Create interest and stimulate


    curiosity.

    Activity or multi-modal text used to set context and establish topicality and
    relevance.

    Set learning within a meaningful


    context.

    Motivating/discrepant experience to create interest and raise questions.

    Reveal students ideas and


    beliefs, compare students ideas.

    EXPLORE

    Provide experience of the


    phenomenon or concept.
    Explore and inquire into students
    questions and test their ideas.
    Investigate and solve problems.

    EXPLAIN

    EVALUATE

    Open investigations to experience the phenomenon, collect evidence


    through observation and measurement, test ideas and try to answer
    questions.
    Investigation of text-based materials (for example, newspaper articles,
    web-based articles) with consideration given to aspects of critical literacy,
    including making judgements about the reliability of the sources or the
    scientific claims made in the texts.

    Introduce conceptual tools


    that can be used to interpret
    the evidence and construct
    explanations of the phenomenon.

    Student reading or teacher explanation to access concepts and terms that


    will be useful in interpreting evidence and explaining the phenomenon.

    Construct multi-modal
    explanations and justify claims in
    terms of the evidence gathered.

    Individual writing, drawing and mapping to clarify ideas and explanations.

    Compare explanations generated


    by different students/groups.

    ELABORATE

    Open questions, individual student writing, drawing, acting out


    understanding, and discussion to reveal students existing ideas and
    beliefs so that teachers are aware of current conceptions and can plan to
    extend and challenge as appropriatea form of diagnostic assessment.

    Small group discussion to generate explanations, compare ideas and


    relate evidence to explanations.

    Formative assessment to provide feedback to teacher and students about


    development of investigation skills and conceptual understanding.

    Consider current scientific


    explanations.

    Small group writing/design to generate a communication product


    (for example, poster, oral report, formal written report or PowerPoint
    presentation, cartoon strip, drama presentation, letter) with attention to form
    of argumentation, genre form/function and audience, and with integration of
    different modes for representing science ideas and findings.

    Use and apply concepts and


    explanations in new contexts to
    test their general applicability.

    Student-planned investigations, exercises, problems or design tasks


    to provide an opportunity to apply, clarify, extend and consolidate new
    conceptual understanding and skills.

    Reconstruct and extend


    explanations and understanding
    using and integrating different
    modes, such as written language,
    diagrammatic and graphic
    modes, and mathematics.

    Further reading, individual and group writing may be used to introduce


    additional concepts and clarify meanings through writing.

    Provide an opportunity for


    students to review and reflect
    on their own learning and new
    understanding and skills.

    Discussion of open questions or writing and diagrammatic responses to


    open questionsmay use same/similar questions to those used in Engage
    phase to generate additional evidence of the extent to which the learning
    outcomes have been achieved.

    Provide evidence for changes to


    students understanding, beliefs
    and skills.

    Reflections on changes to explanations generated in Engage and Evaluate


    phases to help students be more metacognitively aware of their learning.

    A communication product may be produced to re-represent ideas using


    and integrating diverse representational modes and genres consolidating
    and extending science understanding and literacy practices.

    November 2008.

    Raise questions for inquiry.

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