RODGER W.

BYBEE
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
RODGER W. BYBEE
Arlington, Virginia

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
Claire Reinburg, Director
Wendy Rubin, Managing Editor
Andrew Cooke, Senior Editor
Amanda O’Brien, Associate Editor
Donna Yudkin, Book Acquisitions Coordinator

Art and Design

Will Thomas Jr., Director
Rashad Muhammad, Cover and interior design

Printing and Production

Catherine Lorrain, Director

National Science Teachers Association

David L. Evans, Executive Director
David Beacom, Publisher

1840 Wilson Blvd., Arlington, VA 22201

www.nsta.org/store
For customer service inquiries, please call 800-277-5300.

Copyright © 2015 by the National Science Teachers Association.

All rights reserved. Printed in the United States of America.
18 17 16 15   4 3 2 1

NSTA is committed to publishing material that promotes the best in inquiry-based science education. However, conditions of
actual use may vary, and the safety procedures and practices described in this book are intended to serve only as a guide. Additional
precautionary measures may be required. NSTA and the authors do not warrant or represent that the procedures and practices in this
book meet any safety code or standard of federal, state, or local regulations. NSTA and the authors disclaim any liability for personal
injury or damage to property arising out of or relating to the use of this book, including any of the recommendations, instructions,
or materials contained therein.

Permissions
Book purchasers may photocopy, print, or e-mail up to five copies of an NSTA book chapter for personal use only; this
does not include display or promotional use. Elementary, middle, and high school teachers may reproduce forms, sample
documents, and single NSTA book chapters needed for classroom or noncommercial, professional-development use only.
E-book buyers may download files to multiple personal devices but are prohibited from posting the files to third-party servers
or websites, or from passing files to non-buyers. For additional permission to photocopy or use material electronically from
this NSTA Press book, please contact the Copyright Clearance Center (CCC) (www.copyright.com; 978-750-8400). Please access
www.nsta.org/permissions for further information about NSTA’s rights and permissions policies.

Library of Congress Cataloging-in-Publication Data

Bybee, Rodger W.
The BSCS 5E instructional model : creating teachable moments / by Rodger W. Bybee.
pages cm
Includes bibliographical references.
ISBN 978-1-941316-00-9 (print : alk. paper) -- ISBN 978-1-941316-81-8 (e-book : alk. paper) 1. Science--Study and teaching
(Elementary) 2. Science--Study and teaching (Secondary) I. Title. II. Title: Biological sciences curriculum study 5E instruc-
tional model.
Q181.B97 2015
507.1’2--dc23
2015001188

Cataloging-in-Publication Data for the e-book are available from the Library of Congress.

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 For Nan.
You helped create the 5E Instructional Model and supported its use throughout
your career at BSCS.
This dedication is with my deepest appreciation.

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 CONTENTS
Preface  ix
Acknowledgments  xiii
About the Author  xv

ENGAGE
Creating Interest in the BSCS 5E Instructional Model

CHAPTER 1 What Are Teachable Moments, and How Are They Created? 1

EXPLORE
Perspectives on Instructional Models

CHAPTER 2 Exploring Historical Examples of Instructional Models  13

EXPLAIN
A Contemporary Discussion

CHAPTER 3 The BSCS 5E Instructional Model  29

ELABORATE
Expanding and Adapting Your Understanding

CHAPTER 4 Reviewing Education Research Supporting Instructional Models  47

CHAPTER 5 Using the 5E Model to Implement the Next Generation Science Standards  63
CHAPTER 6 Applying the 5E Model to STEM Education  75
CHAPTER 7 Extending the 5E Model to 21st-Century Skills  85

EVALUATE
Assessing Understanding and Use
CHAPTER 8 I Was Just Wondering … : An Evaluation  95
CHAPTER 9 Implementing the BSCS 5E Instructional Model in Your  103
Classroom: A Final Evaluation
CHAPTER 10 Conclusion  111

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
APPENDIX 1 Sample 5E Model: Earth’s Heat Engine  115
APPENDIX 2 Sample 5E Model: Star Power  116
APPENDIX 3 Sample 5E Model: Energy for You  117
APPENDIX 4 Sample 5E Model: Ecosystems and Energy  118
APPENDIX 5 Sample 5E Model: Electrical Connections  120

Index  121

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 PREFACE

S
ince the BSCS 5E Instructional Model was developed in the late 1980s, it has
been widely implemented in places such as state frameworks and frequently
used in articles in professional publications about teaching. This widespread dis-
semination and use of the model has been, to say the least, amazing. I have often
wondered about the extensive application of the model. I have asked questions such as,
“What accounts for the model’s popularity?” and “Why do teachers embrace the model?”
In addition, I have asked whether the BSCS 5E Instructional Model is appropriate for con-
temporary teaching and learning.
Lest the reader be too surprised, I think the 5E Model’s widespread application can
be explained by several observations. The first may be the most obvious: The model
addresses every teacher’s concern—how to be more effective in the classroom. Second,
the model has a “common sense” value; it presents a natural process of learning. Finally,
the 5 Es are understandable, usable, and manageable by both curriculum developers and
classroom teachers.
To my second question about contemporary use, I do believe the BSCS 5E Instructional
Model is appropriate for contemporary innovations such as A Framework for K–12 Science
Education, the Next Generation Science Standards (NGSS; NGSS Lead States 2013), STEM
education, and 21st-century skills.
A Framework for K–12 Science Education, for example, sets forth policies that require inte-
grating three dimensions—science and engineering practices, disciplinary core ideas, and
crosscutting concepts. Is it possible to use the 5E Model to meet the challenge of implement-
ing three-dimensional teaching and learning? The Framework and NGSS require innovations
such as constructing explanations, designing solutions, and engaging in argument from
evidence. Can practices such as these be addressed within the BSCS model? What about the
use of contemporary technologies? Yes, the BSCS 5E Instructional Model can accommodate
these contemporary innovations. I used the 5E Model for examples in Translating the NGSS
for Classroom Instruction (Bybee 2013) and will include further discussions later in this book.
I must mention the book’s subtitle and theme—creating teachable moments. As a class-
room teacher, I experienced times when students were totally engaged. They were caught
by phenomena, events, or situations that brought forth a need to know and increased moti-
vation to learn. I am sure most, if not all, classroom teachers have had similar experiences.

THE BSCS 5E INSTRUCTIONAL MODEL: CREATING TEACHABLE MOMENTS ix

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 PREFACE

When these experiences occur, classroom teachers capture the potential of these
teachable moments. Teachers are pleased when this occurs. The common conception
of a teachable moment is that it is random and unplanned, that it just occurs from a
current event or in the context of a classroom activity, student question, school problem,
or other opportunity.
What if you could provide more opportunities for teachable moments? What if teach-
able moments were not totally random and unplanned, and the probability of an occur-
rence could be increased through the structuring and sequencing of your lessons? The
BSCS 5E Instructional Model described in this book provides classroom teachers with an
approach to teaching that changes the emphasis within lessons and provides a sequence
that increases the probability of teachable moments.
Here is some context on developing the 5E Model. In the mid-1980s, I assumed the
position of associate director of the Biological Sciences Curriculum Study (BSCS). In that
position, I helped create the BSCS 5E Instructional Model. At the time, a team of colleagues
and I were developing a new program for elementary schools. We needed an instruc-
tional model that enhanced student learning and was understood by classroom teachers.
Although the instructional model had a basis in learning theory, we avoided the psycho-
logical terms and chose to use everyday language to identify the phases of instruction as
engage, explore, explain, elaborate, and evaluate.
When we created the 5E Model, the team and I only had a proposed BSCS program
in mind. We had no idea that the instructional model would be widely applied in the
decades that followed, commonly modified, and frequently used without reference to or
recognition of its origins.
With the experiences of several decades, I made the connection between teachable
moments and the BSCS 5E Instructional Model. While I recognized the connection and
need for an in-depth discussion of the model, other professional obligations did not allow
time to realize the potential in the form of a book. Now, almost three decades later, I have
time, and the National Science Teachers Association (NSTA) has given me the opportunity
to reflect on the BSCS 5E Instructional Model and consider its origins, history, and contem-
porary applications.
Before a detailed discussion of this book and the BSCS 5E Instructional Model, a few
words of background seem appropriate. In developing the instructional model, we did
take several issues into consideration. First, to the degree that it was possible, we wanted
to begin with an instructional model that was research based. Hence, we began with the
Science Curriculum Improvement Study (SCIS) Learning Cycle because it had substantial
evidence supporting the phases and sequence. The additions and modifications we made
to the Learning Cycle also had a basis in research.

x NATIONAL SCIENCE TEACHERS ASSOCIATION

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 PREFACE

Second, we realized that the constructivist view of learning requires experiences to chal-
lenge students’ current conceptions (i.e., misconceptions) and ample time and activities
that facilitate the reconstruction of ideas and abilities.
Third, we wanted to provide a perspective for teachers that was grounded in research
and had an orientation and purpose for individual lessons. What perspective should teach-
ers have for a particular unit, lesson, or activity? Common terms such as engage and explore
indicated an instructional perspective for teachers. In addition, we wanted to express
coherence for lessons within an instructional sequence. How does one lesson contribute to
the next, and what was the purpose of the sequence of lessons?
Finally, we tried to describe the model in a manner that would be understandable,
usable, memorable, and manageable. All of these considerations contributed to the devel-
opment of the 5E Instructional Model.
Not surprisingly, I structured this book using the 5E Model. Chapter 1 introduces the
engaging theme (I hope) of teachable moments and, very briefly, the BSCS 5E Instructional
Model. Chapter 2 explores the historical idea of what can be considered an instructional
model. Chapter 3 is an in-depth explanation of the BSCS 5E Instructional Model. Chapter
4 reviews education research supporting instructional models, including the 5Es. Chapters
5, 6, and 7 elaborate on the model’s application to NGSS, STEM education, 21st-century
skills, and implementation in the classroom, respectively. Chapters 8, 9, and 10 present
evaluations in the form of questions about the BSCS 5E Model and concluding reflections.
The audience for this book includes curriculum developers, classroom teachers, and
those responsible for the professional development of teachers. I have tried to maintain a
conversational tone and weave a narrative of education research, the psychology of learn-
ing, and the reality of classroom practice.

REFERENCES
Bybee, R. 2013. Translating the NGSS for classroom instruction. Arlington, VA: NSTA Press.
NGSS Lead States. 2013. Next Generation Science Standards: For states, by states. Washington,
DC: National Academies Press. www.nextgenscience.org/next-generation-science-standards.

THE BSCS 5E INSTRUCTIONAL MODEL: CREATING TEACHABLE MOMENTS xi

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 ACKNOWLEDGMENTS

I
acknowledge and express my gratitude to a team of colleagues that helped create
the BSCS 5E Instructional Model. That team included Nancy Landes, Jim Ellis, Janet
Carlson Powell, Deborah Muscella, Bill Robertson, Susan Wooley, Steve Cowdrey, and
Gail Foster.
The BSCS team who helped prepare The BSCS 5E Instructional Model: Origins, Effectiveness,
and Applications (Bybee et al. 2006) included Joseph Taylor, April Gardner, Pamela Van
Scotter, Janet Carlson Powell, Anne Westbrook, and Nancy Landes. In addition, other
BSCS staff contributed by assisting with the research: Samuel Spiegel, Molly McGarrigle
Stuhlsatz, Amy Ellis, Barbara Resch, Heather Thomas, Mark Bloom, Renee Moran, Steve
Getty, and Nicole Knapp.
When I began writing this book, I contacted Pamela Van Scotter, then acting director of
BSCS. After telling her of my intention and asking about the use of BSCS reports and mate-
rials, she immediately and unconditionally gave permission. I thank her and acknowledge
her long and deep support of BSCS and my work.
BSCS staff provided support for this work. I especially acknowledge Joe Taylor for
providing articles and information on research supporting the 5E Model. Stacey Luce, the
production coordinator, was most helpful with permissions and art for this book. I appreci-
ate her contribution.
Appreciation must be expressed for my editors at NSTA Press. Claire Reinburg has
consistently supported the publication of my works, and Wendy Rubin has improved on
every draft manuscript. And just for Wendy—go Rockies! Maybe next year.
A special acknowledgment goes to Linda Froschauer, editor of Science and Children. Late
in 2013, Linda asked me to prepare a guest editorial on the BSCS 5E Instructional Model.
Linda’s request and the preparation of the editorial initiated the long-overdue work on
this book.
Reviewers for this manuscript included Pamela Van Scotter, Harold Pratt, Nancy
Landes, Karen Ansberry, and Nicole Jacquay.
I express my sincere and deep gratitude to Nancy Landes. Nancy was on the BSCS team
that created the BSCS 5E Instructional Model, incorporated the model in numerous BSCS
programs she developed, and completed a thorough review of an early draft of this book.
As an expression of my appreciation, I have dedicated this book to Nancy.

THE BSCS 5E INSTRUCTIONAL MODEL: CREATING TEACHABLE MOMENTS xiii

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 ACKNOWLEDGMENTS

Byllee Simon has been my assistant for five years. She and I have worked closely on five
books. My debt to Byllee is broad and deep.
Finally, Kathryn Bess read the manuscript. Her comments continually reminded me
that teachers will use the 5E Model, and her recommendations brought sensitivity and a
personal touch to the book. Kathryn has long supported my work. I am indebted to her
and extend my appreciation and gratitude.
Rodger W. Bybee
Golden, Colorado
October 2014

REFERENCE
Bybee, R. W., J. A. Taylor, A. Gardner, P. Van Scotter, J. C. Powell, A. Westbrook, and N. Landes.
2006. The BSCS 5E Instructional Model: Origins, effectiveness, and applications. Colorado
Springs, CO: Biological Sciences Curriculum Study (BSCS).

xiv NATIONAL SCIENCE TEACHERS ASSOCIATION

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 ABOUT THE AUTHOR

R
odger W. Bybee, PhD, was most recently the executive director of the Biological Sci-
ences Curriculum Study (BSCS), a nonprofit organization that develops curriculum
materials, provides professional development, and conducts research and evalua-
tion for the education community. He retired from BSCS in 2007.
Prior to joining BSCS, Dr. Bybee was executive director of the National Research
Council’s (NRC) Center for Science, Mathematics, and Engineering Education (CSMEE),
in Washington, D.C. From 1986 to 1995, he was associate director of BSCS, where he was
principal investigator for four new National Science Foundation (NSF) programs: an
elementary school program called Science for Life and Living: Integrating Science, Technology,
and Health; a middle school program called Middle School Science & Technology; a high
school program called Biological Science: A Human Approach; and a college program called
Biological Perspectives. He also served as principal investigator for programs to develop cur-
riculum frameworks for teaching about the history and nature of science and technology
for biology education at high schools, community colleges, and four-year colleges, as well
as curriculum reform based on national standards.
Dr. Bybee participated in the development of the National Science Education Standards, and
from 1993 to 1995 he chaired the content working group of that NRC project. From 1990 to
1992, Dr. Bybee chaired the curriculum and instruction study panel for the National Center
for Improving Science Education (NCISE). From 1972 to 1985, he was professor of education
at Carleton College in Northfield, Minnesota. He has been active in education for more than
40 years and has taught at the elementary through college levels.
Dr. Bybee received his BA and MA from the University of Northern Colorado and his PhD
from New York University. Dr. Bybee has written about topics in both education and psychol-
ogy. He has received awards as a Leader of American Education and an Outstanding Educator
in America, and in 1979 he was named Outstanding Science Educator of the Year. In 1989, he
was recognized as one of 100 outstanding alumni in the history of the University of Northern
Colorado. In April 1998, the National Science Teachers Association (NSTA) presented Dr.
Bybee with NSTA’s Distinguished Service to Science Education Award. Dr. Bybee chaired the
Science Forum and Science Expert Group (2006) for the Programme for International Student
Assessment of the OECD (PISA). In 2007, he received the Robert H. Carleton Award, NSTA’s
highest honor for national leadership in the field of science education.
Although he has retired from BSCS, Dr. Bybee continues to work as a consultant.

THE BSCS 5E INSTRUCTIONAL MODEL: CREATING TEACHABLE MOMENTS xv

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 CHAPTER 5

Using the 5E Model to Implement the

Next Generation Science Standards

T
his chapter provides recommendations for translating standards into instruc-
tional materials that are usable for those with the real task of teaching. The dis-
cussion provides an affirmative answer to the question, How can the BSCS 5E
Instructional Model be used to implement the Next Generation Science Standards
(NGSS)? I recommend beginning with a review of A Framework for K–12 Science Education:
Practices, Crosscutting Concepts, and Core Ideas (NRC 2012) and becoming familiar with the
Next Generation Science Standards: For States, by States (NGSS Lead States 2013). A Reader’s
Guide to the Next Generation Science Standards (Pratt 2013) would also provide helpful
background and resources.
The BSCS 5E Instructional Model can be used as the basis for instructional materials that
align with the aims of NGSS. In fact, the instructional model proves to be quite helpful as an
organizer for the instructional sequences required to accommodate the three dimensions
of performance expectations in NGSS. I have described this process in significant detail in
Translating the NGSS for Classroom Instruction (Bybee 2013) and recommend that book for
those deeply involved in the task of developing or adapting instructional materials based
on NGSS. This chapter draws on insights I gained during my work on both the National
Science Education Standards (NRC 1996) and the NGSS (NGSS Lead States 2013); the process
of writing the book on translating the NGSS for classroom instruction required developing
examples of classroom instruction that may be of interest.

ENGAGING IN NGSS AND CLASSROOM

INSTRUCTION
How would you apply the 5E Model to NGSS? What would you consider as central to
the process? Think about how you would answer these questions in the contexts of your
classroom and your students.

EXPLORING NGSS
The Anatomy of a Standard
Let’s begin by briefly reviewing a standard. Figure 5.1 (p. 64) is a standard for first-grade
life science. I selected this example because it is simple and presents elements that clarify
the anatomy of a standard.

THE BSCS 5E INSTRUCTIONAL MODEL: CREATING TEACHABLE MOMENTS 63

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 CHAPTER 5

One can view the standard as the box at the top of the framework. This is one perspec-
tive for a standard. Due to states’ requirements, what is defined as a standard is ambiguous
in NGSS. I have found it most helpful to focus on the performance expectations as they
define the competencies that serve as the learning outcomes for instruction and assess-
ments. Notice the standard is headed by Heredity: Inheritance and Variation of Traits.
The subhead is “Students who demonstrate understanding can …” This is followed by
a statement identified with the number and letters “1-LS-3.” Statement 1 describes a per-
formance expectation. In the case of this standard, the performance expectation is, “Make
observations to construct an evidence-based account that young plants and animals are
like, but not exactly like, their parents.”
Very important, performance expectations specify a set of learning outcomes. That is,
they illustrate the competencies students should develop as a result of classroom instruction.
At this point, it is important to note that the performance expectations are specifications
for assessments with implications for curriculum and instruction, but they are neither
instructional units or teaching lessons, nor actual classroom tests.
Performance expectations embody three essential dimensions: science and engineering
practices, disciplinary core ideas, and crosscutting concepts. The three columns beneath the
performance expectation are statements from A Framework for K–12 Science Education (NRC
2012) and provide detailed content for the three dimensions in performance expectations.

Figure 5.1. Heredity: Inheritance and Variation of Traits Standard From NGSS

Source: NGSS Lead States 2013.

64 NATIONAL SCIENCE TEACHERS ASSOCIATION

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 Using the 5E Model to Implement the Next Generation Science Standards

To further understand standards, we can dissect the performance expectation. Look at

performance expectation 1 in Figure 5.1: Make observations to construct an evidence-based
account that young plants and animals are like, but not exactly like, their parents. Making
observations to construct an explanation is the practice. Look in the foundation box on the
left for Constructing Explanations and Designing Solutions and find the bullet statement
“Make observations (firsthand or from media) to construct an evidence-based account for
natural phenomena.” Details for the disciplinary core idea are in the center of the founda-
tion column under Inheritance of Traits and Variation of Traits. Finally, the crosscutting
concept, Patterns, is described in the right column. All three descriptions are keyed to the
performance expectation as indicated by 1-LS3-1.
The box beneath the three content columns provides connections to Common Core State
Standards for English language arts and mathematics and the articulation of this standard
to other topics at the grade level and across grade levels.
With this brief introduction to NGSS and the competencies, we can move to the transla-
tion from the standard—the performance expectation—to the instructional model.

EXPLAINING A PROCESS FOR APPLYING THE 5E

MODEL TO NGSS
Thinking Beyond a Lesson to an Integrated Instructional
Sequence
Expanding conceptions about instruction from a daily lesson to an integrated instructional
sequence will be helpful when translating NGSS to classroom instruction. Here is a meta-
phor that clarifies my suggestion: Life sciences recognize the cell as the basic unit of life.
There also are levels at which cells are organized—tissues, organs, organ systems, and
organisms. While the lesson remains the basic unit of instruction, in translating the NGSS to
classroom instruction, it is essential to expand one’s perception of science teaching to other
levels of organization such as a coherent, integrated sequence of instructional activities.
By analogy, think about organ systems, not just cells. Although the idea of instructional
units has a long history, a recent analysis of research on laboratory experience in school
science programs (NRC 2006) presents a perspective of integrated instructional units that
connect laboratory experience with other types of learning activities, including reading,
discussions, and lectures. The BSCS 5E Instructional Model is a helpful way to think about
an integrated instructional unit (see Figure 5.2, p. 66). The 5E Model provides the general
framework for the translation of NGSS to classroom instruction.

THE BSCS 5E INSTRUCTIONAL MODEL: CREATING TEACHABLE MOMENTS 65

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 CHAPTER 5

Figure 5.2. Integrated Instructional Sequence

An Engage Explore Elaborate Evaluate

Explain Lesson(s)
Lesson Lesson(s) Lesson(s) Lesson(s)

The next sections of this chapter present several insights and lessons learned as a
result of translating NGSS performance expectations for elementary, middle, and high
school classrooms.
The process of actually translating standards to classroom practices was, for me, a very
insightful experience. To say the least, the process is more complex than I realized. But my
familiarity with the 5E Model was a great help in figuring out how to design classroom
instruction based on NGSS.

Identify a Coherent Set of Performance Expectations

The examples in Figure 5.2 focused on a single performance expectation. I did this for
simplicity and clarity. Here, I move to a discussion of a coherent set of performance
expectations (i.e., a cluster or bundle) and recommend not identifying single performance
expectations with single lessons. The process of translating performance expectations is
much more efficient if one considers a coherent set of performance expectations that make
scientific and educational sense.
Begin by examining a standard with the aim of identifying a cluster of performance
expectations that form a topic of study that may be appropriate for a two- to three-week
unit. Components of the disciplinary core ideas, major themes, topics, and conceptual
ideas represent ways to identify a coherent set of performance expectations. Topics com-
mon to science programs may help identify a theme for an instructional sequence. The
primary recommendation is to move beyond thinking about each performance expectation
as a lesson; try to identify a theme that would be the basis for a unit of study that incorpo-
rates several performance expectations. This is a reasonable way to begin thinking about
translating standards to school programs and classroom practices. In the prior example,
Figure 5.2, the unit might be Heredity and Variation of Traits.
With this recommendation stated, in some cases you may find that one performance
expectation does require a single lesson sequence or that all of the performance expecta-
tions in a standard can be accommodated in a single unit of instruction.

Distinguish Between Learning Outcomes and Instructional

Strategies
The scientific and engineering practices may be viewed both as teaching strategies and
learning outcomes. Of particular note is the realization that the scientific and engineer-
ing practices as learning outcomes also represent both knowledge and abilities for the

66 NATIONAL SCIENCE TEACHERS ASSOCIATION

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 Using the 5E Model to Implement the Next Generation Science Standards

instructional sequence. As learning outcomes, one wants students to develop the abilities
and knowledge that these practices are basic to science and engineering.
As you begin applying the instructional model, bear in mind that students can, in
using instructional strategies, actively ask questions, define problems, develop models,
carry out investigations, analyze data, use mathematics, construct explanations, engage in
arguments, and communicate information and understand that each of these science and
engineering practices is a learning outcome. In applying the 5E Model, you should distin-
guish between the teaching strategies and learning outcomes—for the student. Using the
practices as teaching strategies does not necessarily mean students will learn the practices.

Consider How to Integrate Three Learning Outcomes—Science

and Engineering Practices, Crosscutting Concepts, and
Disciplinary Core Ideas
Recognize that a performance expectation describes a set of three learning outcomes and
criteria for assessments. This recommendation begins by considering—thinking about,
reflecting on, and pondering—how the three dimensions might be integrated in a carefully
designed sequence of activities. Taken together, the learning experiences should contribute
to students’ development of the scientific or engineering practices, crosscutting concepts,
and disciplinary core ideas.
Beginning with A Framework for K–12 Science Education (NRC 2012), continuing to the
Next Generation Science Standards (NGSS Lead States 2013) and now translating those stan-
dards to using the 5E Instructional Model, one of the most significant challenges has been
that of integration. It is easy to recommend (or even require) that the three dimensions
be integrated, but much more complex to actually realize this integration in classroom
instruction. The teams developing standards solved the problem in the statements of per-
formance expectations. Now the challenge moves to curriculum and instruction.
Several fundamentals of integrating a science curriculum may help. These lessons are
paraphrased from a study (BSCS 2000) and article that colleagues and I completed (Van
Scotter, Bybee, and Dougherty 2000). First, do not worry about what you call the integrated
instructional sequence; instead, consider what students will learn. Second, regardless of
what you integrate, coherence must be the essential quality of the instruction and assess-
ment. Third, the fundamental goal of any science curriculum, including an integrated one,
should be to increase students’ understanding of science concepts (both core and cross-
cutting), and science and engineering practices and their ability to apply those concepts
and practices. Begin with an understanding that concepts and practices will be integrated
across an instructional sequence, then proceed by identifying activities, investigations, or
engineering problems that may be used as the basis for instructional sequence.

THE BSCS 5E INSTRUCTIONAL MODEL: CREATING TEACHABLE MOMENTS 67

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 CHAPTER 5

Apply the BSCS 5E Instructional Model

Use the 5E Model as the basis for a curriculum unit. While lessons serve as daily activities,
design the sequence of lessons using a variety of experiences (e.g., web searches, group
investigations, readings, discussions, computer simulations, videos, direct instruction)
that contribute to the learning outcomes described in the performance expectations.
Here are the four principles of instructional design that contribute to attaining learning
goals as stated in NGSS. First, instructional materials are designed with clear performance
expectations in mind. Second, learning experiences are thoughtfully sequenced into the
flow of classroom instruction. Third, the learning experiences are designed to integrate
learning of science concepts (i.e., both disciplinary core ideas and crosscutting concepts)
with learning about the practices of science and engineering. Finally, students have oppor-
tunities for ongoing reflection, discussion, discourse, and argumentation.

Use Backward Design

Understanding by Design (Wiggins and McTighe 2005) describes a process that will enhance
science teachers’ abilities to attain higher levels of student learning. The process is called
backward design. Conceptually, the process is simple. Begin by identifying your desired
learning outcomes—for example, the performance expectations from NGSS. Then deter-
mine what would count as acceptable evidence of student learning. You should formulate
strategies that set forth what counts as evidence of learning for the instructional sequence.
This should be followed by actually designing assessments that will provide the evidence
that students have learned the competencies described in the performance expectations.
Then, and only then, begin developing the activities that will provide students opportuni-
ties to learn the concepts and practices described in the three dimensions of the perfor-
mance expectations.
The dimensions of scientific and engineering practices, crosscutting concepts, and dis-
ciplinary core ideas as described in the A Framework for K–12 Science Education (NRC 2012)
and the performance expectations and foundation boxes in the NGSS (NGSS Lead States
2013) describe learning outcomes. They are the basis for using backward design for the
development or adaptation of curriculum and instruction. Performance expectations also
are the basis for assessments. Simply stated, the performance expectation can and should
be the starting point for backward design.
The BSCS 5E Instruction Model and the NGSS provide practical ways to apply the
backward design process. Let us say you identified a unit and performance expectations
for Life Cycles of Organisms. One would describe concepts and practices to determine
the acceptable evidence of learning. For instance, students would need to use evidence to
construct an explanation that clarifies life cycles of plants and animals, identify aspects of
the cycle (e.g., being born, growing to adulthood, reproducing, and dying), and describe

68 NATIONAL SCIENCE TEACHERS ASSOCIATION

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 Using the 5E Model to Implement the Next Generation Science Standards

the patterns of different plants and animals. You might expect students to recognize that
offspring closely resemble their parents and that some characteristics are inherited from
parents while others result from interactions with the environment. Using the BSCS 5E
Instructional Model, one could first design an evaluate activity, such as growing Fast Plants
under different environmental conditions and designing a rubric with the aforementioned
criteria. Then, one would proceed to design the engage, explore, explain, and elaborate experi-
ences. As necessary, the process would be iterative between the evaluate phase and other
activities as the development process progresses. Figure 5.3 presents the backward design
process and the 5E Instructional Model.

Figure 5.3. Backward Design Process and the 5E Instructional Model

Source: Adapted from Wiggins and McTighe 2005.

Remember to Include Engineering and the Nature of Science

Standards in the NGSS include the performance expectations. The standards describe
the competencies or learning goals and are best placed in the first stage when applying
backward design. The performance expectations and the content described in foundation
boxes beneath the performance expectations represent acceptable evidence of learning
and a second stage in the application of backward design. One caution should be noted:
Sometimes use of the scientific and engineering practices combined with the crosscutting
concepts and disciplinary core ideas is interpreted as a learning activity that would be
included in Stage 3. The caution is to include the activity in Stage 2—as a learning outcome.

THE BSCS 5E INSTRUCTIONAL MODEL: CREATING TEACHABLE MOMENTS 69

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 CHAPTER 5

Stage 3 involves development or adaptation of activities that will help students attain the
learning outcomes.
In NGSS, some performance expectations emphasizing engineering and the nature
of science are included. It is important to identify these (Note: They are identified in the
scientific and engineering practices and crosscutting concepts columns of the foundation
boxes). Because they are described as practices or crosscutting concepts, they should be
integrated along with the disciplinary core ideas. Their recognition calls for a different
emphasis in the instructional sequence.

Recognize Opportunities to Emphasize Different Learning

Outcomes
As you begin adapting activities or developing materials, be aware of opportunities to
emphasize science or engineering practices, crosscutting concepts, and disciplinary core
ideas within the 5E instructional sequence. This is an issue of recognizing when one of the
three dimensions can be explicitly or directly emphasized—move it from the background
(i.e., not directly or explicitly emphasized) of instruction to the foreground (i.e., clearly
and directly emphasized). To understand my use of foreground and background, think
of a picture. Usually there is something (e.g., a person) in the foreground and other fea-
tures in the background. The foreground is what the photographer emphasized, and the
background provides context (e.g., the location of the picture). You can apply the idea of
foreground and background to curriculum and instruction. For curriculum materials of
instructional practices, what is emphasized (foreground) and what is the context (back-
ground)? Furthermore, as one progresses through the 5E instructional sequence, different
aspects of performance expectations can be in the foreground or background. This cur-
ricular emphasis is indicated in Table 5.1 by the words foreground and background in the
framework’s cells.
I must clarify this recommendation. Although the three dimensions are integrated,
the intention is that students learn the concepts and abilities of all three. The probability
of students learning a practice, for example, that is in the background and used as an
instructional strategy is less likely than using the same practice for instruction and making
it explicit and directly letting students know that this is a scientific or engineering practice.
Completing a framework such as the one displayed in Table 5.1 provides an analysis
of the three dimensions and can serve as feedback about the balance and emphasis of
the three dimensions within the 5E instructional sequence and, subsequently, the need for
greater or lesser emphasis on particular dimensions.

70 NATIONAL SCIENCE TEACHERS ASSOCIATION

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 Using the 5E Model to Implement the Next Generation Science Standards

Table 5.1. A Framework for Applying the BSCS 5E Instructional Model to NGSS Performance
Expectations

SCIENCE AND
INSTRUCTIONAL ENGINEERING DISCIPLINARY CORE CROSSCUTTING
SEQUENCE PRACTICES IDEAS CONCEPTS

Foreground Foreground Foreground

Engage
Background Background Background

Foreground Foreground Foreground

Explore
Background Background Background

Foreground Foreground Foreground

Explain
Background Background Background

Foreground Foreground Foreground

Elaborate
Background Background Background

Foreground Foreground Foreground

Evaluate
Background Background Background

EXPANDING YOUR UNDERSTANDING OF NGSS AND

THE 5E MODEL
In this section, you actually extend your understanding by translating a performance
expectation from the NGSS to a sequence of classroom instruction. For simplicity and
convenience, you can begin with the first-grade life science performance expectation you
explored in a prior section. That standard is displayed in Figure 5.1 (see p. 64).
Using this performance expectation and related information in the foundation boxes
and connections, design an instructional sequence using the 5E Model. You should com-
plete the framework in Table 5.2 (p. 72) by describing what the teacher does and what the
students do.
I selected this NGSS standard because it presented less complexity from a practice,
core idea, and crosscutting concept point of view. It also is the case that you had already
explored the standard and gained some understanding of the performance expectation,
foundational content, and connections.
Now that you have completed this process, you may wish to identify a set of perfor-
mance expectations for a discipline and grade level of relevance to you. This activity would
give a second elaboration, and one that should be more complex.

THE BSCS 5E INSTRUCTIONAL MODEL: CREATING TEACHABLE MOMENTS 71

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 CHAPTER 5

Table 5.2. Applying the BSCS 5E Instructional Model to NGSS Standards

THE BSCS 5E INSTRUCTIONAL

MODEL WHAT THE TEACHER DOES WHAT THE STUDENT DOES
Engagement: This phase of the
instructional model initiates the learning
task. The activity should make connections
between past and present learning
experiences, surface any misconceptions,
and anticipate activities that reveal
students’ thinking on the learning
outcomes of current activities. The student
should become mentally engaged in the
concepts, practices, or skills to be explored

Exploration: This phase of the teaching

model provides students with a common
base of experiences within which they
identify and develop current concepts,
practices, and skills. During this phase,
students may use cooperative learning to
explore their environment or manipulate
materials.

Explanation: This phase of the instructional

model focuses students’ attention on a
particular aspect of their engagement
and exploration experiences and provides
opportunities for them to verbalize their
conceptual understanding or demonstrate
their skills or behaviors. This phase also
provides opportunities for teachers to
introduce a formal label or definition for a
concept, practice, skill, or behavior.

Elaboration: This phase of the teaching

model challenges and extends students’
conceptual understanding and allows
further opportunity for students to
practice desired skills and behaviors.
Cooperative learning is appropriate for
this stage. Through new experiences, the
students develop deeper and broader
understanding, more information, and
adequate skills.

Evaluation: This phase of the teaching

model encourages students to assess their
understanding and abilities and provides
opportunities for teachers to evaluate
student progress toward achieving the
performance expectation.

72 NATIONAL SCIENCE TEACHERS ASSOCIATION

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 Using the 5E Model to Implement the Next Generation Science Standards

EVALUATING YOUR INSTRUCTIONAL SEQUENCE

You can use a modification of criteria for adapting instructional materials for an evaluation
of your understanding of the 5E model and NGSS. Table 5.3 describes the criteria, ques-
tions for evaluation, and your analysis.

Table 5.3. Evaluating Your Application of the BSCS 5E Instructional Model to NGSS

QUESTIONS FOR THE

CRITERIA ANALYSIS YOUR ANALYSIS
• Identification of scientific and • Do topics of the instructional
engineering practices sequence match the three
• Crosscutting concepts dimensions of NGSS?
• Disciplinary core and component • Are standards explicitly
ideas represented in the sequence?

• Explicit connections among • Do activities include the practices,

practices, crosscutting concepts, and crosscutting concepts, and
disciplinary core and component disciplinary core ideas of the
ideas standards?
• Do activities include all the
component ideas?
• Are connections made with other
topics, concepts, and practices?

• Time and opportunities to learn • Does instruction include several

experiences on a dimension?
• Do students experience concepts
before vocabulary is introduced?
• Do students apply concepts and
practices in different contexts?

• Appropriate and varied instruction • Are different methods of

instruction used?
• Are students engaged in
activities that emphasize all three
dimensions?

• Appropriate and varied assessment • Do you first identify what students

know and do?
• Are assessment strategies
consistent with the performance
expectations?
• Are assessments comprehensive,
coherent, and focused on the
integration of core and component
ideas, crosscutting concepts, and
science and engineering practices?

• Potential connections to Common • Where does the instructional

Core State Standards for English sequence present opportunities to
language arts and mathematics make connections to the Common
Core State Standards?

THE BSCS 5E INSTRUCTIONAL MODEL: CREATING TEACHABLE MOMENTS 73

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 CHAPTER 5

CONCLUSION
Based on lessons I learned in translating NGSS to classroom instruction, this chapter pro-
vides helpful insights for those who have the task of applying the BSCS 5E Instructional
Model. Additionally, the chapter modeled the 5E instructional sequence for addressing a
performance expectation.

REFERENCES
Biological Sciences Curriculum Study (BSCS). 2000. Making sense of integrated science: A guide
for high schools. Colorado Springs, CO: BSCS.
Bybee, R. 2013. Translating the NGSS for classroom instruction. Arlington, VA: NSTA Press.
National Research Council (NRC). 1996. National science education standards. Washington, DC:
National Academies Press.
National Research Council (NRC). 2006. America’s lab report: Investigations in high school
science. Washington, DC: National Academies Press.
National Research Council (NRC). 2012. A framework for K–12 science education: Practices,
crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
NGSS Lead States. 2013. Next Generation Science Standards: For states, by states. Washington,
DC: National Academies Press. www.nextgenscience.org/next-generation-science-standards
Pratt, H. 2013. The NSTA reader’s guide to the Next Generation Science Standards. Arlington, VA:
NSTA Press.
Van Scotter, P., R. W. Bybee, and M. J. Dougherty. 2000. Fundamentals of integrated science. The
Science Teacher 67 (6): 25–28.
Wiggins, G., and J. McTighe. 2005. Understanding by design. Alexandria, VA: Association for
Supervision and Curriculum Development (ASCD).

74 NATIONAL SCIENCE TEACHERS ASSOCIATION

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 INDEX

Page numbers in boldface type refer to figures or tables.

A connections to Common Core State Standards,

A Framework for K–12 Science Education: Practices, 99, 111
Crosscutting Concepts, and Core Ideas, ix, contemporary reflections on, 39–43
53, 63, 64, 68 for creation of teachable moments, x, 2, 3, 4–9, 8,
integrating three dimensions of, 67, 68, 69 39, 96, 105, 106
A Reader’s Guide to the Next Generation Science current viability of, 24
Standards, 63 factors supporting, 43
Abraham, M. R., 18–19 field testing of, 47
Abstract reasoning skills, 88 foundations for teaching, 20
Abusson, P., 88, 89 levels for application of, 34
Accommodation, Piaget’s concept of, 18, 31 origins and development of, x–xi, 19–20, 24, 48,
Accountability, 43, 113 113
Action for Excellence: a Comprehensive Plan to phases of, x, 4–7, 20–23, 29, 34–39, 35, 37, 38,
Improve Our Nation’s Schools, 85 44, 58, 111
Adaptability skills, 86–87 psychological foundations of, 29–32, 34, 43
Adaptation relationship between fidelity of use and student
Dewey’s concept of, 15 achievement, 55–56, 58, 86, 112
Piaget’s concept of, 30–31 research support for, x, 47, 48, 53–58, 111
America’s Lab Report: Investigations in High School elementary teachers’ feedback, 56
Science, 50 unanticipated support for model, 57–58
Appropriate use of BSCS 5E Instructional Model, 96 sample classroom applications of
Argumentation, ix, 22, 33, 51, 53, 54, 67, 68, 79, 87, earth’s heat engine, 4, 115
89–90 ecosystems and energy, 118–119
Assessment(s), 33, 39, 43. See also Evaluate phase electrical connections, 120
of BSCS 5E Instructional Model energy for you, 117
continuous informal, 97–98 greenhouse gases, 76, 76–79, 79, 87
design of, 104–105, 105 star power, 116
embedded, 22–23 self-evaluation of understanding and use of,
No Child Left Behind legislation and, 43 95–101, 110
of 21st-century skills, 90 students’ roles in, 41–42
Assimilation, Piaget’s concept of, 18, 31 teacher’s roles in, 40–41
Atkin, J. M., 17–19, 19, 24, 111 widespread application of, ix, 98, 112
Australian Academy of Science Primary Connections The BSCS 5E Instructional Model: Origins and
program, 56 Effectiveness, 53
BSCS Science: An Inquiry Approach, 52
B
Backward design process, 68–69, 69, 103, 104 C
Boddy, N., 88, 89 Carbon dioxide (CO2) emissions. See Greenhouse
BSCS 5E Instructional Model, ix–xi, 4–9, 19–24, gases
34–44, 111–113 Carlson, Janet, 20
applied to development of 21st-century skills, The Case for STEM Education: Challenges and
85–91, 99, 111, 112 Opportunities, 80
applied to NGSS, 63–74, 66, 99, 111 Chen, Z., 57–58, 59
applied to STEM education, 75–83, 99, 111 Classroom Observation and Analytic Protocol, 55
appropriate use of, 96 Cognitive development theories
compared with Control of Variables Strategy, Piaget’s model, 17, 18, 20, 23, 30, 31–32, 47
57–58, 59 Vygotsky’s zone of proximal development, 32

THE BSCS 5E INSTRUCTIONAL MODEL: CREATING TEACHABLE MOMENTS 121

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 Index

Coherent instruction, xi, 29, 33, 34, 43, 44, 58, 65, Ellis, J., 20
67, 111, 112 Energy for you, sample of 5E Model, 117
Common Core State Standards (CCCS), 9, 65, 73, Engage phase of BSCS 5E Instructional Model, x, xi,
75, 87, 89, 95, 99, 109, 111 20, 21, 34, 35–36, 44, 111
Complex communications skills, 87 applying to a current lesson, 105, 106
Conceptual change, 33, 34–35, 42–43, 44, 58 connections to teachable moments, 4–5, 5, 8, 21,
Constructivist view of learning, xi, 23, 29–32, 34, 36, 35, 36, 49
43, 47, 48, 53 NGSS performance expectations and, 71–72, 71–72
Control of Variables Strategy (CVS), 57–58, 59 purposes of, 35, 57
Cooperative learning, 21, 23, 37, 39, 72, 82 in STEM education, 76, 76–77, 82
Coulson, D., 55, 88 students’ roles in, 41
Cowdrey, S., 20 teacher’s role in, 35–36, 40
Creativity, 75, 88 Engineering design, 75, 81, 88. See also Science
Crosscutting concepts, ix, 6, 64, 64, 65 and engineering practices
integration with disciplinary core ideas and Equilibration process, 17, 20, 23, 30, 31, 36
science and engineering practices, 67, Evaluate phase of BSCS 5E Instructional Model, x,
68, 69 20, 22–23, 34, 39, 43, 44, 111
recognizing opportunities to emphasize in 5E applying to a current lesson, 104–105, 105
Model, 70, 71 connections to teachable moments, 7, 8, 22
Curriculum developers, ix, xi, 34, 35, 43, 50, 95, 97, vs. continuous informal assessment, 97–98
99 NGSS performance expectations and, 71–72,
Curriculum integration, 80–81 71–72
purposes of, 39, 57
D in STEM education, 79, 79, 82
Democracy and Education, 15, 16 students’ roles in, 42
Designing an instructional model, 32–34, 99, 99 teacher’s roles in, 39, 40
Designs for Science Literacy, 80 Experiences and Education, 15–16
The Development of Thought, 30 Explain phase of BSCS 5E Instructional Model, x, 20,
Dewey, J., 14–16, 47 21–22, 34, 37–38, 44, 111
foundations for teaching, 15–16 applying to a current lesson, 107, 108
instructional model, 16, 16, 24 connections to teachable moments, 6, 7, 8, 21–22
Heiss, Obourn, and Hoffman’s learning cycle explaining ideas before or after, 98
and, 16, 17, 24 NGSS performance expectations and, 71–72,
Howard’s unit method of instruction and, 16 71–72
traits of reflective thinking, 14–15 purposes of, 37, 57
Disciplinary core ideas, ix, 6, 64, 64, 65 in STEM education, 78–79, 82
integration with crosscutting concepts and science students’ roles in, 41
and engineering practices, 67, 68, 69 teacher’s roles in, 37–38, 40
recognizing opportunities to emphasize in 5E Explore phase of BSCS 5E Instructional Model, x, xi,
Model, 70, 71 34, 20, 21, 36–37, 44, 111
Discrepant events, 4, 31, 34, 35 applying to a current lesson, 106, 107
connections to teachable moments, 6, 8, 21
E cooperative learning activities in, 37
Earth’s heat engine, sample of 5E Model, 4, 115 NGSS performance expectations and, 71–72,
Ecosystems and energy, sample of 5E Model, 71–72
118–119 purposes of, 36, 57
Elaborate phase of BSCS 5E Instructional Model, x, in STEM education, 77–78, 82
20, 22, 34, 38–39, 44, 111 students’ roles in, 41
applying to a current lesson, 108, 108–109 teacher’s role in, 36, 40
connections to teachable moments, 6–7, 8
NGSS performance expectations and, 71–72, F
71–72 Fidelity of use of 5E Model, relationship with student
purposes of, 38, 39, 57 achievement, 55–56, 58, 86, 112
in STEM education, 79, 82 Foster, G., 20
students’ interactions in, 38–39 Foundation box, 64, 65
students’ roles in, 42, 50
teacher’s roles in, 38, 40 G
Electrical connections, sample of 5E Model, 120 Gesell, A., 47

122 NATIONAL SCIENCE TEACHERS ASSOCIATION

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 Index

Gordon Commission on the Future of Assessment in steps for design of, 104–109, 105–108
Education, 43 historical instructional models and, 13, 15
Green at Fifteen: How Fifteen-Year-Olds Perform in integrated, 29, 32, 50–52, 58, 111, 65, 66, 67, 80,
Environmental Science and Geoscience in 103
PISA 2006, 76 for STEM education, 78, 80, 83
Greenhouse gases STEM unit, applying 5E Model to, Instructional strategies
76–79, 87 Atkin and Karplus Learning Cycle and, 19
elaborating on STEM knowledge and practices, 79 coherence of, xi, 29, 34, 43, 44, 58, 67, 111, 112
engaging students, 76, 76–77 congruence between learning and, 29
evaluating STEM knowledge and practices, 79, 79 Dewey’s instructional model and, 16
explaining issue, 78–79 distinguishing between learning outcomes and,
exploring issue, 77–78 66–67
5E Model and, 33, 34, 35, 43, 58, 86, 87, 99, 112
H Herbart’s instructional model and, 14
Hawkins, D., 18 inquiry-based, 53–54
Heiss, E. D., 16, 17, 24 science and engineering practices and, 66–67, 70
Herbart, J. F., 13–14, 111 Integrated instructional sequence, 29, 32, 58, 111
foundations for teaching, 13–14 development of, 80, 103
instructional model, 14, 14, 23, 24 for translating NGSS to classroom instruction, 65,
view of purpose of education, 13 66, 67
High Schools and the Changing Workplace, 85 Integrated instructional units, 50–52
Historical instructional models, xi, 13–24 definition of, 51
Atkin and Karplus, 17–19, 19, 23, 24, 111 efficacy of research-based curriculum materials,
Dewey, 14–16, 16, 24 52
Heiss, Obourn, and Hoffman, 16, 17, 24 5E Model and, 51, 52
Herbart, 13–14, 14, 23, 24, 111 key features of, 51
origins and development of, 24 laboratory experiences, 50–52
Hoffman, C. W., 16, 17, 24 Integrated STEM curriculum, 80–81
How people learn, 29–32, 49–50, 111 Interactive learning, 23, 29, 34, 48
How People Learn: Brain, Mind, Experience, and Interdisciplinary Curriculum: Design and
School, 32, 49, 50, 111 Implementation, 80
How People Learn: Bridging Research and Practice,
32, 49 J
How Students Learn: History, Mathematics, and Johnson, D., 21
Science in the Classroom, 49 Johnson, R., 20, 21
How Students Learn: Science in the Classroom, 32
How We Think, 14, 16 K
Howard, R. S., 16 Karplus, R., 17–19, 111
foundations for teaching, 17
I Learning Cycle, 17–19, 19, 23, 24
Innovation skills, 88, 89 5E Model modifications of, 20–23
Inquiry-based instruction, 53–54, 89–90 Klahr, D., 57–58, 59
Instructional models, 111
BSCS 5E Instructional Model, ix–xi, 4–9, 19–24 L
conceptual change and, 42–43 Laboratory experiences, 33, 49, 50–52, 65, 88
Control of Variables Strategy, 57–58, 59 Landes, N., 20
design of, 32–34, 99, 99 Lawson, A., 19, 20
historical examples of, 13–24 Learning
Atkin and Karplus, 17–19, 19, 23, 24 conceptual change process, 33, 34–35, 42–43,
Dewey, 14–16, 16, 24 44, 58
Heiss, Obourn, and Hoffman, 16, 17, 24 congruence between teaching strategies and, 29
Herbart, 13–14, 14, 23, 24 constructivist view of, xi, 23, 29–32, 34, 36, 43,
origins and development of, 24 47, 48, 53
research support for, 47–58 cooperative, 21, 23, 37, 39, 72, 82
Instructional sequence, xi designing an instructional model for, 32–34, 99,
of 5E Model, 29, 32, 34, 36, 43 99
evaluating application to NGSS, 73, 73 effect of fidelity of use of 5E Model on, 55–56, 58,
evaluation of, 109, 109 86, 112

THE BSCS 5E INSTRUCTIONAL MODEL: CREATING TEACHABLE MOMENTS 123

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 Index

evidence of (See Learning outcomes) engineering, and mathematics education

of factual knowledge, 50 Maturation model of learning (Gessell), 47, 48
how people learn, 29–32, 49–50, 111 Meeting Standards Through Integrated Curriculum,
interactive view of, 23, 29, 34, 48 80
maturation model of (Gessell), 47, 48 Metacognitive skills, 49, 50, 55, 87
Piaget’s model of, 17, 18, 20, 23, 30, 31–32, 47 Misconceptions of students, xi, 5, 8, 23, 32, 36, 38,
prediction graph for, 31, 31 43, 72, 82
research on instruction and, 48–52 Muscella, D., 20
social interaction and, 13, 31–32, 33, 37, 99
transmission model of (Skinner), 47, 48 N
of 21st-century workforce skills, ix, xi, 3, 83, National Academies of Science (NAS), 49
85–91 National Academy of Engineering, 80
Learning Cycle, 111 National Association of Biology Teachers (NABT), 55
of Atkin and Karplus, 17–19, 19 National Research Council (NRC), 32, 49, 50–51, 80
of Heiss, Obourn, and Hoffman, 16, 17 National Science Education Standards, 63
of Science Curriculum Improvement Study, x, National Science Teachers Association (NSTA), x,
17–19 55, 89
BSCS 5E Instructional Method modifications New Designs for Elementary School Science and
of, 20–23, 48 Health, 20
research support for, 47, 48–49, 53 Next Generation Science Standards (NGSS), ix, xi,
Learning outcomes, 53, 68, 69–70. See also 6, 9, 22, 24, 53, 54, 63–74, 87
Performance expectations becoming familiar with, 63
backward design process and, 68–69, 69, 103, connections to Common Core State Standards,
104 65
curricular integration and, 81 evaluating application of 5E Model to, 73, 73
development of 21st-century skills, 86 expanding understanding of 5E Model and, 71, 72
distinguishing between instructional strategies exploring NGSS: anatomy of a standard in, 63–65,
and, 66–67 64
emphasizing different types of, 70 inclusion of engineering design in, 75
evaluating students’ progress toward, 8 performance expectations in, 64–65
identifying for instructional sequence design, 104, process for applying 5E Model to, 65–70, 99, 111
105 applying 5E Model, 68, 72
integrating three dimensions in performance considering how to integrate three learning
expectations, 64, 67 outcomes, 67
for STEM unit on greenhouse gases, 79 distinguishing between learning outcomes and
Lessons/units instructional strategies, 66–67
applying 5E Model to current lessons, 103–110 emphasizing different learning outcomes, 70,
beginning with backward design, 103, 104 71
designing instructional sequence, 104–109, identifying performance expectations, 66
105–108 including engineering and nature of science,
evaluating instructional sequence, 109, 109 69–70
evaluating your understanding and use of the thinking beyond lesson to integrated
5E Model, 110 instructional sequence, 65–66, 66
integrated instructional sequences, 65–66, 66 using backward design, 68–69, 69
as primary frame of reference for teaching, 1 No Child Left Behind (NCLB), 43
samples of 5E Model Nonroutine problem-solving skills, 87–88, 112
earth’s heat engine, 4, 115
ecosystems and energy, 118–119 O
electrical connections, 120 Obourn, E. S., 16, 17, 24
energy for you, 117 Organization, Piaget’s concept of, 18, 19, 30, 47
greenhouse gases, 76, 76–79, 79, 87
star power, 116 P
Peers, S., 56
M Performance expectations, 64–65, 69. See also
Making Sense of Integrated Science: A Guide for Learning outcomes
High Schools, 80 emphasizing engineering and nature of science,
Mathematics, 38, 57, 65, 67, 73, 75, 79, 80, 81, 69–70
83, 89, 109. See also Science, technology, 5E Model and, 70, 71

124 NATIONAL SCIENCE TEACHERS ASSOCIATION

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 Index

identifying coherent set of, 66 deciding on instructional approach, 80–81

integrating three dimensions of learning outcomes developing instructional sequence, 82, 83
in, 64, 67 identifying context for unit of instruction, 80
Phases of the BSCS 5E Instructional Model, x, 4–7, societal perspective for, 75
20–23, 29, 34–39, 35, 37, 38, 44, 58, 111. See Science and engineering practices, ix, 6, 22, 64, 64
also specific phases instructional strategies and, 66–67, 70
addition of, 97 integration with crosscutting concepts and
alliterative naming of, 20, 111–112 disciplinary core ideas, 67, 68, 69
elaborate, 6–7, 22, 38–39 performance expectations emphasizing, 69–70
engage, 4–5, 5, 21, 35–36 recognizing opportunities to emphasize in 5E
evaluate, 7, 22–23, 39 Model, 70, 71
explain, 6, 7, 21–22, 37–38 Science Curriculum Improvement Study (SCIS)
explore, 6, 21, 36–37 Learning Cycle, x, 17–19
flexibility of, 9 5E Model modifications of, 20–23, 47
as modifications to the Learning Cycle, 20–23 research support for, 47, 48–49, 53
omission of, 96–97 Science in General Education, 16
purposes of, 57, 111 Self-evaluation of understanding and use of 5E
repeating of, 97 Model, 95–101, 110
shifting order of, 97 final activity for, 100–101
Piaget, J., cognitive development model, 17, 18, 20, questions and responses for, 95–99
23, 30, 31–32, 47 Self-management and self-development skills, 88
Piaget for Educators, 20 Skamp. K., 56
Primary frame of reference for teaching, 1 Skinner, B. F., 47
Problem-solving skills, nonroutine, 87–88, 112 Social interactions and learning, 13, 31–32, 33, 37,
Program for International Student Assessment 38–39
(PISA), 76 Social skills, 87, 112
Psychological foundations of 5E Model, 29–32, 34, 43 Spencer, T., 20
Star power, sample of 5E Model, 116
R STEM Integration in K–12 Education, 80
Reflective thinking, 15 Students
Renner, J. W., 18–19, 21 engagement of, ix, 2
Research support for instructional models, 47–58 how students learn, 29–32, 49–50, 111
5E Model, 47, 48, 53–58, 111 misconceptions of, xi, 5, 8, 23, 32, 36, 38, 43, 72,
effect of fidelity to model on student 82
achievement, 55–56, 58, 86, 112 personal meaning of activities for, 39, 42
elementary teachers’ feedback on, 56 relationship between fidelity of use of 5E Model
unanticipated support for, 57–58 and achievement of, 55–56, 58, 86, 112
how students learn, 29–32, 49–50 roles in the 5E Model, 41–42
integrated instructional units, 50–52 social interactions of, 13, 31–32, 33, 37, 38–39
Rising Above the Gathering Storm: Energizing and 21st-century workforce skills needed by, ix, xi, 3,
Employing America for a Brighter Economic 83, 85–91
Future, 85 Systems thinking skills, 88–89, 112
Robertson, W., 20
T
S Taylor, J., 55, 88
Sample classroom applications of 5E Model Teachable moments, ix–x, xi, 1–3
Earth’s heat engine, 4, 115 creation of, 3, 96, 105, 106
ecosystems and energy, 118–119 definition of, 2
electrical connections, 120 5E Model connections to, x, 4–9, 8, 39
energy for you, 117 process of, 3
greenhouse gases, 76, 76–79, 79, 87 reasons for occurrence of, 2–3
star power, 116 timing of, 2
Science, technology, engineering, and mathematics Teachers’ roles in the 5E Model, 40–41
(STEM) education, ix, xi, 9, 24, 75–83 Teaching the New Basic Skills, 85
applying 5E Model to, 75–83, 99, 111 Teamwork skills, 112
classroom example: greenhouse gases unit, Technologies, ix, 6, 33, 36, 37, 43, 86, 89, 111. See
76, 76–79, 79, 87 also Science, technology, engineering, and
recommendations for, 79–83 mathematics education

THE BSCS 5E INSTRUCTIONAL MODEL: CREATING TEACHABLE MOMENTS 125

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 Index

Texas Assessment of Knowledge and Skills (TAKS), science teachers’ views on, 89
54
Thier, H., 17, 20 U
Translating the NGSS for Classroom Instruction, ix, Understanding by Design, 68, 103
63, 99
Transmission model of learning (Skinner), 47, 48 V
21st-century workforce skills, ix, xi, 3, 83, 85–91 Van Scotter, P., 55, 88
identification of skill sets, 85, 86 Vygotsky, L., 31–32
implications of 5E Model for development of,
85–89, 91, 99, 111, 112 W
adaptability, 86–87 Watson, K., 88, 89
complex communications and social skills, 87 What Work Requires of Schools: A SCANS Report for
nonroutine problem solving, 87–88 America 2000, 85
self-management and self-development, 88 Wilson, C. D., 88
systems thinking, 88–89 Wooley, S., 20
relationship between 5E Model and, 89–90
activity-based school programs, 91 Z
assessment of skills and abilities, 90 Zone of proximal development, 32
contextual opportunities, 90
curriculum goals, 90
instructional sequence, 90
reports related to, 85

126 NATIONAL SCIENCE TEACHERS ASSOCIATION

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009
 W
ith this book, you can stop wishing you could engage your students
more fully and start engaging. Magic moments no longer have to be
random. The BSCS 5E Instructional Model can help you create more
teachable moments in your classroom.

Created in the late 1980s by a team led by author Rodger Bybee, the popular
BSCS 5E Instructional Model includes five phases: engage, explore, explain,
elaborate, and evaluate. Bybee wrote this book to be just as well organized and
practical as the model itself. Much of it is devoted to an in-depth explanation of
how to put the model to work in the classroom, but the book also
• explores the historical idea of what can be considered instructional models
and education research that supports such models;
• explains how to connect the model to the Next Generation Science
Standards, STEM education, 21st-century skills, and implementation in
your classroom; and
• weaves a narrative that encompasses education research, the psychology
of learning, and the reality of classroom practice.

Firmly rooted in research but brought to life in a conversational tone, The BSCS
5E Instructional Model addresses every teacher’s concern: how to become
more effective in the classroom—and enjoy more of those teachable moments.

PB356X
ISBN: 978-1-941316-00-9
GRADES K–12

Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316009