5E Lesson Design:

Application to Social Studies

Presented by:
Sangeeta Chawla
TGT-Social Studies
 Agenda

• Introductions
• Students Today
• Background on the 5-E model of instruction
• Components of the 5-E model/5E Social Studies
Lesson
 Change

• How does educational learning of today differ

from your experiences with educational
learning?

• How have the needs of students today changed

compared to when we were students?
 Now think about
changes in education
• Discuss with an elbow partner how education
has changed in the last 20 years.
• Topics could include:
– Textbooks
– Technology
– Testing
– Curriculum
 Implications

What are the implications for

curriculum and instruction?
 What do We Need?
• An instructional model that is
– Based on a constructivist or inquiry
based approach to learning
– Where students are actively engaged in
acquiring knowledge in ways that
promote student success
 In the classroom
• With an elbow partner, discuss what you have
noticed about students who are actively
engaged in a classroom. What were the
students doing? What was the teacher doing?
 What is the 5E?

• An Instructional model based on the

constructivist approach or inquiry based
approach to learning.
– Draws on students’ existing knowledge, beliefs, and
skills
– Students synthesize new understandings from prior
learning and new information
– Teacher sets up the problem and monitors student
exploration, guides student inquiry, and promotes
new patterns of thinking
 What Does It Look Like?
• Phases of instruction characterized by
teacher and student behaviors
• Teachers present problems, monitor
student exploration, facilitate student
inquiry, and provide opportunities for
new patterns of thinking
• Students synthesize their prior learning
with new information to construct
knowledge and understandings
 Prior to Planning Instruction
• What do you want students to know and
be able to do?
– Key
Understandin
gs & Guiding
– Evidence of Learning (Performance
Questions
Indicator)
 Why the 5E Model for teaching?
For Students For Teachers
• Scaffolds the learning • Clearly defines phases
of instruction
• Builds key
understanding, big • Describes expected
ideas, concepts and behaviors for teachers
skills and students
• Provides • Provides multiple
opportunities to opportunities for
prove their learning assessment
• Provides opportunity for
differentiation
 Components of the 5E Model

Engage

Explore

Explain

Elaborate

Evaluate

The 5E Model was developed by the Biological Sciences

Curriculum Study (BSCS) in 1989
Components of the 5E Lesson
•

•
 Engage
• Purpose: To peak student interest and to get
them personally involved in the lesson.
– Access prior knowledge
– Generates interest
– Connect to past
– knowledge Set
– parameters of the
focus Frame the
idea
 Activities for the Engage
• Demonstration/Question
• Manipulative activity
• Analyze a graphic organizer/political
cartoon/photograph/speech/quote
• KWL
• Brainstorming
• Word Play
Social Studies Engage
 Engage
Student/Teacher
Students Behaviors Teachers
• Listen attentively • Motivate
• Ask questions • Create interest
• Demonstrate interest • Tap into prior knowledge
• Respond to questions • Raise questions and
from teacher or other encourage responses
students demonstrating
their own entry point of
understanding
 One Word Summary

Select (or invent) one word which

best summarizes the Engage
phase.
 Explore
• Purpose: to get students
involved
providing in with
them the topic;
a chance to find the solution
for themselves
– Everyone experience key concepts
– Discover new skills
– Probe, inquire, and question experiences
– Examine thinking
– Establish relationships and understanding
 Activities for the Explore
• Perform an investigation
• Read authentic resources to collect information
• Construct a model
• Learn and practice a skill
• Read collaboratively
Social Studies Explore
 Explore
Student/Teacher
Students Behaviors Teachers
• Conduct activities • Act as a facilitator
• Gather information • Observe and listen as
• Share ideas and suspend students interact
judgment • Probe with questions
• Record observations • Provide time for students
and/or generalizations to explore and think
• Discuss findings • Encourage cooperative
interaction
 Transfer and Apply
• Write down what you learned about the
Explore phase. Then write down a idea that
you could use as an Expl re in your activity.
 Explain
• Purpose: to use questioning strategies to lead
students’ discussion of information discovered.
– Connect prior knowledge and background to new
discoveries
– Communicate new understandings
– Connect informal language to formal language
 Activities for the Explain
• Student analysis and explanation
• Demonstration with student talk
• Ask for supporting ideas with evidence
• Structured questioning
• Reading and discussion
• Further questions or explanations of
connections with teacher
• Thinking skill activities: compare classify and
interpret
Social Studies Explain
 Explain
Student/Teacher
Students Behaviors Teachers
• Explain, define, and • Encourage students to
demonstrate learning explain observations and
• Listen actively to other findings in their own words
students • Provide definitions, new
• Hypothesize and words, and explanations
make • Listen and add to
• generalizations/predict discussion from
ions • students
• Make connections using Clarify and question for
observations and findings • justification
Provide reasonable Accept all reasonable
responses to questions responses
 Minute Paper
• "What was the most important thing you learned
about the Explain phase" and "What important
question remains unanswered for you about the
Explain phase?"
 Elaborate
• Purpose : Expand and solidifies student thinking
and/or applies it to a real-world situation.
Student communicates new understanding with
formal academic language.
 Elaborate Activities
• Apply new learning to a new or similar
situation
• Extend and explain concept b ing explored
• Communicate new understanding with formal
language
Social Studies Elaborate
 Elaborate
Student/Teacher
Behaviors Teachers
Students
• Apply new terms and • Encourage students to
definitions apply or extend the new
• Use previously learned concepts and skills
knowledge as a vehicle • Probe with questions,
to
enhance additional learning encourage comparing
• Record observations, and contrasting, and
provide explanations, and ask for justifications
justify solutions • Encourage students to
apply academic language
 Directed Paraphrasing
• Write a layman’s "translation" o what occurs in
the Elaborate phase geared towards a colleague
that is unfamiliar with the 5E model.
 Evaluate
• Purpose: Students demonstrate their
understanding of the concept.
 Evaluate Activities
• Assess understanding (Self, peer, and teacher
evaluation)
• Demonstrate understanding of new
concept by observation or open-ended
response
• Apply within problem situation
• Show evidence of accomplishment
• Experimental inquiry
Social Studies Evaluate
 Evaluate
Student/Teacher
Behaviors
Students
• Demonstrate an •Teachers
Evaluate student
understanding/knowledge of performance involving
concepts and skills new concepts and skills
• Answer open-ended • Assess students’
questions knowledge and skills by
rubric or criterion
• Provide reasonable
referenced measure
responses and explanations
• Evaluate his/her own
progress by rubric or
criterion referenced
measure
 Give One/Get One
• List 3-
3 5 ideas about the Evaluate phase With
an elbow partner exchange papers, read your
partner’s list, then ask questions about new or
confusing ideas.
 Assessments
5E Model Type of Assessment
Phases
Engage Pre-assessment (diagnostic) and informal
assessment (individual or group)
Explore Informal (diagnostic) assessment (individual or
group)
Explain Informal (formative) assessment (individual or
group)
Elaborate Informal (formative) assessment (individual or
group)
Evaluate Formal (summative) performance assessment
(individual)
Unit Type of Assessment
Unit Assessment Formal (summative) assessment (individual)