The 5 E'S Science Lesson: Inquiry-Based Instruction

THE 5 E’S SCIENCE
LESSON
INQUIRY-BASED INSTRUCTION
Science Content
Concepts Process Skills

of Science of Science
Students use the process skills of science to

develop an understanding of the scientific
concepts.
Engage
Evaluate Explore
5 E’s
Science Lesson
Elaborate Explain
ENGAGE
ACTIVITY WHICH WILL FOCUS STUDENT’S ATTENTION, STIMULATE THEIR

THINKING, AND ACCESS PRIOR KNOWLEDGE.
EXPLORE
ACTIVITY WHICH GIVES STUDENTS TIME TO THINK AND INVESTIGATE/TEST/MAKE

DECISIONS/PROBLEM SOLVE, AND COLLECT INFORMATION.
EXPLAIN
ACTIVITY WHICH ALLOWS STUDENTS TO ANALYZE THEIR EXPLORATION. STUDENT’S

UNDERSTANDING IS CLARIFIED AND MODIFIED THROUGH A REFLECTIVE ACTIVITY.
ELABORATE
ACTIVITY WHICH EXPANDS AND SOLIDIFIES STUDENT THINKING AND/OR APPLIES IT

TO A REAL-WORLD SITUATION.
EVALUATE
ACTIVITY WHICH ALLOWS THE TEACHER TO ASSESS STUDENT PERFORMANCE AND/OR

UNDERSTANDINGS OF CONCEPTS, SKILLS, PROCESSES, AND APPLICATIONS.
Engage
Evaluate Explore
5 E’s
Science Lesson
Elaborate Explain
ENGAGE
SUGGESTED ACTIVITIES
• Demonstration
• Reading
• Free Write
• Analyze a Graphic Organizer
• KWL
• Brainstorming
ENGAGE
WHAT THE TEACHER DOES
• Creates Interest.
• Generates curiosity.
• Raises questions.
• Elicits responses that uncover what the students
know or think about the concept/topic.
ENGAGE
WHAT THE STUDENT DOES
• Asks questions such as, Why did this happen?

What do I already know about this? What have I
found out about this?
• Shows interest in the topic.
EXPLORE
• Perform an Investigation
• Read Authentic Resources to Collect Information
• Solve a Problem
• Construct a Model
EXPLORE
• Encourages the students to work together without

direct instruction from the teacher.
• Observes and listens to the students as they interact.
• Asks probing questions to redirect the students’
investigations when necessary.
• Provides time for students to puzzle through
problems.
EXPLORE
• Thinks freely but within the limits of the activity.

• Tests predictions and hypotheses.
• Forms new predictions and hypotheses.
• Tries alternatives and discusses them with others.
• Records observations and ideas.
• Suspends judgement.
EXPLAIN
• Student Analysis & Explanation

• Supporting Ideas with Evidence
• Structured Questioning
• Reading and Discussion
• Teacher Explanation
• Thinking Skill Activities: compare, classify, error
analysis
EXPLAIN
• Encourages the students to explain concepts and

definitions in their own words.
• Asks for justification (evidence) and clarification
from students.
• Formally provides definitions, explanations, and new
labels.
• Uses students’ previous experiences as basis for
explaining concepts.
EXPLAIN
• Explains possible solutions or answers to others.

• Listens officially to others’ explanations.
• Questions others’ explanations.
• Listens to and tries to comprehend explanations
the teacher offers.
• Refers to previous activities.
• Uses recorded observations in explanations.
ELABORATE
• Problem Solving
• Decision Making
• Experimental Inquiry
• Thinking Skill Activities: compare, classify,
apply
EXTEND
• Expects the students to use formal labels, definitions, and

explanations provided previously.
• Encourages the students to apply or extend the concepts
and skills in new situations.
• Reminds the students of alternative explanations.
• Refers the students to existing data and evidence and asks,
What do you already know? Why do you think . . .?
• Strategies from Explore apply here also.
EXTEND
• Applies new labels, definitions, explanations, and

skills in new, but similar situations.
• Uses previous information to ask questions, propose
solutions, make decisions, and design experiments.
• Draws reasonable conclusions from evidence.
• Records observations and explanations.
• Checks for understandings among peers.
EVALUATE
• Any of the Previous Activities

• Develop a Scoring Tool or Rubric
• Test
• Performance Assessment
• Produce a Product
• Journal Entry
• Portfolio
EVALUATE
• Observes the students as they apply new concepts and skills.

• Assesses students’ knowledge and/or skills.
• Looks for evidence that the students have changed their
thinking or behaviors.
• Allows students to assess their own learning and group-process
skills.
• Asks open-ended questions, such as: Why do you think. . .?
What evidence do you have? What do you know about x? How
would you explain x?
EVALUATE
• Answers open-ended questions by using observations,

evidence, and previously accepted explanations.
• Demonstrates an understanding or knowledge of the
concept or skill.
• Evaluates his or her own progress and knowledge.
• Asks related questions that would encourage future
investigations.
The 5 E’s Lesson Planner
ENGAGE:
EVALUATE: EXPLORE:
Elaborate: EXPLAIN:
THE 5 E’S SCIENCE
LESSON
INQUIRY-BASED INSTRUCTION

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THE 5 E’S SCIENCE

Concepts Process Skills

Students use the process skills of science to

ACTIVITY WHICH WILL FOCUS STUDENT’S ATTENTION, STIMULATE THEIR

ACTIVITY WHICH GIVES STUDENTS TIME TO THINK AND INVESTIGATE/TEST/MAKE

ACTIVITY WHICH ALLOWS STUDENTS TO ANALYZE THEIR EXPLORATION. STUDENT’S

ACTIVITY WHICH EXPANDS AND SOLIDIFIES STUDENT THINKING AND/OR APPLIES IT

ACTIVITY WHICH ALLOWS THE TEACHER TO ASSESS STUDENT PERFORMANCE AND/OR

• Asks questions such as, Why did this happen?

• Encourages the students to work together without

• Thinks freely but within the limits of the activity.

• Student Analysis & Explanation

• Encourages the students to explain concepts and

• Explains possible solutions or answers to others.

• Expects the students to use formal labels, definitions, and

• Applies new labels, definitions, explanations, and

• Any of the Previous Activities

• Observes the students as they apply new concepts and skills.

• Answers open-ended questions by using observations,

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