BSCS 5E
Instructional Model
Instructional Model
* The following information is taken from the SDCOE Science Resource Center
Teachers use the 5E Model of Instruction to sequence lessons and activities which provide best first instruction for all students. Through this process they emphasize opportunities to personalize learning.
In each phase of the 5E Model of Instruction, teachers carefully consider how the evidence collected or information obtained builds student understanding of a phenomenon or a solution to a design problem.
The optimal use of the 5E Model is a learning sequence of two to three weeks where each phase is used as the basis for one or more lessons.
Using the 5E Model as the basis for a single lesson reduces the effectiveness of individual phases due to the shortening of the time and opportunities for meaningful and deep learning across a learning sequence.
According to research, there is the greatest impact on learning when phases are not omitted or their position shifted (e.g., Explain before Explore).
Phases can be repeated or looped as needed to create time or experiences to learn a concept or develop an ability (e.g., Engage, Explore, Explain, Explore, Explain, Elaborate, Evaluate).
Activities in a 5E learning sequence should be designed to integrate the Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas.
THE 5E's
The first phase of the 5E Model engages students by having them mentally focus on a phenomenon, object, problem, situation, or event. The activities in the Engage phase are designed to help students make connections between past and present learning experiences, expose prior conceptions, and organize thinking toward the essential questions and learning outcomes of the learning sequence.
The role of the teacher in the Engage phase is to present a situation, identify the instructional task, and set the rules and procedures for the activities. The teacher also structures initial discussions to reveal the range of ideas, experiences, and language that students use which become resources for upcoming lessons.
Student Behaviors
Asks questions such as, “Why did this happen?” “What do I already know about this?” “What can I find out about this?” “How can this problem be solved?”
Shows interest in the topic through curiosity and expression of wonderings
Demonstrates engagement by expressing ideas, sharing observations, and creating initial models
Expresses current understanding of a concept or idea
Teaching Strategies
Raises questions or poses problems
Elicits responses that uncover students’ current knowledge
Helps students make connections to previous work
Posts learning outcomes and explicitly references them in the lesson
Invites students to express what they think
Invites students to raise their own questions
Once students have engaged in activities, they need time to explore ideas. Explore activities are designed so all students have common, concrete experiences which can be used later when formally introducing and discussing scientific and technological concepts and explanations. Students have time to investigate objects, events, or situations. As a result of their mental and physical involvement in these activities, students question events, observe patterns, identify and test variables, and establish causal relationships.
The teacher’s role in the Explore phase is to facilitate learning. They initiate activities and allow time and opportunity for students to investigate objects, materials, and situations. The teacher coaches and guides students as they record and analyze observations or data and begin constructing models or initial explanations.
Student Behaviors
Tests predictions and hypotheses; Forms new predictions and hypotheses
Discusses problems with others
Plans and conducts investigations in which they observe, describe, and record data
Tries different ways to solve a problem or answer a question
Creates initial models
Compares ideas with those of others
Teaching Strategies
Provides or clarifies questions or problems
Provides common experiences
Observes and listens to students as they interact
Acts as a consultant for students
Encourages student-to-student interaction
Asks probing questions to help students make sense of their experiences and redirect them when necessary
Provides time for students to puzzle through problems
The Explain phase consists of two parts. First, the teacher asks students to share their initial models and explanations from experiences in the Engage and Explore phases. Second, the teacher provides resources and information to support student learning and introduces scientific or technological concepts. Students use these resources and information, as well as ideas of other students, to construct or revise their evidence-based models and explanations. In engineering, students design solutions to problems based on established criteria.
Student Behaviors
Shows models, explanations, answers, or possible solutions, to other students
Listens critically to and questions explanations offered by others
Explains using evidence from investigations
Uses labels, terminology, and formal scientific language
Compares current thinking with former thinking
Records ideas and current understanding
Adjusts ideas, models, and explanations as new evidence or reasoning is presented
Teaching Strategies
Encourages students to explain concepts and definitions in their own words
Asks for justification (evidence) and clarification from students
Formally provides definitions, explanations, and information through mini-lecture, text, internet, or other resources
Builds on student explanations
Provides time for students to compare their ideas with others and if desired revise their ideas
Once students have constructed explanations of a phenomenon or design solutions for a problem, it is important to involve them in further experiences that apply, extend, or elaborate the concepts, processes, or skills they are learning. Some students may still have misconceptions, or they may only understand a concept in terms of the exploratory experience. Elaborate activities provide time for students to apply their understanding of concepts and skills. They might apply their understanding to similar phenomena or problems.
Student Behaviors
Applies new labels, definitions, explanations, and skills in new, but similar, situations
Uses previous information to ask questions, propose solutions, make decisions, design experiments, or complete a challenge
Draws reasonable conclusions from evidence
Critiques the models, explanations, or arguments made by others using evidence and reasoning
Makes conceptual connections between new and previous experiences
Communicates understanding to others
Teaching Strategies
Expects students to use vocabulary, definitions, and explanations provided previously in new contexts
Encourages students to apply the concepts and skills in new situations
Provides additional evidence, explanations, or reasoning
Reinforces students’ use of scientific terms and descriptions previously introduced
Asks questions that help students draw reasonable conclusions from evidence and data
It is important that students receive feedback on the quality of their explanations. Informally, this may happen throughout the learning sequence. Formally, the teacher can also administer a summative evaluation at the end of the learning sequence. The Evaluate phase encourages students to assess their understanding and abilities and allows teachers to evaluate individual student progress toward achieving learning goals and outcomes.
Student Behaviors
Gives feedback to other students
Evaluates progress or knowledge
Checks work with a rubric or against established criteria
Assesses progress by comparing current understanding with prior knowledge
Asks additional questions that go deeper into a concept or leads to additional learning
Demonstrates understanding of Disciplinary Core Ideas, Crosscutting Concepts, and Science and Engineering Practices
Answers open-ended questions by using observations, evidence, and previously accepted explanations
Teaching Strategies
Asks open-ended questions such as, “Why do you think…?” “What evidence do you have?” “How would you answer the question?”
Observes and records notes as students demonstrate individual understanding of concepts learned and performance of skills
Uses a variety of assessments to gather evidence of student understanding
Provides opportunities for students to assess their own progress
Carefully evaluate a 5E learning sequence to ensure the three dimensions are integrated and related to the phenomenon or problem by answering the following questions:
How does the 5E instructional sequence provide students the opportunity to explore, investigate, and explain the phenomenon or identify the design solution to a problem?
How does the learning sequence help students demonstrate their understanding of the learning goals and outcomes?
How does the 5E learning sequence ask for students to demonstrate the use of the Science and Engineering Practices and Crosscutting Concepts to explain a phenomenon or design solution using Disciplinary Core Ideas?
How does the 5E learning sequence ensure access to learning for all students through universal design and best first instruction?