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How do we design inquiry investigations? (5E Model)
A valuable pedagogical approach is the 5E Instructional Model:
The five phases of the Learning Cycle as proposed by the National Science Education Standards can be integrated into the '5E' Instructional Model as follows:
ENGAGE
Students become engaged in the process of scientific inquiry. The teacher can ask questions to find out what students already know, or think they know, about the topic and concepts to be covered. These questions typically start with "how" instead of with "why.”
EXPLORE
Students decide what makes questions scientifically testable. Students gain a common set of experiences upon which to begin building their understanding.
EXPLAIN
Students acquire opportunities to connect their previous experiences with current learning and to make conceptual sense of the main ideas of the topic being studied. This stage also allows for the introduction of formal language, scientific terms, and content information that might make students’ previous experiences easier to describe. The teacher acts as a facilitator that explains concepts and addresses misconceptions.
ELABORATE
Students apply or extend previously introduced concepts and experiences to new situations.
Students apply their knowledge to real world applications.
EVALUATE
Students, with their teachers, review and assess what they have learned and how they have learned it. Students can be given a summative assessment to demonstrate what they know and can do.
PHYSICS
Topic: Refraction
Essential Knowledge 6.E.3: When light travels across a boundary from one transparent material to another, the speed of propagation changes. At a non-normal incident angle, the path of the light ray bends closer to the perpendicular in the optically slower substance. This is called refraction.
LO 6.E.3.2: The student is able to plan data collection strategies as well as perform data analysis and evaluation of the evidence for finding the relationship between the angle of incidence and the angle of refraction for light crossing boundaries from one transparent material to another (Snell’s law). [SP 4.1, 5.1, 5.2, 5.3]
Essential Knowledge 6.E.5: The refraction of light as it travels from one transparent medium to another can be used to form images.
LO 6.E.5.2: The student is able to plan data collection strategies, perform data analysis and evaluation of evidence, and refine scientific questions about the formation of images due to refraction for thin lenses. [SP 3.2, 4.1, 5.1, 5.2, 5.3]
ENGAGE
Demonstration:
- A pencil is held halfway into a flat pan filled with water.
Why does it shadow appear bent?
Discrepant Event:
- A Pyrex tubing piece sits on a beaker filled with vegetable oil. In front of the class break a piece of Pyrex and drop it into the beaker. With tongs pull out the complete piece.
How did the 'magic fluid' repair the tubing?
EXPLORE
Qualitative and quantitative investigation of refraction using different materials.
EXPLAIN
Concepts: refraction and Snell's law.
ELABORATE
Investigation: How is the principle of refraction applied in the formation of images by convex and concave lenses?
EVALUATE
Assessment that includes:
Laboratory investigations, concept maps, presentations and application questions
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