5E’s
ENGAGE
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
EXPLORE
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
EXPLAIN
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
ELABORATE
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
EVALUATE
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
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