Mr. Mark Paul I.
Emralino, LPT, MAEd
Teacher III, CLDDMIHS
Part-time Lecturer, PLSP
Faculty Researcher, PLSP
Why Inquiry-Based Learning and 5E
Lesson Plan in Trends and Issues in
Social Studies?
1. Limited Inquiry (Confirmation Inquiry)
What it is: The teacher gives the question
and the procedure.
What students do: Follow the steps and
confirm a known result.
Example: The teacher says, “Follow these
steps to see how plants grow toward light.”
Goal: Practice skills and verify what is
already known.
2. Structured Inquiry
What it is: The teacher gives the question
and the procedure, but students explain
the results themselves.
What students do: Follow the steps and
analyze what happened.
Example: The teacher says, “Follow these
steps to test which materials conduct
electricity. Then explain your findings.”
Goal: Learn how to interpret data and
draw conclusions.
3. Guided Inquiry
What it is: The teacher gives only the
question. Students figure out how to
investigate it.
What students do: Plan their own steps,
collect data, and explain their results.
Example: The teacher asks, “Which type of
soil holds the most water?” Students
decide how to test it.
Goal: Practice designing experiments and
solving problems.
4. Open Inquiry
What it is: Students come up with the
question and the procedure.
What students do: Choose their own topic,
ask a question, plan how to investigate it,
collect data, and explain results.
Example: A student asks, “What’s the best
way to reduce plastic waste in school?”
and investigates it from start to finish.
Goal: Encourage creativity, independence,
and real research skills.
Mr. Mark Paul I. Emralino, LPT, MAEd
Teacher III, CLDDMIHS
Part-time Lecturer, PLSP
Faculty Researcher, PLSP
Mr. Mark Paul I. Emralino, LPT, MAEd
Teacher III, CLDDMIHS
Part-time Lecturer, PLSP
Faculty Researcher, PLSP
EXPLAIN
EVALUATE
ELABORATE
EXPLORE
ENGAGE
HISTORY
The 5E Lesson Plan Model was developed
in the late 1980s by the Biological Sciences
Curriculum Study (BSCS), a non-profit
educational organization in the United
States. It was designed to support
constructivist learning — where students
build new knowledge based on prior
understanding — and is grounded in the
learning cycle theory originally proposed by
Robert Karplus and colleagues in the 1960s.
The model includes five phases: Engage,
Explore, Explain, Elaborate, and Evaluate,
helping teachers structure inquiry-based
learning in science and other subjects.
The 5E Model originated from science
education research by BSCS in the 1980s,
evolving from earlier learning cycle theories
to promote student-centered, inquiry-based
teaching.
FINAL REQUIREMENT IN SS 118
Create a typewritten, semi-detailed 5E lesson plan in
including:
•Infused with Inquiry-based approach
•Topic (Any trends and Issues topic)
•LearnMaterials needed
•ing Objectives
•5E Phases
•Assessment
•Deadline June 21, 2025 (Saturday)
•Email- [Link]@[Link]
•Format will be given by the instructor
Beginning (2-
Criteria Excellent (5) Proficient (4) Developing (3) Weight
1)
Topic is highly relevant,
Relevance to Topic is somewhat Topic lacks clear
grade-level appropriate, and Topic is relevant and
Social Studies aligned; minor alignment or 20%
aligned with DepEd K-12 aligned with grade level
Content adjustments needed appropriateness
competencies
Inquiry elements are well- Most phases show Some evidence of
Integration of Limited or
integrated across all 5E integration of inquiry; inquiry-based methods;
Inquiry-Based unclear use of 25%
phases; promotes deep encourages student inconsistent across
Learning inquiry strategies
thinking and discovery questioning and analysis phases
Clarity and Each phase is logically and Structure is mostly clear Some phases are Phases are
Coherence of clearly developed; smooth and logical; minor underdeveloped or lack incomplete or 20%
5E Structure progression between phases transitions needed clarity poorly structured
Activities are dull,
Activities are original,
Activities are impractical, or
Creativity and engaging, and suited to Activities are interesting
predictable but unrelated to 15%
Engagement learners’ interests and and somewhat creative
functional student
contexts
engagement
Evaluations are well- Limited forms of Weak or no
Assessment Assessment methods are
designed, varied assessment used; partial assessment
and Evaluation appropriate and mostly 10%
(formative/summative), and alignment with strategies
Strategies aligned
aligned with objectives objectives identified
Lesson plan is professionally Minor errors in Frequent grammar or Poorly written
Overall
written, free of errors, well- grammar/formatting, formatting issues; some and organized; 10%
presentation
formatted but overall clear parts confusing hard to follow
Total 100%
