Welcome

Science 5 and Science 6 Implementation Workshop

The 5Es

Engage

Explore

Explain

Elaborate

Evaluate

Bybee (1997)

Engage

We engage with a scientific question, event, or phenomenon.

We make connections to prior knowledge and experience.

We confront ways in which prior knowledge may not align with new ideas (which can motivate us to learn more).

Students are engaged when they

• Ask questions, such as: What happened? What do I do?

• Show interest in the topic

Teachers engage students when they

• Create interest and generate curiosity• Ask questions• Elicit responses that uncover what the

students know or think about the concept/topic

Explore

We explore ideas through hands-on minds-on experiences.

We formulate and test hypotheses and solve problems.

By exploring, we create explanations for what we observe.

Students explore when they

• Think freely and suspend judgement• Test and form predictions and

hypotheses• Try alternatives and discuss them• Record observations and ideas

Teachers encourage exploration when they

• Encourage students to work together• Observe and listen to the students• Ask probing questions• Let students puzzle through problems• Act as consultant

Explain

We explain what we’ve learned by analyzing and interpreting data, synthesizing ideas, and building models.

We clarify our understanding of concepts and explanations by consulting with others.

Students explain when they

• Offer their own ideas and listen critically to other students and the teacher

• Refer to previous activities• Use recorded observations

Teachers encourage explanation when they

• Ask for justification (evidence) and clarification from students

• Formally provide definitions, explanations, and new labels

• Use students’ previous experiences as the basis for explaining concepts

Elaborate

We elaborate new understanding and skills and apply what we’ve learned to new situations and circumstances by asking questions and proposing new solutions.

Students elaborate when they

• Apply new knowledge • Ask questions, propose solutions, make

decisions, and design experiments• Draw reasonable conclusions from

evidence• Record observations and explanations

Teachers encourage elaboration when they• Expect students to use new knowledge by

applying or extending concepts and skills in new situations

• Remind students of alternative explanations• Refer students to existing data and evidence

by asking: What do you already know? Why do you think…?

Evaluate

We evaluate what we’ve learned and how we learned it by assessing our own progress and asking open-ended questions.

Students evaluate when they

• Ask and answer open-ended questions that encourage future investigations

• Demonstrate an understanding of concepts or skills

• Assess their own progress and knowledge

Teachers evaluate when they

• Observe and assess students applying new knowledge or skills

• Look for changes in students’ thinking or behaviour

• Allow students to assess their own learning • Ask open-ended questions

Question

Your students will have opportunities to:

• Ask questions they can answer through investigation

• Listen to the kind of questions being asked by students and teachers

• Have time to think about a question• Decide how to find answers for their

questions

InvestigateYour students will have opportunities to:• Make observations• Prioritize their observations • Collect evidence • Make predictions based on their

observations• Be curious about their investigations

DiscoverYour students will have opportunities to:• Record observations through pictures,

charts, and words• Use their observations to support findings • Think about their investigations and how

these relate to their environment• Discover satisfaction from their

investigations and conclusions from a question

• Communicate their findings to peers

Scientific Literacy

National Science Education Standards (NRC 1996) state that the goal of science education is for all students to “achieve scientific literacy.”

SCIENTIFIC LITERACY

Use the materials at your table to define this term.

Find the definition given in the guide and compare it to yours.

The Guide

• Front Matter (Program Design and Components, Outcomes Framework)

• Outcomes at beginning of each unit

• 4 column spread – Outcomes, Elaborations – Strategies for Learning and Teaching, Tasks for Instructions and/or Assessment, Resources