Engage

What are the 5Es?The 5Es represent five stages of a sequence for teaching and learning: Engage, Explore, Explain, Extend (or Elaborate), and Evaluate.

The purpose for the ENGAGE stage is to pique student interest and get them

personally involved in the lesson, while pre-assessing prior understanding

TEACHER Creates interest / Generates curiosity Raises questions /Elicits responses that

uncover what the students know or think about the concept/topic./ assess prior knowledge.

Demonstration / Reading / Free Write/ Analyze a Graphic Organizer / KWL Brainstorming

STUDENT Asks questions, such as Why did this

happen? What do I already know about this? What can I find out about this?

Shows interest in the topic

ExplainThe purpose for the EXPLAIN stage is to provide students with an opportunity to communicate what they have learned so far and figure out

what it means

TEACHER Teacher Explanation / Encourages the

students to explain concepts and definitions in their own words

Supporting Ideas with Evidence Structured Questioning / Reading and

Discussion Thinking Skill Activities: compare, classify,

error analysis

STUDENT Analyze their exploration. / Explains

possible solutions or answers to others Listens critically to one another’s

explanations / Questions one another’s explanations

Listens to and tries to comprehend explanations the teacher offers / Refers to previous activities / Uses recorded observation in explanations.

ExploreThe purpose for the EXPLORE stage is to get

students involved in the topic; providing them with a chance to build their own understanding

TEACHER Perform an Investigation / Read Authentic

Resources to Collect Information / Solve a Problem / Construct a Model

Encourages the students to work together without direct instruction from the teacher / Observes and listens to the students as they interact / Asks probing questions to redirect the students’ investigation when necessary

Provides time for students to puzzle through problems / Acts as a consultant for students

STUDENT Thinks freely, but within the limits of the

activity / Tests predictions and hypothesis Forms new predictions and hypotheses Tries alternatives and discusses them with

others / Records observations and ideas / Suspends judgment

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The purpose for the EVALUATION stage is for both students and teachers to determine how much learning and understanding has taken

place

TEACHER Evaluate any of the Previous Activities Develop a Scoring Tool or Rubric Performance Assessment / Produce a Product Journal Entry / Portfolio / Observes the students as they apply new concepts and skills / Looks for evidence – changes in students ‘ thinking or behaviors. Asks open-minded questions, such as Why do you think…? What evidence do you have? What do you know about it? How would you explain it?

STUDENT Demonstrates an understanding or knowledge of concepts and skills Answers open-ended questions by using observations, evidence, and previously accepted explanations. / Evaluates his or her own progress and knowledge. Asks related questions that would encourage future investigations. / Provides reasonable responses and explanations to events or phenomena.

EvaluateElaborateThe purpose for the ELABORATE/ EXTEND stage is to allow students to use their new knowledge

and continue to explore its implications

TEACHER Problem Solving / Decision Making Experimental Inquiry Thinking Skill Activities: compare, classify, apply / makes open suggestions Expects the students to use formal labels, definitions, and explanations provided previously.

STUDENT Performs new related tasks / Resolves conflicts / Plans and carries out new project / Asks new questions / Seeks further clarification Applies new knowledge -thinking to a real-world situation / Uses previous information to ask questions, propose solutions, make decisions, design experiments / Draws reasonable conclusions from evidence / Records observations and explanations / Checks for understanding among peers

ENGAGE

EXPLORE

EXPLAIN

EXTEND

EVALUATE

5 E’s of

Science

Science 5 E’s Instructional Model(Compared to the Workshop Model)

Sample Day 1

Engage

Explore

Closing to assess learning and summarize

Opening to review and previewOpening/Mini-lesson

Work Session

Closing

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Science 5 E’s Instructional ModelSample Day 2

Explore

Closing to assess learning and summarize

Opening to review and preview

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Science 5 E’s Instructional ModelSample Day 3

Closing to assess learning and summarize

Opening to review and preview

Explore

Explain

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Science 5 E’s Instructional Model Sample Day 4

Opening to review and preview

Explain

Extend

Closing to assess learning and summarize

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Science 5 E’s Instructional ModelSample Day 5

Extend

Opening to review and preview

Evaluate

Closing to summarize

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Sample Five E Lesson Plan

Five ’s Instructional StrategyThe Five E Model is one way to prioritize student

involvement in their own learning (both in terms of physical activity and active construction of understandings)

This model is a version of a “learning cycle”This Five E’s learning cycle suggests the design and

implementation of lessons to activate prior knowledge, shape the formation of new knowledge, and provide opportunities to use the new knowledge.