How to Embed 5E Model in Your Lesson Plan
Embedded 5E Model lesson Plan
An inquiry-focused method allows students to connect scientific ideas to their experiences and apply their learning. Think back to the last scientific class you instructed. Over the duration of 50 minutes, it most likely included a variety of elements, including a film, a brief lecture, an evaluation, a conversation, or a demonstration. What exactly was each of the parts? Did your pupils interact in small groups to discuss a question? Was there a class-wide discussion? Did you provide a novel idea? How did you present these elements in order? Why did you choose what happened first? What is the best sequence for the exercises in a science class that uses inquiry-based learning?
ENGAGE STUDENTS’ CURIOSITY
An instructional plan that encourages students to use their curiosity to ask questions, investigate solutions to socio-scientific problems, use evidence-based explanations to support their reasoning, elaborate on potential effects, evaluate their findings, and predict potential outcomes based on various variables is necessary when teaching science using an inquiry approach. In inquiry science, students face cognitive challenges as they work on real-world issues while learning relevant material, honing their deductive reasoning, and expressing their thoughts.
The 5E educational model is one strategy for inquiry science (Engage, Explore, Explain, Elaborate, Evaluate). The 5E model is a planning tool for inquiry education that gives students a framework for making connections between scientific concepts and their personal experiences and applying what they have learned to new situations. The 5E approach, which consists of five stages, aids teachers in creating a progression of cogent and interesting learning experiences for pupils.
HOW THE 5E MODEL WORKS
Short exercises are used by the teacher to encourage inquiry. To dispel any misunderstandings and get students ready for new learning, the activity must link existing knowledge to new learning experiences. The best approaches to engage students and discover their past knowledge or any preconceptions that can obstruct the construction of new information are through novel questions, inconsistent occurrences, demonstrations, or a strong visual. Students connect their previous and present learning experiences using their prior knowledge to make new concepts relevant.
It's not necessary for the engagement phase to take place during class. It may be set up as a homework project where students would read an article on the upcoming new subject, look around a website, watch a video, or respond to a question based on past knowledge.
For example: Why are acidic drinks stored in a cold place?
As students try to study a topic, a lab inquiry or hands-on activities are typically offered at this stage. Before new terminology or concepts are given in the Explain phase, students can determine what they need to know by identifying the conflicting ideas, queries, and confusion that are widespread.
Encourage students to think of the following questions:
What is the problem I am trying to solve?
What do I need to find out?
What do I know already?
Students are provided with two identical soda cans, a bottle opener, hot water, and an ice bath. Students perform the activity in pairs or groups, write down their observations, and discuss their results in the group.
For example: Which soda, the warm or the cold one, had more dissolved carbon dioxide? List all the ways that you know.
Students describe the ideas they investigated in the earlier phase with the teacher's supervision and show that they have a grasp of the newly presented words. To clear up any misunderstandings or queries during the Explore stage, teacher-led teaching may be required depending on the subject and grade level. Learning may become more interactive, participative, and meaningful when questions are asked.
Students describe the topics they investigated in the previous phase and demonstrate their grasp of the new words introduced with the help of the teacher. Depending on the subject and grade level, teacher-led teaching may be required to address any misunderstanding or concerns raised during the Explore phase. Questions may make learning more meaningful, dynamic, and participative.
For example: What is the best way to store an opened bottle of soda so that it doesn’t go flat quickly?
Prior to an evaluation in the last step of the 5E model, students broaden their conceptual understanding as they solve a problem in a new setting and apply their knowledge to new experiences. Activities that need elaboration might be done in class or as homework assignments.
For Example: Decompression sickness (DCS) occurs when divers swim to the surface too quickly (rapid ascent). What causes DCS to occur?
Students assess their education and present evidence of their grasp of fundamental ideas. Evaluation isn't only confined to tests and quizzes. It might be a final paper, poster, booklet, journal article, presentation, or another type of output.
For example: In your opinion, why do fish wash ashore on hot summer days?
Many power plants condense steam by pumping cool river or lake water around the steam pipes. The steam cools and condenses as its heat is transferred to the water, which is then returned to the river or lake. What impact does this warm water have on the fish in the lake or river?
Without being aware of the formal structure of the 5E model, you could be utilizing these components. Think over the aforementioned stages and recall the experiments you prepared for your most recent science session. Which element do you consider to be an engaging activity? Explore? Explain? How accurately does the proposed order correspond to the 5E model?
The goal isn’t to plan every science lesson according to the 5E model—it’s to consider the order and sequence of activities to align with the model to maximise student learning.
FINAL SUGGESTIONS FOR 5E
Begin small. You may create a lecture using simply two components of the 5E model. If your session already includes a hands-on activity, you might wish to start there. Engage to begin kids thinking about the hands-on activity they'll do during the Explore phase. A short 3- to 5-minute exercise based on a prevalent misperception, such as a current events narrative, a video, an advertisement, a problem scenario, or a challenge statement, might interest students.
Investigate first, then explain. Even the simplest lab research or hands-on activities in the Explore phase can take time. However, you can allow for some inquiry prior to explanation to prepare pupils for new material. They could try to solve a problem, forecast the outcome of an experiment or demonstration, or respond to a challenging inquiry. Consider commencing teaching (Explain) in the middle of the class session, rather than at the beginning, after students have had some time to explore..