5E Component Science and Engineering Identify the 5E component Details addressed for the learning Practices experience. The 5E is not linear. Engagement Materials: Asking questions (for science) and defining Exploration NOVA’s Life’s Basic Ingredients Video problems (for engineering) newsprint Explanation Developing and using markers or color pencils models Extension . Planning and carrying out Evaluation investigations Preparation: 5 Minutes Analyzing and interpreting This is a lesson for very in the school year. Use it to establish important data classroom routines and practices. Using mathematics and The instructor should be sure that the plays on a computer/through a computational thinking projector and be visible for the whole class. Constructing explanations Post this question for students: "What is required for life to exist?" (for science) and designing solutions (for engineering) Facilitation of Learning Experience: 30 minutes Engaging in argument from evidence Have students brainstorm in groups some of the terms and ideas that they remember from their earlier study of life and cells in particular. They will write Obtaining, evaluating, and these down on the newsprint. This can also be done digitally using a website communicating such as or or in a common digital document such as a . information Once students have generated substantial lists, show them the short video clip from (or something similar). Have students add to their list after they view the video.
5E Component Identify the 5E component addressed for the learning experience. The 5E is not linear. Details Science and Engineering Practices Engagement Exploration Explanation Extension Evaluation Materials: NOVA’s Life’s Basic Ingredients Video newsprint markers or color pencils . Preparation: 5 Minutes This is a lesson for very in the school year. Use it to establish important classroom routines and practices. The instructor should be sure that the plays on a computer/through a projector and be visible for the whole class. Post this question for students: "What is required for life to exist?" Facilitation of Learning Experience: 30 minutes Have students brainstorm in groups some of the terms and ideas that they remember from their earlier study of life and cells in particular. They will write these down on the newsprint. This can also be done digitally using a website such as or or in a common digital document such as a . Once students have generated substantial lists, show them the short video clip from (or something similar). Have students add to their list after they view the video. Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information