Transitions between phases of the 5E Learning Cycle 5E Learning Phases Engage Explore Explain Elaborate Evaluate a cartoon clip. students to multiple Evaluation was ongoing: Teacher showed asked provided SAFETY: Actions introduced the and be careful and avoid placing opportunities for students to stated the need to document anything in their mouths interpret the tabular data. - Engagement phase the exploration (e.g., throughout this lesson. asked several groups to Diagnostic Assessment/s: predictions, observations, introduced the test share their reasons. Questions data, models, and materials and guided students’ discussion Activity sheet visually conclusions) in a science explained their uses. to make conclusions Science Notebook entries notebook. provided each student a Teacher Explanation: Formative evaluation was determined students’ prior Predict and Test activity implemented a vocabulary ongoing: knowledge by using a sheet and goggles, and each term from their previous Formative Assessment/s: the Filter?” two- or three-member explorations of solids and Exploratory phase “Where’s – did a review of students’ student group liquids by recapping. Teacher Interaction and activity sheets, to notice modeled how student revisited and used prior Questioning what student know and do groups should test each learning in discussions. Science Notebook entries not know. material. explained that engineers use Predict and Test activity also demonstrated how to models to analyze current Sentence Starters ELLs: converted the English place the plain white paper and proposed systems, Claim and Evidence data terminology (e.g., behind the clear cup and determine flaws, test sheet clothes how to record possible solutions, and aquarium, tea bag, swimming Explain and so on) to students’ communicate designs to Teacher gained observations. pool, native languages ( others. from students’ ELLs: labeled materials in English Informal educator discussion Science Notebook entries Teacher-Student Actions: and their native language. and demonstration: question and Recap and Review used sentence starters answer session Reflection and Summary Teacher guided the students’ STEM Actions: discussion to a Elaboration phase: In an engineer, Science notebook consensus/conclusion. “becoming” students designed, constructed, entries and tested (and potentially a filter based on their previous test data milliliters of dirty water into each filter. Teacher explained that engineers use models to analyze current and proposed systems,
Transitions between phases of the 5E Learning Cycle 5E Learning Phases Engage Explore Explain Elaborate Evaluate Teacher Actions showed a cartoon clip. introduced the and stated the need to document the exploration (e.g., predictions, observations, data, models, and conclusions) in a science notebook. determined students’ prior knowledge by using a “Where’s the Filter?” did a review of students’ activity sheets, to notice what student know and do not know. ELLs: converted the English terminology (e.g., clothes aquarium, tea bag, swimming pool, and so on) to students’ native languages ( Teacher-Student Actions: Teacher guided the students’ discussion to a consensus/conclusion. SAFETY: asked students to be careful and avoid placing anything in their mouths throughout this lesson. introduced the test materials visually and explained their uses. provided each student a Predict and Test activity sheet and goggles, and each two- or three-member student group modeled how student groups should test each material. also demonstrated how to place the plain white paper behind the clear cup and how to record observations. ELLs: labeled materials in English and their native language. used sentence starters STEM Actions: In “becoming” an engineer, students designed, constructed, and tested (and potentially a filter based on their previous test data milliliters of dirty water into each filter. Teacher explained that engineers use models to analyze current and proposed systems, provided multiple opportunities for students to interpret the tabular data. asked several groups to share their reasons. guided students’ discussion to make conclusions Teacher Explanation: implemented a vocabulary term from their previous explorations of solids and liquids by recapping. revisited and used prior learning in discussions. explained that engineers use models to analyze current and proposed systems, determine flaws, test possible solutions, and communicate designs to others. Informal educator discussion and demonstration: question and answer session Evaluation was ongoing: Engagement phase - Diagnostic Assessment/s: Questions Activity sheet Science Notebook entries Formative evaluation was ongoing: Formative Assessment/s: Exploratory phase – Teacher Interaction and Questioning Science Notebook entries Predict and Test activity Sentence Starters Claim and Evidence data sheet Explain Teacher gained from students’ Science Notebook entries Recap and Review Reflection and Summary Elaboration phase: Science notebook entries