5E Component Science and Identify the 5E Details Engineering component addressed for the learning Practices experience. The 5E model is not linear. Preparation: Engagement Asking questions Draw a Venn diagram on the board labeling one side point pollution and the other (for science) and nonpoint source pollution. Exploration defining problems (for engineering) Facilitation of Learning Experience: Explanation Developing and Briefly review point and nonpoint source pollution by calling students to the board to using models complete the Venn diagram using information from their (additional class time may Extension need to be allocated to review point and nonpoint source pollution if students did not Planning and Evaluation complete the homework assignment.) Confirm correct answers and provide guidance carrying out for incorrect answers. Engage the class in a brief discussion about the impacts of investigations nonpoint source pollution on Bay health. Analyzing and Transition: interpreting data Students will work in teams assigned earlier in the lesson to evaluate existing technologies and strategies designed to prevent or reduce nonpoint source pollution. mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence
5E Component Identify the 5E component addressed for the learning experience. The 5E model is not linear. Details Science and Engineering Practices Engagement Exploration Explanation Extension Evaluation Preparation: Draw a Venn diagram on the board labeling one side point pollution and the other nonpoint source pollution. Facilitation of Learning Experience: Briefly review point and nonpoint source pollution by calling students to the board to complete the Venn diagram using information from their (additional class time may need to be allocated to review point and nonpoint source pollution if students did not complete the homework assignment.) Confirm correct answers and provide guidance for incorrect answers. Engage the class in a brief discussion about the impacts of nonpoint source pollution on Bay health. Transition: Students will work in teams assigned earlier in the lesson to evaluate existing technologies and strategies designed to prevent or reduce nonpoint source pollution. Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence
Reverse%20Engineering%20and%20Nonpoint%20Source%20Pollution%20Lesson.docx