Instructional Block for Secondary Science with Essential Features of Classroom Inquiry Variations 5E Model * Student Role Inquiry Variations ** More ----- Amount of Learner Self-Direction ----- Less Less ----- Amount of Direction from Teacher or Material ----- More Learner sharpens or Learner engages in Learner engages in Learner selects among clarifies questions Engagement question provided by scientifically oriented Learner poses a question questions, poses new provided by teacher, (10 minutes) teacher, materials, or questions questions materials, or other other source source Learner priority Learner determines what Learner given data to in Learner directed to Learner given data and evidence Exploration constitutes evidence and and told how to responding to collect certain data asked to analyze collects it analyze questions Learner guided in minutes) Learner formulates Learner formulates Learner given possible process of formulating Learner provided with Explanation explanations from explanation after ways to use evidence to explanations from evidence (40 evidence summarizing evidence formulate explanations evidence Learner independently Learner connects Learner directed toward examines other resources Learner given possible explanations to areas and sources of Extension, and forms the links to connections scientific knowledge scientific knowledge Expansion, explanations & minutes) Learner Learner forms reasonable Learner coached in Learner provided broad Learner givens steps Elaboration communicates and and logical arguments to development of guidelines to sharpen and procedures for (10 justifies explanations communicate explanations communications communication communications Evaluation Appropriate formal and informal evaluations are identified throughout lesson. **Adapted from of Science (2000). Inquiry and the National Science Education Standards, . * Bybee, R.W. 1997. Achieving Scientific Literacy. : Heinemann
Instructional Block for Secondary Science with Essential Features of Classroom Inquiry Variations 5E Model * Student Role Inquiry Variations ** More ----- Amount of Learner Self-Direction ----- Less Less ----- Amount of Direction from Teacher or Material ----- More Engagement (10 minutes) Learner engages in scientifically oriented questions Learner poses a question Learner selects among questions, poses new questions Learner sharpens or clarifies questions provided by teacher, materials, or other source Learner engages in question provided by teacher, materials, or other source Exploration (40 minutes) Learner priority to evidence in responding to questions Learner determines what constitutes evidence and collects it Learner directed to collect certain data Learner given data and asked to analyze Learner given data and told how to analyze Explanation Learner formulates explanations from evidence Learner formulates explanation after summarizing evidence Learner guided in process of formulating explanations from evidence Learner given possible ways to use evidence to formulate explanations Learner provided with evidence Extension, Expansion, & Elaboration (10 minutes) Learner connects explanations to scientific knowledge Learner independently examines other resources and forms the links to explanations Learner directed toward areas and sources of scientific knowledge Learner given possible connections Learner communicates and justifies explanations Learner forms reasonable and logical arguments to communicate explanations Learner coached in development of communications Learner provided broad guidelines to sharpen communication Learner givens steps and procedures for communications Evaluation Appropriate formal and informal evaluations are identified throughout lesson. **Adapted from of Science (2000). Inquiry and the National Science Education Standards, . * Bybee, R.W. 1997. Achieving Scientific Literacy. : Heinemann
ScienceLeadersHandbook%2009-2017.docx