determine test possible solutions, and communicate designs to others Informal educator discussion and demonstration: question and answer session. Transitions Teacher used students’ definition Claim and Evidence data sheet. Reflection and Summary and Review of students’ Claim and asked students if they could Evidence sheet. design a filter. Students’ defined the problem for inquiry as a question: type of materials are “What needed in our filter to remove soil from a solution?” Student shared their reasons for used a Predict and Test Students Explanations used their material test data selecting certain items. activity sheet the class tally in a to design their filter on the Actions reported discussed their working worked in their groups, pre-constructed table on the Water Filter Design activity definition. students tested the materials interactive whiteboard for sheet entered the activity sheet and recorded their the most effective and least Science notebook entries. and class“ filter” definition observations (text and effective material to remove into their science notebook. drawings). soil from water. reviewed and interpreted organized as frequency tally their data as a team to provided reasons for answer four their claims. sentence reflected and wrote a starters on a Claim and summary of their filter’s Evidence data sheet. glued their Claim and effectiveness based upon Evidence data sheet into evidence their science notebooks. 5E Learning Cycle Phases Engage Explore Explain Elaborate Evaluate
determine test possible solutions, and communicate designs to others Informal educator discussion and demonstration: question and answer session. Transitions Teacher used students’ definition and asked students if they could design a filter. Students’ defined the problem for inquiry as a question: “What type of materials are needed in our filter to remove soil from a solution?” Claim and Evidence data sheet. Review of students’ Claim and Evidence sheet. Reflection and Summary Student Actions shared their reasons for selecting certain items. discussed their working definition. entered the activity sheet and class“ filter” definition into their science notebook. used a Predict and Test activity sheet worked in their groups, students tested the materials and recorded their observations (text and drawings). reviewed and interpreted their data as a team to answer four sentence starters on a Claim and Evidence data sheet. glued their Claim and Evidence data sheet into their science notebooks. Students Explanations reported the class tally in a pre-constructed table on the interactive whiteboard for the most effective and least effective material to remove soil from water. organized as frequency tally provided reasons for their claims. reflected and wrote a summary of their filter’s effectiveness based upon evidence used their material test data to design their filter on the Water Filter Design activity sheet Science notebook entries. 5E Learning Cycle Phases Engage Explore Explain Elaborate Evaluate
Christopher%20Long%20EDEE%204330-1.docx