Week 4

 2/16/2025

Although most of my classes this week were online, I still learned a lot of new knowledge from the online format! I learned that the 5E Model of Science Instruction is a series of instructional steps designed to learn science concepts with understanding. It consists of five teaching phases each titled with a word that begins with the letter E. It aligns well with the outlook of PE’s, CCC’s, DCI, and SEP’s in the NGSS framework. Engage, explore, explain, extend, and evaluate are the 5E instructional model. The 5E’s work together to make learning active, fun, and effective for everyone. 

I was able to apply what I already know to my past experiences in science environments growing up. My teachers engaged us by regularly relating what we already know to what we were going to be learning about. Exploring ideas, questions, patterns, and conclusions is also something I vividly remember. In 3rd grade we had to have a curious question to start off our science experiments. I do not think my elementary school teachers followed the 5E’s specifically, but I do believe they incorporated a large amount of the phases into their teaching. 

These 5E’s will be helpful when making lesson plans and observing classrooms. The layout is very easy to navigate and organize my thoughts to make it less overwhelming. I really like that it includes the SEP’s, DCI’s, and CCC’s in the lesson plan. Looking in the future using the specific layout for my own science lessons will be very convenient.

Lab Questions/Reflection Questions: 


What happens during the engagement phase of this lesson? How do these activities relate to the function of the engagement phase?

During this phase the goal is to spark students' curiosity about the general topic. The educator's job is to connect the learner's knowledge to something they learned previously to better approach what they are about to learn. The goal is to connect the concept with learning experiences to deepen the knowledge to come.


What happens during the exploration phase of this lesson? How do these activities relate to the function of the explore phase?

During this phase the goal is to provide students with common experiences related to what they are about to learn. This is time for students to apply skills they already know and look at the new possibilities. This stage allows students to try out new investigations in search of data.


What happens during the explain phase of this lesson? How do these activities relate to the function of the explain phase?

During this phase the goal is for students to share their findings and share their understanding of the topic with everyone. This step gives educators the chance to introduce specific skills, concepts, and findings to all students. Through this the students are starting to gain a deeper understanding of the concepts or skills emphasized. 


What happens during the elaborate phase of this lesson? How do these activities relate to the function of the elaborate phase?

During this phase students' learning is deepened, broadened, and challenged to more understanding of the topic. The learning students have done is able to be applied through further activities and problems. 


What happens during the evaluation phase of this lesson? How do these activities relate to the function of the evaluate phase?

During this phase students get the chance to look back at their learning. This additionally gives teachers the chance to look at student progress and outcomes. This is done through non-traditional assessments like journal entries, presentations, models, etc. 


Is the lesson “How do the social interactions and group behavior of ants and honey help to maintain their colonies?” A good example of a 5E lesson? Why or why not?

Yes, I believe this is a good example of a 5E lesson! There is lots of critical thinking and inquiry involved within the SEPS, DCI, and CCC’s. This allows students to collaborate with each other, learning from each other through thinking, investigating, and exploration. In the end they are able to evaluate their thinking through an informal opinion piece!


Framework Context:


Science and Engineering Practices: Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Construct an argument with evidence, data, and/or a model.


Cross-cutting Concepts: Cause and effect relationships are routinely identified and used to explain change.


Disciplinary Core Ideas: Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size (Note: Moved from K–2).

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