EELB 532 Week 5 (2/5)
Inquiry-based teaching: 5-E
“5-E” Learning Cycle– a model for
inquiry-based teaching
• ENGAGE -- introduction, motivate, “sets the scene”
• EXPLORE -- students explore materials and gain experiences for the specific topic (the “hands-on” part)
• EXPLAIN -- students make sense of their exploration (the “minds-on” part)
• ELABRATE -- students apply or expand their learning
• EVALUATE – teacher continually assess
What did you do to make things move?
1
2
3
4
5
6
Why do things stop moving?
How do different surfaces make things slow down? Materials: toy car, sand paper, manila folder, tape, meter stick (measuring tape), other materials that you need (?)
Consider: “fair design”
• Write in your journal:
Reflect on your investigation (Journal –
CD)
• What do you consider good in your design?
• What do you think you can improve if you
• Lance Armstrong
Another option for Evaluation
•
Our school wants to build a new
playground using different forces. With
your partner, design a playground that:
o
Has 2 pieces of equipment that uses
pushes and pulls
o
Has 3 slides that are slow, medium, and
Five essential features of Inquiry and
their variations
Less---Student Self-Direction---More
More---Direction from Teacher/Material---Less
“5-E” Learning Cycle– a model for
inquiry-based teaching
• ENGAGE students encounter a scientific question, idea,
or natural phenomenon. Diagnose, motivate, focusing, connecting. Introduce a unit/lesson with a field trip,
demonstration, or discrepant event, a problem to solve, a current event, a local issue, a discussion, etc.
• EXPLORE students gain firsthand experience with a
phenomenon, carry out investigations, make
observations in nature, collect data using internet
• EXPLAIN students provide explanations from their
investigation and teacher help students develop
conceptual understandings and introduce vocabularies
• ELABRATE new problem to solve, new context to apply
and extend what they have learned (transfer), develop deeper and broader understandings
Assessment Strategies by Phase
What are the purposes?
Poster, project, test, lab practical, presentation, comparison essay, final reflection, lab report, self-evaluation, debate, memo
Evaluate
Application problem, paired problem solving,
design activity, thought experiment Elaborate
Discrepant event prediction/explanation,
ConcepTest (Mazur), Making Models, Make a Claim
Explain
Science notebook, daily reflections, puzzlers, problem of the day, discussion, minute papers,
conceptual cartoon, think/pair/share, drawings, predicting activities, graphic organizers
Explore
KWL chart, concept map, card sort task, memoir, brainstorming session, interview, questionnaire
Engage
Poster, project, test, lab practical, presentation, comparison essay, final reflection, lab report, self-evaluation, debate, memo
Evaluate
Application problem, paired problem solving,
design activity, thought experiment Elaborate
Discrepant event prediction/explanation,
ConcepTest (Mazur), Making Models, Make a Claim
Explain
Science notebook, daily reflections, puzzlers, problem of the day, discussion, minute papers,
conceptual cartoon, think/pair/share, drawings, predicting activities, graphic organizers
Explore
KWL chart, concept map, card sort task, memoir, brainstorming session, interview, questionnaire
Engage
Five Es and an A
• Using the Abell and Vokmann Chapter you’ve
Engage: Identifying Existing Ideas
Card sort (p. 17)
Sort the following statements as representative of melting or dissolving:
• Ice in water
• Ice cream on a hot day
• Salt in water
• Licking a lollipop
• Heating butter on the stove
• Bar of soap in the bathtub
Engage: Identifying Existing Ideas
Memoir (p. 17)
Think back about what you know about magnets. What are some claims you can make about
magnets? Where/how did you come to learn this about magnets?
Explore: How are students building their
ideas?
Daily Reflection in Science Notebook (p. 18)
Today we investigated pitch with 3 different kinds of objects: nails, bottles, and rubber bands. Think back on all of your observations. What patterns do you notice? Write a rule about pitch that takes your observations into account.
Explore: How are students building their
ideas?
Conceptual Cartoon (p. 19)
Minute Papers
What is one thing you learned from today’s discussion?
What is one question that you still have?
Hazelwood Schools MPER Study Group
Explain: Demonstrating Current
Understanding
ConcepTest (Mazur) (p.
21)
A boat carrying a large boulder is floating on a
lake. The boulder is thrown overboard and sinks to the bottom of the lake. Will the level of the water in the
lake (with respect to the shore) go (a) up (b) down, or (c) stay the same?
(correct choice is b)
Make a Claim (2
ndgraders—shadows) (p. 22)
• A shadow is the same shape as the thing in front of it.
• The shadow’s shape is from the object’s shape. And the way you shine the light.
• Light is getting blocked by the object.
• It matters what the object is, not the shadow.
• That is the way the object is shaped.
• It is the same shape because it won’t get any bigger than the object.
• Because it copies things and the light makes the object make a
shadow.
• The part that blocks the light makes a shadow.
• The object is blocking the light so it traces the object, so it makes a black spot, so it makes a shadow.
• Because the light is going on the sides and on top and bottom.
Hazelwood Schools MPER Study Group
Make a Claim (4th graders—sink and float) (p. 22)
Hazelwood Schools MPER Study Group
Idea Agree? Reason
Things that are heavy sink. Things that are light float.
Some things that are big can float and some really small things can sink.
It depends on the material the object is made of whether it will sink or float. Things that are small and heavy sink. Things that are big and heavy float.
Things that sink weigh more than water. Things that float weigh less than water. Water pressure keeps things up.
Elaborate: Transferring to New Contexts
Design Activity (p. 25)
Welcome to the Acme Toy Company. You have been hired as members of a research and development (R & D) team assigned to the Water Toys
Division. Using what you know about sinking and floating, your job is to make a water toy out of
floater materials that will sink OR to make a water toy out of sinker materials that will float.
Elaborate: Transferring to New Contexts
Thought Experiment (p. 24)
This bottle has 2 divers in it.
One diver has a lot of water and the other has a little water.
Draw 3 pictures:
oDraw what will happen when you squeeze lightly. oDraw what will happen when you squeeze harder. oDraw what will happen when you let go.
Explain why you think this will happen.
Elaborate: Transferring to New Contexts
Thought Experiment
(p. 24)
Fixing the backyard swing. In what ways could I
make this crooked swing go straight?
Evaluate: Determining What Students Learned
Memo Writing (p. 27)
Now that your investigation has been completed, it is time to report to your boss at Acme Chemicals. Your boss is a busy woman, and does not have
time to read a 10-page laboratory report. Instead, she requires you to write a 1-page memo in which you highlight your research question, procedures, findings, conclusions, and implications for Acme Chemicals.
Journal writing (LOL)
•
How does “5-E” learning cycle align with
constructivist teaching (inquiry-based
teaching) (support students’ active
construction of knowledge)?
Examples on Blackboard Week 5 folder
