Examines the use of the 5E's in course design

2. Learning Intentions
• Examine the 5E model as a tool for
developing a unit of work / course
• Identify the content / concept focus for
the unit of work / course to be
developed
• Develop a draft plan for the unit of work
/ course
• Examine the Inquiry Process Model as it
pertains to the unit / course
development
• Use the 5Ws as a framework to identify
key aspects of the course

3. Bybee 5 E’s Model

4. ENGAGE student with a contextualised
problem
• Video
• Story
ELICIT prior knowledge
• Concept cartoon
• Poem
• Brainstorm
• Quiz
• Diagnostic Assessment

6. Provide hands on experience / activity
• Gallery Walk
• Small Group discussion
• Model building
• Jigsaw
• Concept maps
• Games
• Demonstrations
• Debate
• Placemat

7. Questions
Open – eliciting student ideas
Many voices / many ideas
Q. Who knows about…?
Q What can you tell me ablout....?
Q. How will you be able to tell....?
Q. What do you need to find out....?
Q. Why do you think that happens....?
Q. Can you explian your idea about....?

8. Develop explanations for experiences and
representation of developing conceptual
understanding
In the lesson sequence this could be
documenting the key aspects of learning
verbally reviewing their ideas

9. Questions
Directed – eliciting student understanding
Many voices idea
Q. What is…?
Q How many....?
Q. Can you describe what we learnt....?
Q. Why does this happen....?
Q. Does this fit with your ideas....?
Q. How did you arrive at this idea....?

10. Extend understanding to a new context or make
connections to additional concepts through a student
planned investigation
What this might look like
Investigation –
Or story (Who? What? Where? When ? And Why?

11. Students represent their understanding and reflect on
their learning journey
Teacher collects evidence about achievement and
outcomes
What might this look like?
SOS – We have 24 hours to leave Earth. Where should we
go (give reasons) and what should we take (10 key items)?

12. 5 E Model
Phase of inquiry Instructional purpose
Engage Engaging students, eliciting prior knowledge and opening-up
the scientific problem
Explore Exploring the scientific phenomenon and exploring and
working on students’ views
Explain Introducing and developing the scientific story
Elaborate Guiding students to work with scientific views and handing
over responsibility to students to apply and use them in a
student planned investigation
Evaluate Maintaining the development of the scientific story, reflecting
on learning and evaluating learning outcomes

15. For example achievement standard by the end of year 6, students:
• Compare and classify different types of observable changes to materials. They analyse requirements for the
transfer of electricity and describe how energy can be transformed from one form to another when
generating electricity. They explain how natural events cause rapid change to earth’s surface. They describe
and predict the effect of environmental changes on individual living things. Students explain how scientific
knowledge helps us to solve problems and inform decisions and identify historical and cultural contributions.
• Students follow procedures to develop investigable questions and design investigations into simple cause-
and-effect relationships. They identify variables to be changed and measured and describe potential safety
risks when planning methods. They collect, organise and interpret their data, identifying where
improvements to their methods or research could improve the data. They describe and analyse relationships
in data using appropriate representations and construct multimodal texts to communicate ideas, methods
and findings.
How can students demonstrate their learning?
What evidence is required (go to the the Achievement Standards) by the end of the year?

16. EXTEND
Evaluate How can the students demonstrate their
learning? What evidence is required?
Explain Develop explanations for experiences and
representations of developing conceptual
understanding
Engage Engage students and elicit prior knowledge
Explore Provide hands-on experience of the
phenomenon
Elaborate Link understanding to a new context or make
connections to additional concepts through a
student planned investigation
Evaluate again
Did the student actually learn that was
anticipated?