Components of the 5E Instructional Model
The 5E instructional model is designed to guide educators in the instruction of scientific processes and practices. When planning for inquiry-based instruction, it is essential to be able to use and understand the structure of the 5E model. With this understanding, you will be able to adapt lesson content to fit into traditional lesson plan structures.
Review the topic study materials related to the 5E instructional model to inform the assignment.
Select one Next Generation Science Standard and a grade level. Detail each component of the 5E Lesson (Engage, Explore, Explain, Elaborate, and Evaluate) and how it could be applied to the selected grade level standard by completing Part 1 of the “5E Instructional Model Template.”
Describe both formative and summative assessment ideas that could be used to support one or more of the instructional strategies shared. Include at least one formative or summative assessment that is technology-based. Note that you will adapt the information from your completed template when creating the Topic 6 “Science Lesson Plan” assignment.
Support your submission with 2-3 scholarly resources.
Activity: Students will engage in activities of daily living like walking, kicking a ball, pushing objects on different surfaces, engaging in a tug-of-war game, pushing a stalled vehicle, and lifting light objects off the ground. Rationale: The purpose of these activities is to engage learners in the fact that what they are about to learn happens every day in their lives. Walking, for instance, use forces that allow them not to slip. Pushing and pulling objects is often part of the play, but then there are concepts of force that can be learned from such a mundane and ordinary activity. The same applies to a fun tug of war but simultaneously demonstrates how forces work in different directions.
Explore: Under explore, learners are triggered to be involved in the topic by enabling them to build on what they understand from the engagement stage. In Grau et al. (2020)’s view, this stage allows students to be directly involved in experimentation material and phenomena and allow them to have questions or have an idea of what to anticipate.
Activity: The key activity here involves working with experimental material, like pulling or pushing wooden blocks on a surface. Rationale:...
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