Making Science Fun!
Objectives:
Discuss the 5Es model of science instruction
Create a 5Es lesson plan from the intermediate curriculum standards
In teaching you are transporting information to your students. In
connection, this module will introduce you the model of teaching
science intended for intermediate grades. This will help you to be
Introduction an effective teacher in the near future. All the best!
Time to reflect on this famous quotation.
Analysis
Answer the following questions based on our activity.
Analysis
Answer the following questions based on our activity.
1. As a future educator, why it is important to be acquainted with the appropriate way of
teaching science?
Teaching is a science, an art, and a craft. Through observation and experimentation,
science is the methodical study of the organization and conduct of the social, natural,
and physical worlds. As a future educator, we have to be more knowledgeable
thinking new ways in teaching science, children from 21st century is very far from
what we use to be because in today’s generation most of the students are more on
discovering new experiences for their learning and expectations. Students have the
chance to broaden their overall comprehension of how and why things function by
participating in science lessons. Kids learn about their environment through science.
Science can illuminate the workings and motivations of complex systems, be they in
the human body or modes of transportation.
2. What do you think is an ideal way of teaching science?
A teacher must consider the strength of his/her students, giving them a chance to
discover new things through on hand experience or in short it must be a student
centered for them learn more but as usual teacher is always be a moderator,
facilitator, evaluator and also a educator.
3. What do you think is the outcome of using proper of strategy in introducing new lesson
specially in science?
Students are more knowledgeable in that aspect or field of study and at the same
time it is successful but not absolutely 100% but the learning is within the learner
together with patience and passion in teaching new lesson especially in science
for our learners.
Abstraction
Do you remember science class and some of those fun experiments you used to
try? A great science teacher can be the difference between whether students are
bored or look forward to coming to class each day.
Many science teachers believe that the ideal way for students K-6 to learn science is to be
actively involved in what they call the hands-on approach, or experiential learning. Ideally,
students perform experiments in an active learning style, both in the laboratory and out in the
field. Students should also be encouraged to observe and to communicate with the teacher and
fellow classmates. The inquiry science, which is studying the natural world and proposing
diverse theories based on collected evidence, be taught on a daily basis in all grade levels.
The 5Es Model of Science Instruction
This model is a suggested type of lesson planning for elementary grades because its allows
students to develop an understanding through engagement and exploration. These experiences
allow students to understand the concept, even define it, before a term is presented. This gives
the students the opportunity to "discover" the concepts on their own and something to connect
the terms to. Students can then elaborate, or apply, the new concepts to related phenomena for a
deeper understanding.
Engage: In most instances you will want to begin with Engage. In this stage you want to
create interest and generate curiosity in the topic of study; raise questions and elicit
responses from students that will give you an idea of what they already know. This is also
a good opportunity for you to identify misconceptions in students' understanding. During
this stage student should be asking questions (Why did this happen? How can I find out?)
Examples of engaging activities include the use of children's literature and discrepant
events.
Explore: During the Explore stage students should be given opportunities to work
together without direct instruction from the teacher. You should act as a facilitator
helping students to frame questions by asking questions and observing. Using Piaget's
theory, this is the time for disequilibrium. Students should be puzzled. This is the
opportunity for students to test predictions and hypotheses and/or form new ones, try
alternatives and discuss them with peers, record observations and ideas and suspend
judgment.
Explain: During Explain, you should encourage students to explain concepts in their own
words, ask for evidence and clarification of their explanation, listen critically to one
another's explanation and those of the teacher. Students should use observations and
recordings in their explanations. At this stage you should provide definitions and
explanations using students' previous experiences as a basis for this discussion.
Extend: During Extend students should apply concepts and skills in new (but similar)
situations and use formal labels and definitions. Remind students of alternative
explanations and to consider existing data and evidence as they explore new situations.
Explore strategies apply here as well because students should be using the previous
information to ask questions, propose solutions, make decisions, experiment, and record
observations.
Evaluate: Evaluation should take place throughout the learning experience. You should observe
students' knowledge and/or skills, application of new concepts and a change in thinking. Students
should assess their own learning. Ask open-ended questions and look for answers that use
observation, evidence, and previously accepted explanations. Ask questions that would
encourage future investigations.
These are the suggested activities if this 4As model of teaching.
5 E’s Suggested What the Teacher What the Student
Activity Does Does
Engage • Demonstration • Creates interest. • Asks Questions such
• Generates curiosity. as, Why did this
• Reading • Raises questions. happen? What do I
• Free Write Elicits responses already know about
that uncover what this? What can I
• Analyze a the students know find out about this?
Graphic or think about the • Show interest in the
• topic.
Organizer concept/topic
•
KWL
Brainstorming
Explore • Perform and • Encourages the • Thinks freely but
Investigation students to work within the limits of
• together without the activity.
Read direct instruction • Tests predictions and
• Authentic from the teacher. hypotheses.
• Resources to • Observes and • Forms new
Collect listens to the predictions and
Information students as they hypotheses.
interact. • Tries alternatives and
Solve a • Asks probing discusses them with
Problem questions to others.
redirect the • Records observations
Construct a students’ and ideas.
Model investigations when • Suspends judgment.
necessary.
• Provides time for
students to puzzle
through problems.
Explain • Student • Encourages the • Explains possible
Analysis & students to explain solutions or answers
• concepts and to others.
Explanation
• definitions in their • Listens officially to
Supporting own words. others’ explanations.
• Ideas with • Asks for justification • Questions others’
Evidence (evidence) and explanations.
• clarification from • Listens to and tries
Structured students.
• to comprehend
Questioning • Formally provides explanations the
Reading and definitions, teacher offers.
Discussion explanations, and • Refers to previous
new labels. activities.
Teacher • Uses students’ • Uses recorded
Explanation previous experiences observations in
as basis for explanations.
Thinking Skill explaining concepts.
Activities:
compare,
classify, error
analysis
Extend • Problem • Expects the students • Applies new labels,
Solving to use formal labels, definitions,
• definitions, and explanations, and
Decision explanations skills in new, but
•
Making provided previously. similar situations.
Experimental • Encourages the • Uses previous
Inquiry students to apply or information to ask
extend the concepts questions, propose
Think Skill and skills in new solutions, make
Activities: situations. decisions, and design
compare, • Reminds the students experiments.
classify, apply to existing data and • Draws reasonable
evidence and asks, conclusions from
What do you already evidence.
know? Why do you • Records observations
think…? and explanations.
• Strategies from • Checks for
Explore apply here understandings
also. among peers.
Evaluate • Any of the • Observes the • Answers open-ended
Above students as they questions by using
•
• Develop a apply new concepts observations,
Scoring Tool and skills. evidence, and
• Assesses student’s previously accepted
or Rubric •
• knowledge and/or explanations.
Test (SR, skills. • Demonstrates an
• BCR, ECR) • Looks for evidence understanding or
that the students knowledge of the
• Performance
have changed their concept or skill.
Assessment thinking or • Evaluates his or her
Produce a behaviors. own progress and
Product • Allows students to knowledge.
assess their own • Asks related
Journal Entry learning and group- questions that would
process skills. encourage future
Portfolio • Asks open-ended investigations.
questions, such as:
Why do you think...?
What evidence do
you have? What do
you know about x?
How would you
explain x?
