Materials needed for session:

Cardstock (one piece per participant) = 100

Strips of paper (5 pieces per participant) = 500
*125 sheets of
paper cut into 4 sections
Buttons (one per group) = 10
Straws (one per group cannot be reused) = 45
Rulers (one per group) = 10
Timer (to measure 10 seconds) = 1 for teacher
Toy cars (one per group) = 10
Zip-lock bag for materials (one per group) = 10

Looking At Things
From A
Different Perspective

5-E Instruction
Model
Presented by Deedie Jones, GPISD Teacher Coach
Modified from a presentation by Jennifer Payne ESC Region 14

Right or Left Window

Is this window on the right or left of this
building?

http://www.123opticalillusions.com/pages/right-or-left.php

Elephant Leg Illusion

How many legs does this elephant have

http://www.123opticalillusions.com/pages/right-or-left.php

Wavy Lines Illusion

Are these lines curved, or straight and parallel?

http://www.123opticalillusions.com/pages/wavy.php

Reversible Picture
What do you see in the picture?
What do you see after it is flipped?

What do you see?.

What do you see, a jazzy musician or a pretty lady?

http://www.123opticalillusions.com/pages/opticalillusions34.php

Double Imaging Picture

Do you see the profile of a face, or an Eskimo looking into a cave?

http://www.123opticalillusions.com/pages/opticalillusions34.php

The Color Quiz

Look at the chart and say the color, not the word

http://www.123opticalillusions.com/pages/opticalillusions36.php

Looking At Lesson Design

From A
Different Perspective

5-E Instruction
Model
The 5-E model is the GPISD initiative for designing a lesson that
emphasizes the active role of the learner(s) in building understanding and
making sense of the world. The teacher sets up problems, monitors
student exploration, guides student inquiry, and promotes new patterns of
thinking.

Todays Objective:
To become familiar with the 5-E instructional model and understand the reasons for it being a GPISD initiative.

Todays Product:
Participants will create a foldable containing the definition, teacher role and specific
activities pertaining to each of the 5 Es.

Learning Goals:

Review or learn the parts of the 5-E

Instruction Model.
Experience a 5-E lesson with special
emphasis on the essence of each E.
Become familiar with components of 5-E
Instructional Model and strategies used for
implementation.

Using the illustrations below, can you list

the name of each E and describe its
focus?

Engage
E

E
Explor
e

Elaborate
E

E
Explai
n

E
Evaluat
e

What is 5-E
History?

5-E Model is based on the SCIS Model of

Instruction by researchers Atkins and
Karplus in 1967.

5-E Model was originally proposed by BSCS

(Biological Science Curriculum Study) in the
late 1980s.

5-E Model became a GPISD initiative in 2007

and continues to be the framework for
lesson design that include strategies for
active learning, student engagement and

Materials Needed:

The 5-E Foldable

1 sheet of card
stock
5 strips of paper
1 Marker

Make a foldable to capture thoughts about 5-E

1. model.
Label each of 5 strips with each of the 5-Es,
near the top.

Evaluate
Elaborate
Explain
Explore
Engage

2. Fold the cardstock to create a

display tray.

3. Add important information to each strip, then display on

tray.
Engage
Definition:
Teacher:
Activities:

Generate Interest
-Creates interest
- Asks questions

Access prior knowledge -Raises questions

- Demonstrates interest

Frame the idea

-Encourages responses - Connects concepts

Engage

On Foldable
Engage description
focus students attention
stimulate thinking
generate interest
access prior knowledge
frame the learning

symbol to indicate
information for
foldable

Engage: Teacher Role

Create Interest
Motivate
Ask for students

input
Hook content to student interest
Connect to prior knowledge
Create emotional connection
Raise questions and encourage
response

Engage: Activities
Demonstration/Question
Manipulative

activity
Analyze an illustration
Interactive Reading
KWL/KNLQ
Forced Associations
Brainstorming Activity
Connect past and present
Frames the idea

Think about itTalk about it.

Think of a concept in your content symbol to

indicate
processing time
area
that you will teach this year:
a novel, math concept, event in
history, music genre, rules to a
game, disease prevention,
classification, letter sounds,
computer skill, etc.
What can you do to engage the

Research Affirms

Students with engage

emphasized instruction:
Increased Performance:
Overall Student Achievement

9%
Special Population Achievement
18%
Why?

symbol to
indicate
additional
information

Activity
Engage
Brainstorm with your table
partners all of the words you
can think of to describe
force, or ways of
showing
force.

push

pull

grab

FORCE

move

shove

symbol to
indicate active
participation

Activity
Engage
Now discuss forces of nature
-

wave
FORCE

gravity

wind

symbol to
indicate active
participation

On Foldable
Explore description:
Discover new skills
Experience, Think and Investigate
Probe, Inquire, Collect Information
Question, Test, Make Decisions
Establish Relationships and

Understanding
Problem Solve

Explore: Teacher Role

Facilitate the learning
Incorporate strategies

for all

learning styles
Observe and listen to the students
as they interact
Ask probing questions
Redirect the students when needed
Structure time
Encourage cooperative learning

Explore: Activities
Perform

an Investigation
Read to Collect Information
Construct a Model
Learn and practice a skill
Manipulate data/information
Solve a Problem
Participate in Discussion
Cooperative Learning Activities

Think about itTalk about it.

Think of a concept in your content

area
that you will teach this year:
a novel, math concept, event in
history, music genre, rules to a
game, disease prevention,
classification, letter sounds,
computer skill, etc.
What strategies can you

Research Shows
Students with explore emphasized
instruction:
Increased

Performance:

Overall Student Achievement 6%

Special Population Achievement 13%

Activity
Explore
Materials Needed:
Form groups (3 per group)
1 button
Select team members
1 straw
1 ruler
1 person to provide the force
1 ruler reader
1 data recorder
You will have 10 seconds to see how far you can
force your button to move from one end of your
table to the other, using only wind through a
straw.
You may not touch the button with your straw.
Estimate your distance in cm.
Test, then measure your distance in centimeters .

This activity is from CSCOPE 3rd Grade Unit 3- Investigating Forces Lesson 1, with some
modifications.

On foldable
Explain description:
Analyze exploration
Communicate New

Understandings
Understanding is clarified and
modified through a reflective
activity
Concepts, processes or skills
become plain, comprehensible

Explain: Teacher Roles

Encourage

the students to explain

concepts and definitions in their own
words
Ask for clarification and justification
(evidence)
Provide definitions, new words, and
explanations
Use students previous experiences
as basis for explaining concepts

Explain -Activities
Student Analysis & Explanation
Demonstration with Student Talk
Supporting Ideas with Evidence
Graphic Organizers Thinking Maps
Structured Questioning, Reading and

Discussion
Teacher Further Questions or
Explains connections
Thinking Skill Activities: compare,
classify, summarize, error analysis,

Research Shows

Students with explain emphasized

instruction:
Increased Performance:
Overall Student Achievement 6%
Special Population Achievement 12%

Activity
Explain
Freeze Tag Answers:
When the music begins, stand up and walk
around the room.
When the music stops, pair up with someone
closest to you.
One person answer the first question, the
other answer the second.
When the music begins again, walk around.
When the music stops, pair up and continue
the same pattern with the next two
questions.
When the music starts, return to your seat.

Activity
Explain
1.

2.
3.
4.

Compare the estimated, and actual,

measurements recorded in the
button activity.
Describe the force that was used to
make the button move.
Explain how friction and gravity
affect the movement of your button?
How could you change your
experiment to make the button move
along the table faster than before?

On foldable
Elaborate (Extend)
description:
Expand and solidify student thinking
Apply new learning to a new or similar

situation
Provide reasonable conclusions
Use new information in a real-world
situation.
Extend and explain concept being

Elaborate: Teacher Roles

Use

previously learned information

as a vehicle to enhance additional
learning
Encourage the students to apply or
extend the concepts and skills in
new situations
Encourage students to use new
terms and definitions
Act as a consultant

Elaborate: Activities

Problem

Solving within a new

context
Decision Making
Experimental Inquiry
Thinking Skill Activities: compare,
classify, apply, judge, conclude,
synthesize and extend
Extended Reading

Think about itTalk about

it.
The Important Book
by Margaret Wise Brown

How could you

use this book
to support
ELABORATION?

The Important
Book
The important thing about
gravity is that it is always
there.
It is invisible but it is
something we all share.
It pulls things down
through the air.
The important thing about
gravity is that it is always

Margaret Wise
Brown

Research Shows

Students with elaborate emphasized

instruction:
Increased Performance:
Overall Student Achievement 1%
Special Population Achievement 14%

Activity
Elaborate
Talk with your group How could you make a toy car move along
the table, using the wind through a straw?
Compare the difference between the amount
of force used to make the button move, to
the amount of force needed to move the car.
Using the terms greater than, less than,
gravity, force of wind, increased mass, and
friction describe the science behind
making the toy car move faster than the
button.

Activity
Elaborate

Using the acquired knowledge about the force of wind,

share with your elbow partner some observations
you have made from looking at the pictures above.
What explanation can you provide for the second
picture, based on your reasonable conclusions?

On foldable
Evaluate description:
Shows
Allows

evidence of accomplishment
the teacher to assess student
performance and/or understandings
of concepts, skills, processes, an
applications.
Demonstrate understanding of new
concept by observation or openended response.
Student is demonstrates evidence of

Evaluate: Teacher Roles

Observe

the students as they apply new

concepts and skills
Assess students knowledge and/or skills
Look for evidence that the students have
changed their thinking or behaviors
Encourage students to assess their own
learning
Ask open-ended questions, such as:
Why do you think . ?
What evidence do you have regarding . ?
What do you know about . ?
How would you explain . ?

Evaluate Activities

Activities scored using a rubric

Performance assessment
Produce a product
Journal entries
Peer Feedback Response
Problem-based Learning

Scenarios
Portfolio
Blooms Higher Level Questioning

Types of Questions
Measuring & Counting: How many? How long? How much?
Comparison (for sharper observation): In how many ways
are _______ alike and how do they differ?
Action: What happens if you ..? get caught in a
tornado while driving a car?
Problem-posing (more sophisticated, follows exploration &
understanding, not a good first question): Can you find a
way to capture the objects caught in a tornado? Can you
find evidence of other forces in nature? How can you
construct a building that will withstand the speeds of wind in
a tornado? Can you make a machine that works from the
force of wind generated by a tornados storm?

Activity
Evaluate
Using the rubric for criteria
reference, create a PowerPoint
game focused on forces of
nature.
Share with your table group.
Use peer scoring sheet after you
play the game, then tally the
points awarded the game
creator to get their grade.

Research Shows
Students with evaluate emphasized
instruction:
Increased Performance:
Overall Student Achievement - 17%
Special Population Achievement 12%

5E Overview
Generate
Define:

Examples:

a Frayer with blank paper

Visual Representation:

5-E
Model

Non-Examples:

5E and Campus
Administrators
How will 5E instruction look in
walkthroughs?
PDAS connections
How can the 5E model support what
you do as campus leaders?
How can you support your campus?

5E and Teachers
What

are the benefits to teachers?

Will this instructional model be an
easy fit for every teacher?
What are questions teachers have
about the 5E lessons?
How can administrators help support
classroom instruction?

Reviewing Todays Goals

Learning Goals:

Review or learn the parts of the 5-E

Instruction Model.
Experience a 5-E lesson with
special emphasis on the essence of
each E.
Become familiar with components
of 5-E Instructional Model and
strategies used for implementation.