The 5E Instructional Model

using Inquiry – based

Approach in Teaching
Science
 Materials:
1 pc.raw egg 15 pcs.drinking straws
½ meter masking tape 10 pcs.popsicle sticks

Task:
A

V
C

Y
Design a structure/device that will protect
T

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an egg from cracking/ breaking after being
dropped from a height of at least 4 meters.

Condition: Do not add or subtract anything

20 min. from the given materials.
.
Testing the structure/device...

“Egg Dropping”
ENGAGE
EXPLORE
EXPLAIN
ELABORATE
EVALUATE
 ENGAGE
• Concept Cartoon
Activity which will • Concept Map
focus student’s • Predict-Observe-Explain (Probex
or POE)
attention, • Demonstration
stimulate their • Free Write
thinking, and • Graphic Organizer
access prior • Brainstorming
• Think-Pair-share
knowledge.
 LC: Describe changes in properties of materials when exposed to certain conditions
such as temperature or when mixed with other materials. (S4MT-Ig-h-6)
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Activating learners’ prior knowledge
Predict-Observe-Explain (PROBEX or POE Strategy)

Q: What do you think will happen to this solid material (ice cube) when it's heated?
Engaging learners to a scientifically-oriented question

Grade 4 Science class of Mr. Evan Carlo B. Deblois, T-II of Gubat North Central School, Gubat, Sorsogon (Region V)
 EXPLORE
Activity which gives • Experimentation
students time to think • Investigation/ Inquiry
and investigate/ test/ • Research Authentic
make decisions/ Resources to Collect
problem solve, and Information
collect data/ • Solve a Problem
information. • Construct a Model
 EXPLAIN
Activity which allows • Student Analysis & Explanation
students to analyze • Supporting Ideas with Evidence
their exploration. • Structured Questioning
• Reading/ Reporting and
Student’s Discussion
understanding is • Teacher Explanation
clarified and modified • Thinking Skill Activities:
through a reflective compare, classify, error analysis
 ELABORATE
• Enrichment/ Reinforcement
Activity which • Problem Solving
expands and • Verification activity
solidifies student • Decision Making
thinking and/or • Experimental Inquiry
applies it to a real- • Thinking Skill Activity
world situation. • Video-based activity
 EVALUATE
• Any of the Previous
Activity which allows Activities
the teacher to assess • Develop a Scoring Tool or
student performance Rubric
and/or understandings • Performance Assessment
of concepts, skills, • Produce a Product
processes, and • Journal Entry
applications. • Portfolio
• Activity-embedded assessment
(The results of the activity, “What Happens to the Materials
when Heated and when Cooled?” were taken as formative
assessment.)
• Constructed-response test (open-ended question) was
also given.
“What happens to the materials when exposed to
temperature?
 Presentation of Sample
Lesson Using the 5E
M
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Instructional Model &
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Inquiry – based Approach
Learning Competency:
Design an experiment
to determine the factors
that affect the strength
of the electromagnet.
(S5FE-III i-j-9)
 Objectives:
At the end of the session, the learners should be able to:
1. define electromagnet;
2. construct a simple electromagnet and explain how it works;
3. design an experiment to determine the factors that affect
the strength of an electromagnet; and
4. cite applications of electromagnet.
 Engagement

( Activating prior knowledge of the pupils on

electricity and magnetism.)
How does electricity
create magnetism?
 Exploration
Tasks: (Per group)

•Make a simple device that will show how

an electric current creates a magnet/
magnetic field.
Design an experiment that will show
what factors affect the strength of the
magnetic field of the (improvised)
magnet.
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 In your investigation, and output preparation,
consider/include the following:
a.Question/ Problem
b.Hypothesis/ Prediction
c.Materials used
d.Procedure
e.Observations/ Result (Data table)
f.Conclusion

In your experiment, identify the:

• controlled variable
• manipulated variable
• responding variable
Explanation:

Group Output
Presentation
 Results/ Data
A. Effect of the number of drycell (C on the strength of an Electromagnet

Same number of turns of wire,

Different number of drycell
No. of No. of Staple Wires Attracted
No. of Average No. of
Drycell/
Turns of Staple Wires
(Voltage) Trial 1 Trial 2 Trial 3 Attracted
Wire

40 turns 1 drycell/ 1.5 V 61 60 73 64

40 turns 2 drycells/ 3 V 139 99 145 127

 B. Effect of the number of turns of wire on the strength of an Electromagnet

Same number of drycell,

Different number of turns of wire

No. of No. of No. of Staple Wires Attracted Average No. of

Drycell/ Turns of Staple Wires
(Voltage) Wire Trial 1 Trial 2 Trial 3 Attracted

1 drycell/ 1.5
20 turns 61 60 73 64
V

1 drycell/ 1.5
40 turns 139 99 145 127
V
 C.1. Effect of core on the strength of an Electromagnet

Same number of drycell,

Same number of turns of wire,
Different core

Core used Amount of deflection

No. of Drycell/ No. of
(same length & of magnetic compass
(Voltage) Turns of Wire needle
diameter)

1 drycell/ 1.5 V 40 turns Paper core Less deflection

1 drycell/ 1.5 V 40 turns Iron core More deflection

 Wrap up !
What is an electromagnet?

What is an electromagnet made of?

How does an electromagnet work?

In the experiment, what are the controlled variables, manipulated variables, and
responding variables?

What factors affect the strength of an electromagnet?

Applications of Electromagnet

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 Elaboration/Extension:
 Conduct further investigation by designing an experiment on how the types of wire
(i.e. copper, aluminum, etc.), and the thickness of wire affect the strength of an
electromagnet.
 Do some research and/ or conduct interview with experts/ resource persons to
further explore/ investigate other applications of electromagnets in the field of:
a. Engineering e. Industry
b. Medicine f. Transportation
c. Space g. Other fields
d. Communication

Make a Journal of the results of the research/ interview conducted.

Evaluation:
Activity-embedded assessment (i.e. construction
of electromagnet, design of experiment, collection and processing of data/
information, etc.)

Performance-based assessment: Design & conduct of extension activity

(types of wire and thickness of wire)

Journal (results of research/ interview conducted)

 5E Instructional Plan in Science
Learning Competency:
I. Learning Objectives:
II. Subject Matter:
A. Concepts:
B. Materials:
C. References:

O
N
A

A
P
P

T
D. Process Skills:
L
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E. Values Integration:
III. Learning Tasks:
A. Engagement
B. Exploration
C. Explanation
D. Elaboration
E. Evaluation
IV. Assignment: