Inquiry The 5 E Model in Science PES

Inquiry & The 5 E Model in Science PES Science Staff Development – March 2104 A. Askew

Text Rendering Experience

What’s the contradictio n here?

Guided Inquiry Model T. I. E. D. Lesson Plans on the SOCC follow the 5 E Model. Students evaluate their learning through sharing and measuring progress. Use previous information to ask questions, make decisions, and propose solutions. Challenge students to apply what they know. Check for understanding. Get students interested. Pose a perplexing question. Pique curiosity. (Listen for misconceptions. ) Provide experiences. Students make and test predictions. Then, they record observations. Exploratory brainstorming… Students articulate ideas and explain solutions. Students listen critically to others and provide opinions. Connect to

The 5 E Model for guided inquiries is a learning cycle based on a constructivist view of learning. Constructivism embraces the idea that learners bring with them preconceived ideas about how the world works. Learners test ideas against that which they already believe to be true. The 5 E model places students at the center of their learning. Teacher Student Generates Asks Elicits Shows Connects Thinks Encourages Tests Observes Tries Probes Records Asks Explains Expects Listens Reminds Questions Refers Uses Allows Applies Checks Demonstrates Evaluates

Engage Success! “Constructivism embraces the idea that learners bring with them preconceived ideas about how the world works. Learners test ideas against that which they already believe to be true. The objective of the constructivist model is to provide students with experiences that make them reconsider their conceptions. Then students “redefine, reorganize, elaborate, and change their initial concepts through self-reflection and interaction with their peers and environment” (Bybee, 1997).

Kindergarten 2 nd 4 th

Engage Read Aloud: Sheep in a Jeep What is a force? What can forces do? Is gravity a force? How do you know? What is motion?

Explore Sheep in a Jeep Checkpoint Lab Students explore things that affect motion. Math Connection

Explain Students had to create a poster displaying and explain what they learned about force and motion. In the directions students were asked to consider the following: What is the most important information to share from each part of the checkpoint lab activity? What data tables or graphs will you include? What pictures will you draw? Who is going to explain each part of the poster?

Elaborate- How could you help the sheep fall more safely? Participate in Sheep Leap! Investigate Goal: Create an Evaluate Plan/Imagine Design/Creat e invention that decreases the speed that the animal falls due to gravity.

Elaborate- How could you help the sheep fall more safely? Participate in Sheep Leap! Sheep Leap Share • What was the best design? • What do you think made it the • best prototype? • How long did it take to fall? • How much longer did it take for the animal to fall with your parachute? • Relate Sheep Leap to force and motion. Goal: Create an invention that decreases the speed that the animal falls due to gravity.

Evaluate - Allow students to share their understanding of concepts.

Learners bring with them preconceived ideas about how the world works. Learners test new ideas against that which they already believe to be true. Instruction should place students at the center of their learning experiences, encouraging them to explore, construct their own understanding of scientific concepts , and relate those understandings to other concepts.

Other Resources – 5 E Model Staff Development Documents

Resource Calendars and EQs for the fourth nine weeks are uploaded on my website. Links to new inquiry resources are included as well. Feel free to share the resources with your grade level. http: //askewstaffdevelopment. weebly. com/

What question(s) do you still have about inquiry? In three words, what does an inquiry approach mean for your students? What part of inquiry are you most passionate about? Why? How has this changed or solidified your thinking about instruction?

Last but not least, please respond to the message that I’ve posted for you on Edmodo. 1) Share a success story about how you have used formative assessment probes, student misconceptions to guide your instruction, or an inquiry strategy to engage learners. What’s Next? Next Meeting: Tuesday, March 25 • Evidence Buckets • Review Resources & Strategies • Reflections on the Year Final Meeting: Tuesday, April 1 • We will be sharing our learning at the staff meeting.