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TEACHING SCIENCE IIN ELEMENTARY GRADES (PHYSICS, EARTH AND SPACE SCIENCE)
WEEK 7
Five E Model in Planning Science Lessons
I. Learning Objectives:
At the end of the lesson, you are expected to:
 discuss distinct features of 5E model;
 describe each of the element of 5E model;
 examine a sample lesson plan using 5E model;
 gather examples of 5E model instructional plans;
 revise an instructional plan using 5E model;
 interview teachers on the effectiveness and applicability of 5E model in the classroom; and
 make generalizations and recommendations based on interview findings.
II. Learning Activities
In 1962, educators J. Myron Atkin and Robert Karplus propositioned that effective learning cycles involved three
key elements: exploration, concept introduction, and concept applications. Exploration allow the learners to get
interested in the subject, ask questions, and identify points of dissatisfaction with their current understanding,
introduction of new terms or concepts follows. Finally, the concepts application provided the learners with
opportunities to apply their ideas and learning and apply them in new pieces of context. The findings of Atkin and
Karplus informed the creation of 5E model. This teaching model focuses on providing students opportunity to
understand a concept over time through a series of steps and phases: Engage, Explore, Explain, Elaborate and
Evaluate.
The 5E model was developed in 1987 by the Biological Sciences Curriculum Study. The model promotes
collaborative, active learning in which the students work together to solve problems and examine new concepts by
asking questions, analyzing interpreting, evaluating and drawing conclusions. It is based on the constructivist
approach to instruction. The model is most effective when:
 The students are encountering new concepts for the first time because there is an opportunity for a
complete learning cycle.
 It is used in a unit for two to three weeks in which each phase is the basis for one or more distinct
lessons.
The table below outlines the stages of the 5E model, describes each stage and provide sample teaching
strategies.
Stage What the Teacher Does Sample Teaching Strategies/ Activities
Engage  Determine the students’ prior knowledge  Asking opening question
and knowledge gaps  The students write down what they already
 Foster an interests in the upcoming know about the topic
concepts  KWL (K mean know or what the students
 Prepare the students to learn new concepts already know, W-want to learn or what the
 Introduce topic for the first time students want to learn, L- ultimately learned
or what the students learned from the
lesson or activity) chart
 Maps of conceptual change
Explore  Allow students to actively explore new  Laboratory experiments
concept through concrete learning  Scientific method drills
experiences  Hands-on activities
 Guide the students on going through the  Performance tasks
scientific method  Field work
 Let the students make observations and
share findings to their peers
Explain  Facilitate a discussion and synthesis of new  Interactive discussion
knowledge  Viewing clips. Documentaries
 Have the students ask questions or  Reading online discussions and materials
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clarification like Khan Academy, online encyclopedias
 Have the students share their insights and  Taking computer-assisted interactive games
feelings about the activity in the Explore
stage
 Discuss scientific terms and concepts
 Utilize videos, multimedia software, games,
or other tools to boost understanding of
concepts and science processes
Elaborate  Give the students space and opportunity to  Creating digital or print
apply what they have learned  Creating slide presentations
 Ask the students to create presentations or  Jigsaw discussions
conduct additional investigation to reinforce  Fishbowl discussions
skills
 Allow the students to establish knowledge
before evaluation
Evaluate  Conduct formal and informal assessments  Self-assessments
to check the students’ content and  Peer assessments
performance mastery  Paper-and-pen tests
 Observe the students to see whether they  Objective tests
have a complete grasp of core concepts  Performance tasks
 Note how the students approach problems  Game-based exams
 Recognize that there are multiple ways to
approach and solve a problem
A. ACTIVATE
Activity A.1.
Recall the activities you had in your science classes when you were in high school. What thinking skills
did those activities target? Do you think teachers employed the 5E model in teaching and facilitating learning?
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B. ANALYZE
Activity B.1.

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Read carefully the following learning plan utilizing the 5E model in teaching force and motion. Examine
the appropriateness of the teaching strategies and applicability inside the classroom. Answer the questions that

TOPIC: Force and Motion

Grade Level: Grade 3
Learning Competencies
The learners should be able to:
1. describe the position of a person or an object in relation to a reference point such as chair, door, another
person;
2. identify things that can make objects move such as people, water, wind, magnet; and
3. describe the movements of objects such as fast/slow, forward or backward, stretching /compressing;

ENGAGE
Let the students observe two objects, one that is moving while the other is stationary. (Use materials available
from the laboratory room). Share their observations in class.
EXPLORE
Show the students videos on force and motion (example: moving car, machines). Ask them to describe the
movement of the objects whether slow/fast, forward/backward, stretching/compressing.
EXPLAIN
Force is anything that has potential to change the state of rest or motion of an object. Forces change the speed
or direction of the motion of an object. The greater the force applied in an object, the greater the change that will
be observed in motion. If an object is more massive, a given force will have lesser effect upon the motion of the
object.
ELABORATE
Materials for each group: a ping pong ball, a golf ball, a piece of cm/in ruler, spherical objects of varying
weights (such as tennis ball or basketball)

follows.

1. Provide each group a ping pong ball, a ruler and a golf ball.
2. Ask the students to predict and observe what happens when force is applied to an object, and compare the relative
effects of a force of the same strength on objects of different weight by snapping the ping pong ball gently with a
finger and measure the distance the ball covered with a ruler. Record the distance in centimeters on the force chart
(see chart below).
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Let the students move the ping pong ball as hard R A Swith. one
SIM B AWith
finger. J O aNruler
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measure and record the
distance covered by the ball on the force chart.
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1. Are the activities aligned with the standards?

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2. Are the activities appropriate to the level of learners?
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3. Do the activities facilitate the use of higher order thinking skills?
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4. What science processed skills are utilized?
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5. What scientific attitudes and values are cultivated?
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