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Parts of 5 E's Lesson Plan Template and Sample

Teaching Math (Daraga Community College)

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Parts of the 5 E’s Lesson Plan

The 5e learning cycle is an instructional design model that defines a learning sequence based on
the on the experiential learning philosophy of John Dewey and the experiential learning cycle
proposed by David Kolb. Attributed Roger Bybee of the Biological Science Curriculum Study
(BSCS), the model presents a framework for constructivist learning theories and can be
effectively used in teaching science.

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5 E’S LESSON PLAN TEMPLATE

I. Objectives
At the end of the lesson, the students should be able to:
a. Cognitive objective: This is the most commonly used domain. It deals with the intellectual
side of learning.
b. Affective objective: This domain includes objectives relating to interest, attitude, and
values relating to learning the information.
c. Psycho-motor objective: This domain focuses on motor skills and actions that require
physical coordination.
Verbs to use for each domain:
https://rasmussen.libanswers.com/faq/265030#:~:text=Affective%3A%20This%20domain
%20includes%20objectives,actions%20that%20require%20physical%20coordination.
II. Content
A. Subject Matter:
B. Competency:
C. Code:
D. Days:
E. Time:
III. Learning Resources
F. References:
G. Other resources:
H. Materials:
IV. Procedure
A. ENGAGE
In this phase, teachers provide a question, object, or situation that focuses students’
attention and helps them activate prior knowledge. In a math lesson, this might be a
number talk related to a task students are about to tackle, or an opportunity to notice
and wonder.

B. EXPLORE

Students really dig into a task in this phase. One goal of the explore phase is for
students to have a shared experience that both they and teachers can draw on later when
explaining a new concept or skill.

C. EXPLAIN

It’s tempting to think that this is the part of the lesson or unit when the teacher explains
the concept or skill. However, BSCS emphasizes that it’s actually the students who
should explain what they observed or learned, while the teacher supports them with
formal language as needed.

D. ELABORATE

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The elaborate phase gives students a chance to extend their thinking and transfer their
developing knowledge to new situations. This is an opportunity for students to work out
misconceptions, often through collaboration when in a face-to-face setting.

E. EVALUATE

In the final phase, both students and teachers assess student learning. Formative
assessment should, of course, happen throughout each phase, but summative assessment
is incorporated here at the end of the unit.

V. Remarks

VI. Reflection

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