Lesson 6: Five E Model in Planning Science Lessons

In 1962, educators J. Myron Atkin and Robert Karplus propositioned that effective
learning cycles involve three key elements: exploration, concept introduction, and concept
application. Exploration allowed the learners to get interested in the subject, ask questions, and
identify points of dissatisfaction with current understanding. Introduction of new terms or
concepts follows. Finally, the concept 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 the 5E model. This teaching model focuses on providing
students opportunity to understand a concept over time through a series of steps or 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:

 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 provides
sample teaching strategies.

Stage What the Teacher Does Sample Teaching

Engage  Determine the students’
prior knowledge and
knowledge gaps
 Foster an interest in the
upcoming concepts
 Prepare the students to
learn new concepts
 Introduce topic for the
first time
Strategies/Activities
 Asking opening questions
 The students write down
what they already know
about the topic
 KWL chart
K- means KNOW or what
the students already know
W- want to learn or what
the students want to learn
L- ultimately learned or
what the students learned
from the lesson)

 Maps of conceptual change

Explore  Allow students to  Laboratory experiments
actively explore the new  Scientific method drills
concept through  Hands-on activities
concrete learning  Performance tasks
experiences  Field work
 Guide the students in
going through the
scientific method
 Let the students make
 observations and share
findings to their peers
Explain  Facilitate a discussion  Interactive discussion
and synthesis of new  Viewing clips,
knowledge documentaries
 Have the students ask  Reading online discussions
questions for clarification and materials like Khan
 Have the students share Academy, online
their insights and encyclopedias
feelings about the  Taking computer-assisted
activity in the Explore interactive games
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  Creating digital or print
and opportunity to apply infographics to illustrate
what they have learned learning
 Ask the student to create  Creating slide presentations
presentations or conduct  Jigsaw discussions
additional investigations  Fishbowl discussions
to reinforce skills
 Allow the students to
establish knowledge
before evaluation
Evaluate  Conduct formal and  Self-assessments
informal assessments to  Peer assessments
check the students’  Paper-and-pen tests
content and  Objective tests
performance mastery  Performance task
 Observe the students to  Game-based exams
see whether they have a
complete grasp of core
concepts
 Note how the students
approach problems
 Recognize that there are
multiple ways to
approach and solve a
problem