The 7Es Model

of Science
Teaching/
Lesson Planning
A L F I E V. A N D O , M A S E
M T- I I
Engage (and Elicit)
- Get their attention and find out what they know.
- In some way making it relevant to them.
- Invoke curiosity, excitement, wonder.
- Make them feel as well as intellectually recognize the relevance.
- It will often mean identifying pre- or mis-conceptions.
- This will probably be your lesson starter, perhaps in the twin stages
of setting the scene and gauging their current level of understanding.
 Sample Lesson Starters
• video clips

• quick demo, ideally one with a surprising outcome (e.g., dropping a nearly empty and a full water balloon from the window to
test the ‘heavier objects fall faster’ assumption).

• This is the equipment, what might we be doing today?

• This is a scientist who did this experiment, what might have been his/her reasoning?

• Label the apparatus and identify the control variables.

• Two-minute discussion of how X idea links to Y (mobile phone, internet, what they had for lunch…)

• Surprising statement to make them question something (e.g., diagram of atom labelled ‘This is a lie’)

• Unusual prop (radioactive rock, rusty nail or a brick with a piece of string attached for them to prove isn’t ‘alive’)

• Question and three answers for them to grade as Good, Okay and Wrong, then justify choices and/or correct mistakes.
pareidolia
Seeing familiar objects or patterns in otherwise random or
unrelated objects or patterns is called pareidolia. It's a form of
apophenia, which is a more general term for the human
tendency to seek patterns in random information. Everyone
experiences it from time to time.
Explore
- Make sure that as much as possible, students are exposed
to real-life situations which demonstrate or illustrate
scientific principles or facts.
- Students can’t ‘see’ everything with their own eyes during
their own practicals. But we give them tasks which allow
them to explore the ideas, with as much ‘hands-on, minds-
on’ activities as possible:
 Explore
•designing and carrying out their own investigations

•taking part in demonstrations

•considering hypothetical situations (thought experiments)

•discussing advantages and disadvantages of methods or technologies

•observing the natural world

•describing events and experimental results

•drawing conclusions from recorded material, whether sample data, industrial processes or BBC
documentary footage
Explain
- Help students put facts into a useful context.

- As much as possible, we should not be giving them answers – instead, we give

them the language to describe what they have found out. 

- Literal or figurative

- Scaffolding ( supporting the students – who will demonstrate a wide range of

understanding in most classrooms – to turn facts into knowledge. )

- relate it back to previous lessons or topics, hopefully drawing connections from

them whenever possible by the questions we ask and the reminders we offer.