5E Template (NSTA Learning Cycle) Phase One: Engage the Learner These activities mentally engage students with an event or question. Engagement activities capture students' interest and help them to make connections with what they know and can do. The teacher provides an orientation to the unit and assesses students prior understanding of the concepts addressed in the unit. MODERATOR: Brief introduction including the 5E template. 1. Teacher will introduce the objectives and the topic of scientific organism classification and its importance as she engages the students 5 senses with rainforest sights and sounds. (Brief description at the beginning of the Rain Forest Field Trip.) 2. Whole class will be asked to brainstorm their ideas about rainforests collectively on the Smartboard using "Rapid Fire." 3. Students will take notes in their interactive notebooks (hand outs) as they participate in a virtual visit to the rainforest. (Slides 1-25) MODERATOR: Share resources for virtual field trips and ideas for incorporating them into classroom instruction to engage student learning, teach content, and assess through a student product. Technology Connections: Moderator will share that PWCS uses 8-step format for instruction where time is allocated for remediation and enrichment after each unit. Technology is a great tool for those students who have mastered the basic content to engage in activities and research that extend the curriculum. RESOURCES SHARED: 5E Template, brochure for teachers to create field trips, student product brochure, actual Rain Forest Field Trip PPT
Phase Two: Explore the Concept Next, students encounter hands-on experiences in which they explore the concept further. They receive little explanation and few terms at this point, because they are to define the problem or phenomenon in their own words. The purpose at this stage of the model is for students to acquire a common set of experiences from which they can help one another make sense of the concept. Students must spend significant time during this stage of the model talking about their experiences, both to articulate their own understanding and to understand another's viewpoint. 1. Students will use the list of organisms previously generated in Inspiration to create their own Rain Forest Organism classification tree with a partner. Teams can use software such as Inspiration, Kidspiration, Word, Power Point, or Pixie to create the classification trees. Teams will come to the board to share their ideas. VA Standards of Learning Objectives • Living things can be categorized into kingdoms: monerans protists, fungi, plants, and animals. • Plants can be categorized as vascular (having special tissues to transport food and water — for example, trees and flowering plants) and nonvascular (not having tissues to transport food and water — for example, moss). Most plants are vascular. Animals can be categorized as vertebrates (having backbones) or invertebrates (not having backbones) NETS*S Objectives 1-6 The need for a uniform key will be discussed. How will you have the students work to perform the analysis (individuals, groups, etc.)? What instruction will you give them?
Students will work in pairs. Instruction will be given on software as needed.
Phase Three: Explain the Concept and Define the Terms Only after students have explored the concept does the curriculum and/or teacher provide the scientific explanation and terms for what they are studying. The teacher may present the concepts via lecture, demonstration, reading, or multimedia (video, computer-based). Students then use the terms to describe what they have experienced, and they begin to examine mentally how this explanation fits with what they already know.
MODERATOR: Introduce Marzano's 6 Step Academic Vocabulary Process 1. Students will be given Academic Vocab sheets to simulate their Academic Notebooks. Teacher will directly instruct on the main vocabulary for this lesson. Students will include vocabulary in their notebooks. Monera Protista Fungi Plantae Vascular Nonvascular Anamalia Vertebrate Invertebrate RESOURCES: Smart Notebook File
Phase Four: Elaborate on the Concept The next stage of the model serves to help students elaborate on their understanding of the concept. They are given opportunities to apply the concept in unique situations, or they are given related ideas to explore and explain using the information and experiences they have accumulated so far. Interaction between the students is essential during the elaboration stage. By discussing their ideas with others, students can construct a deeper understanding of the concepts. MODERATOR: Discusses how this step readdresses the previous classification system. Teacher brings students back to the virtual field trip, "Breaking News," (Slide 28) and introduces the challenge: "Congratulations Scientists. As a result of your efforts, you have been invited to join scientists in Mozambique to classify the newly discovered organisms. To prepare for this expedition, you must reinforce your understanding of scientific methodology and the scientific classification system." MODERATOR: PWCS uses the 8-Step (Pat Davenport) instructional process. Each instructional unit uses formative assessment throughout to guide instruction and plan remediation and extension to meet individual student needs.
Phase Five: Evaluate students' Understanding of the Concept The final stage of the model has a dual purpose. It is designed for the students to continue to elaborate on their understanding and to evaluate what they know now and what they have yet to figure out. Although the key word of the stage is evaluate, the word does not indicate finality in the learning process. Indeed, students will continue to construct their understanding of these broad concepts throughout their lives. Evaluation of student understanding should take place throughout all phases of the instructional model. The evaluate stage, however, is when the teacher determines the extent to which students have developed a meaningful understanding of the concept. 1. Student Choice of product for assessment (Instructions and Rubric) 5 Kingdom Foldable (Susan) Virtual Field Trip Pixie Presentation Go!Temp probes to design an experiment
MODERATOR: Share samples