1. 5 E’s Science
Instructional Delivery
Model

2. 5 E’s Science Instructional Model
for Multiple-day Lessons
Engage
Explore
Extend
Evaluate
Explain

3. Science 5 E’s Instructional Model for
Lessons
• A lesson is developed around a concept, based on
one or more benchmarks from the Sunshine State
Standards.
• A science lesson may extend over two or more days.
Additional days may be required depending on the
concepts.
• Examples of lesson length:
– The initial lesson on properties of matter may last five days
in one grade, while a review lesson might be two days in a
later grade.
– A lesson on weather might last six or seven days in order to
teach the basic concepts, with data collection extending
over a month or longer.

4. Flow of the 5 E’s Model
• The 5 E’s drive planning and instruction.
• Instruction flows from Engage through Extend,
with informal assessment occurring during and
after each E.
• It may not be a linear flow through the E’s if you
realize that students do not understand a
concept. For example, you may need to create
an additional opportunity for exploration to build
conceptual understanding before moving on.

5. Science 5 E’s Instructional Model
• All science instructional periods should begin with
– a brief opening that includes a review of the previous
day’s work and
– a preview of the work for the day.
• All science instructional periods should end with a short
3-8 minute
– assessment of what was just done in class and
– a preview of the next day’s work.
• Think of the opening and closing as “bookends” for the
period.

6. Science 5 E’s Instructional Model
(Compared to the Workshop Model)
Sample Day 1
Engage
Explore
Closing to assess learning and summarize
Opening to review and previewOpening/Mini-lesson
Work Session
Closing

7. Engage
(Similar to a Hook or a Launch)
Students engage by:
• Demonstrating background
knowledge on a topic or
• Viewing and questioning a
discrepant or novel (surprising)
event or
• Pondering an essential, open-
ended question or problem-
based scenario or
• Participating in a discovery
activity
Teachers help students engage
by:
• Checking students’ background
knowledge:
-with the K of K-W-L,
-a preconception quiz,
-an anticipation guide,
-a Think-Pair-Share, or
-other research-based strategy
• Demonstrating a discrepant
event or
• Providing an open-ended
question, problem-based
scenario, or discovery activity

8. Explore
(Directed or Guided Inquiry)
Students explore by:
• experiencing an inquiry activity
introducing one or more
concepts and
• sharing ideas and
• building common knowledge
base, and
• identifying further questions
and
• analyzing and interpreting data
from inquiry activity
Teachers help students explore by:
• planning and preparing a directed
or guided inquiry activity and
• organizing how students will get,
use, and return materials safely
and
• clarifying procedures and
• monitoring student interactions,
and
• monitoring data interpretation and
asking questions and
• identifying students’
misconceptions

9. Science 5 E’s Instructional Model
Sample Day 2
Explore
Closing to assess learning and summarize
Opening to review and preview

10. Science 5 E’s Instructional Model
Sample Day 3
Closing to assess learning and summarize
Opening to review and preview
Explore
Explain

11. Explain
Students explain by:
• sharing interpretations of data
with other students and the
teacher and
• constructing scientific concepts
and
• building mental and/or
concrete models and
• writing about concepts and
• creating vocabulary maps
Teachers help students explain by:
• directing whole group
discussion of data
interpretations and
• determining levels of
understanding and
• clarifying concepts and
• addressing students’
misconceptions and
• providing pertinent information
through direct instruction and
• connecting the investigation to
the concept and
• using the “teacher as expert
reader” strategy when using the
textbook or leveled reader to
improve text comprehension

12. Science 5 E’s Instructional Model
Sample Day 4
Opening to review and preview
Explain
Extend
Closing to assess learning and summarize

13. Extend
Students extend by:
• making connections to related
concepts and
• developing testable questions
that apply what they have
learned to new problems or
situations and
• Implementing their newly
designed investigation and
• clarifying concepts and
explanations with teachers and
other sources of scientific
knowledge by reading,
researching, and discussing
Teachers help students extend by:
• asking high level questions that
encourage transfer and
application of concepts and
• making science materials and
tools available for students’
testable questions and
• guiding further explorations in or
outside of the science class
• guiding connections to related
concepts and
• posing new problems or
situations and
• providing textbooks, trade
books, periodicals, reference
materials, and technology
resources to support deeper
knowledge.

14. Science 5 E’s Instructional Model
Sample Day 5
Extend
Opening to review and preview
Evaluate
Closing to summarize

15. Evaluate
Students evaluate understanding by:
• reviewing what they have learned
and
• completing short-answer and
extended response items and
scoring them with a rubric and
• organizing information needed for
the unit performance task and
• discussing written items and
performance tasks with others and
the teacher and
• taking quizzes and tests
Teachers help students evaluate by:
• providing written practice with
concepts, including short answer
and extended response items with
rubrics and
• allowing students to discuss
rubrics and self-score selected
items and
• providing opportunity to organize
information related to the unit
performance task and teacher-
developed rubric and
• observing and questioning and
• giving quizzes and tests, including
district Progress Monitoring
Assessments for Grades 3-5

16. Example of a Lesson for Grade 1
on Plant Parts Using the 5 E’s
• Developed during a coaching cycle at an elementary
school
• Based on benchmarks
– SC.1.L.14.2 Identify the major parts of plants, including stem,
roots, leaves, and flowers.
– SC.1.L.17.1 Through observation, recognize that all plants and
animals, including humans, need the basic necessities of air,
water, food, and space.
– SC.1.N.1.2 Using the five senses as tools, make careful
observations, describe objects in terms of number, shape,
texture, size, weight, color, and motion and compare their
observations with others.
• Illustrates the flow of the 5 E’s through a concept (parts
of a plant)

17. Engage
• Observe two different plants and record how they are
alike and different.
or
• Go outside to a preselected area and dig up a few small
plants to compare when back in the classroom.
or
• Go outside for a scavenger hunt to record different kinds
of plants on the school grounds.
or
• Sort premade picture cards of parts of plants.
Listen and look for evidence of students’ prior knowledge
about plant parts.

18. Explore
Students planted bean seeds in clear plastic cups a
week ago. Seeds were placed in the soil to be clearly
visible through the sides of the cups.
• Use hand lens to observe roots. Measure and record
length of roots. Draw sprouted seed and label roots.
Write about changes in the seed. Predict changes.
and
• Observe and compare roots of different kinds of
plants, including those we eat (carrots, turnips,
radishes). Draw and write about these roots.
Look at what students recorded to assess their ability
to observe and compare differences in plant roots.

19. Explain
• Students use their drawings and writing to explain their
observations about plants.
and
• Teacher asks probing questions and notes
misconceptions that students have about plants, their
roots, and what roots do to help plants meet their basic
needs.
and
• Teacher reads an appropriate text selection to make
connections to the concept explored (roots of plants),
clarifying vocabulary.
Assess understanding of plant roots with a new labeled
drawing.

20. Extend
Enrichment
• Teacher provides materials and resources to
help students ask a new testable question,
control variables, and collect data during the new
investigation.
Remediation in small group
• Teacher guides students in examining plants for
different kinds of roots and discusses how roots
are alike and differ and what roots do for plants.

21. Evaluate
Teacher have been informally assessing each day by
– listening to and observing students as they work,
– reviewing students’ notebooks for understanding, and
– questioning and redirecting student thinking about
plants.
Students use their observations and data about plants and
roots to answer their own questions and often pose
additional questions.
and
Teacher assesses formally by
– reviewing students’ notebooks for understanding of
the roots of plants, and
– evaluating student work on the plant parts
performance task.

22. The 5 E’s Instructional ModelThe 5 E’s Instructional Model

23. For more science instruction
information, go to…
• DCPS Science Department
• Riverdeep Learning Village
• FCAT Homepage
• FCAT for Educators
• FCR-STEM
• CPALMS