The 5E model is an inquiry-based teaching model that engages students in five phases of learning: engage, explore, explain, elaborate, and evaluate. In the engage phase, teachers use activities to pique students' curiosity and get them thinking about the topic. The explore phase involves hands-on activities for students to investigate. In explain, teachers provide direct instruction and address misconceptions. Elaborate has students apply their understanding. Finally, evaluate assesses student comprehension. The document provides examples of techniques and questions to use within each phase of the 5E model to actively involve students and support constructivist learning.

1. 5E Model Teaching
&Lesson plan
CONSTRUCTIVIST APPROACH TO LEARNING
BY: Dr. Rakhi Chitnis
SSRVM,Indore

3. Does the current incarnation actually work to support the NGSS (Next
Generation Science Standards) and deepen STEM (science, technology,
engineering and math) learning in our students?
However, it’s important to pose the question:
According to constructivist learning theory, knowledge is
constructed as students integrate new information with their
pre-existing knowledge base.

4. Effective learning cycles involve three key elements:
Term introduction
Exploration
Concept application
The findings of Atkin and Karplus directly informed the creation of the 5E
Model, which focuses on allowing students to understand a concept over
time through a series of established steps, or phases.
These phases include:
Engage, Explore, Explain, Elaborate, and Evaluate.
Research suggests that there is a set order of events that
facilitates learning, known as a learning cycle.

5. WHY USE THE 5E MODEL?
TRADITIONAL METHODS OF INSTRUCTION 5E MODEL FOR SCIENCE INSTRUCTION
In the traditional method, students
are passive recipients of information
delivered by their teachers.
The 5E Model of Instruction is an
inquiry-based model, where students
are active participants.
The teacher is the center of the lesson. It is student-led, with the teacher
acting mainly as the facilitator.
Students learn through the textbook, read
the passage, and answer questions.
Through open-ended questions, real-
life experiences, guided investigations,
hands-on projects and research
They are unable to understand the many
facts of the topic .
students gain a deep understanding of
the scientific topics that are covered in
the unit.
The student is largely responsible for their own learning in an inquiry-based
model of instruction.

6. 5E Involves
E-Explore
E-Engage
E-Explain
E-Elaborate
E-Evaluate
What are the 5Es?

7. This phase of the 5 E's starts the process.
• An "engage" activity should do the following:
• Make connections between past and present learning experiences.
• Anticipate activities and focus students' thinking on the learning outcomes of
current activities.
• Students should become mentally engaged in the concept, process, or skill to be
learned.
E-ENGAGE

8. TYPES OF ACTIVITIES THAT ENGAGE STUDENTS
• SHOW A SHORT VIDEO CLIP OF THE
TOPIC
This should not define the topic or vocabulary, but it should
generate high interest.
• CREATE A POLL AND GRAPH
STUDENT RESPONSES IN REAL
TIME
Catch student interest (using video, pictures, question), and then
have them answer their question using Google Forms or some
other survey tool. Create a bar graph from the data
• VISIT A WEBCAM This is especially useful when the teacher is introducing a
topic in life science, as there are numerous web cameras
on bird nests, zoo enclosures, and wildlife refuges.
• USE AN ONLINE CONCEPT
MAPPING TOOL
Mindmeister is a great website where students can create a
digital concept map. Link concepts that are related, and create
new branches easily. Alternatively, groups of students can
create a concept map on paper

9. TYPES OF QUESTIONS THAT ENGAGE
STUDENTS
•Some questions that engage the student may be:
•What are your experiences with ________________?
•What do you know about ___________________?
•What do you not yet know about ________________?
•What have you heard about _______________ that you are not sure is true?
•What would you like to learn about ______________?
•What sort of investigation would you need to do in order to find out about
____________?
•Why do you think ________________ happened?

10. • The purpose for the EXPLORE stage is to get students involved in the
topic
• providing them with a chance to build their own understanding.
• In the EXPLORATION stage the students have the opportunity to get
directly involved with phenomena and materials.
• As they work together in teams, students build a set of common
experiences which prompts sharing and communicating.
EXPLORATION

11. TYPES OF ACTIVITIES THAT ENCOURAGE STUDENT
EXPLORATION
• LABORATORY INVESTIGATION
Pose a simple question and offer a range of materials that
students can use to investigate the problem.
• CREATING A MODEL
Have the students create a 2-D or 3-D diagram or model of
what they know without defining key terms. The teacher asks
open-ended questions, helping students to consider different
aspects of the model they are creating.
• OBSERVATION STATION
Students observe a set of objects or a demonstration of
the topic. The teacher asks carefully constructs questions
to lead them through the observation
• SOLVING A PROBLEM
Describe a real-world problem within the topic the teacher
is introducing. Students will consider what they know
about the topic and come up with a solution to the
problem.

12. In the exploration phase, the teacher is asking broad, open-ended questions. They are somewhat more
direct than the engage questions. Examples of open-ended questions are:
•What if ______________ ?
•Have you considered what might happen when you ____________________ ?
•Why do you suppose _____?
•What might you do to find the answer to ____________________________ ?
•Is there any information you do not yet have? Where could you find this information?
•What might happen if you __________________ ?
•Why did you decide to _____________________ ?
•What patterns did you notice?
TYPES OF QUESTIONS THAT ENCOURAGE STUDENT
EXPLORATION

13. E-EXPLAIN
• This is the phase where direct instruction takes place and misconceptions
are explicitly addressed.
• Students learn to describe their observations and interpret what they
are seeing.
• They offer their own rationale for their conclusions.
• The teacher helps students to develop their higher-order thinking skills, as
they learn to analyze and interpret data, as well as support and justify their
conclusions.
• The teacher provides, either directly or through written sources, the
information necessary for students to understand the topic.

14. TYPES OF ACTIVITIES THAT LEAD STUDENTS THROUGH THE
EXPLANATION PHASE
• ORAL OR VIDEO PRESENTATION Students put together an oral or video presentation. In the
presentation, students present their analyses and
conclusions, supporting their ideas with evidence
• REPORT
Students write a report. Combining their experiences with
what they have learned in this phase
• READ AN INFORMATIONAL TEXT
The teacher provides sources for students to read.
Students may read selections from a textbook, web page, or
article.
• CONCEPT MAP
Students revisit the concept map from the Engagement
phase and add to it, change it, and make new connections.

15. TYPES OF QUESTIONS FOR THE EXPLANATION
PHASE
These questions are along the lines of:
•What patterns did you notice?
•Why do you think that ___________________
•What evidence do you have of this? Can you think what else might have caused it to
happen?
•Why do you think ____________?
•What did you expect to find? Why? Why do you think your observations were different
from your expectations?
•How can you explain _________________ ? Do you think that there might be another
explanation for it?

16. E-ELABORATE
• This phase Provide students the opportunity to extend what
they know.
• This allows students to organize and reinforce what they have
learned.
• students develop deeper and broader understanding, more
information, and adequate skills.
• Students apply their understanding of the concept by conducting
additional activities.

17. TYPES OF ACTIVITIES THAT LEAD STUDENTS IN EXTENDING THE TOPIC
• CLASSIFY OBJECTS OR SITUATIONS
Students may classify objects or situations. Given what they have
learned, students will make connections between and organize objects
into groups or categories.
• CONDUCT A DESCRIPTIVE
INVESTIGATION
The teacher gives the students a research question. Groups of
students come up with procedures for and carry out the investigation.
• REVISIT PREVIOUS
INVESTIGATIONS
They then conduct the investigation, analyze data, and draw
conclusions using their newly acquired scientific knowledge and
vocabulary.
• SOLVE REAL -WORLD PROBLEMS
Students can design a solution or investigation into that topic. Using
what they have learned in the Explain phase, students apply this
knowledge to explaining the problem and finding a solution.

18. TYPES OF QUESTIONS CAN BE ASKED
•What do you already know about _____________ ? How do you think this can be applied to
_____________?
•What would happen if ________________________ ?
•Why do you think that ___________________ ? What evidence do you have of this? Can you think
what else might have caused it to happen?
•What are the similarities between _________________ and _________________? Why do you think
this is?
•What are the differences between _________________ and _________________? Why do you
think this is?
•How can you explain _________________ ? Do you think that there might be another explanation for
it?
•Where can we use this concept in real life?
EXTENSION IS CONTENT “CEMENT”

19. E-EVALUATE
• Self-evaluation is an important piece of their total assessment.
• The evaluation phase encourages students to assess their understanding and abilities and provides
opportunities for teachers to evaluate student progress toward achieving the educational objectives.
• This is the time to find out if there may be concepts that need firming up or need to be
revisited.
• The teacher-led evaluation may be done formally or informally. Informal assessment has been
done.
• Formal assessment can be done using alternative strategies or using a formal summative
assessment. Worksheets, quizzes, and unit tests can be given during this phase.

20. • SELF-ASSESSMENT TOOL WITH A
RUBRIC
TYPES OF ACTIVITIES FOR EVALUATING STUDENT
The student can evaluate his or her learning using a self-
assessment tool. This might be a demonstration, essay
question(s), or other open-ended question.
.
• GRAPHIC ORGANIZER
The student can use a graphic organizer to present the
information he or she learned. This can be in the form of a
drawing, diagram, map, graph, flow chart, or concept chart.
• CONSTRUCT A MODEL Students can construct a three dimensional model of the
topic. This can be a scale model or diorama. Each part will be
labeled.
• ASK NEXT STEP QUESTIONS
Students ask the “next steps” question. They identify the topic
that would logically flow from this one. They then design an
investigation and/or experiment to study this topic and find
answers.

21. TYPES OF QUESTIONS FOR THE EVALUATION
PHASE
•List four things you know about ________________________.
•Something I would like to know more about is ________________________.
•Why does ________________________ happen?
•What are the similarities between _________________ and _________________? Why is this?
•What are the differences between _________________ and _________________? Why is this?
•Explain _________________ .
•Define __________________.
•Why do you think __________________? What evidence do you have?
•How would you solve this __________________ real-world problem?

22. Summary of the 5E Activities

23. 5E Activities

24. How to Use the 5E Model With Blended Learning
5E Technology Connection
ENGAGE
Activities that capture the students’ attention,
stimulate their thinking, and help them access
prior knowledge.
Problem-based Learning (PBL) component or
Online Simulation
_ Collaborative Projects with Google Apps
_ Concept map creation
_Milanote Storyboarding Tool
_ Create interactive web sites that others can
connect and interact with.
_ Create video/audio explorations of a topic,
responding to questions.
EXPLORE
Enable students to explore their ideas, singly and
in groups, in classroom or at a distance.
Video
_ Blog or Google Sites
_ Podcast/Vodcast
_ Data collection (Google Form/Sheet)

25. 5E Technology Connection
EXPLAIN
Students acquire opportunities to
connect their previous experiences with
current learning and to make conceptual
sense of the main ideas of the topic
being studied.
Digital storytelling
_ Podcasting/Vidcasting
_ Presentation (Google Slides)
_ Blog or Google Sites
_ Collaborative Product Creation
ELABORATE
Students apply or extend previously
introduced concepts and experiences to
new situations. Students apply their
knowledge to real world applications.
Forum (Google Classroom)
_ Product creation
_ Virtual field trip
_ Ask an Expert video chat
EVALUATE
Students, with their teachers, review and
assess what they have learned and how
they have learned it. Students can be
given a summative assessment to
demonstrate what they know and can do.
Video feedback on product
_ OneNote notebook with feedback

26. Teacher's Role and Actions in the 5E Teaching Model
"5E"s Consistent with Model Inconsistent with Model
Engage • Creates curiosity
• Raises questions
• Elicits responses that
uncover what the students
know or think about the
concepts
• Explains concepts
prematurely
• Provides definitions and
answers
• States conclusions
Explore • Encourages students to
work together without
direct instruction
• Observes and listens to
students' interactions
• Asks probing questions
to redirect students'
investigations when
necessary
• Acts as consultant for
students
• Provides answers and
closure
• Lectures as a main
delivery
• Informs students about
mistakes
• Leads students step by
step to a solution
• Acts as the sole source of
information

27. "5E"s Consistent with Model Inconsistent with Model
Explain • Encourages students to explain
concepts and definitions in their
own words
• Asks for justification (evidence)
and clarification from students
• Formally provides definitions,
explanations, and new labels
• Uses students' previous
experiences as basis for explaining
concepts
• Neglects to solicit students'
explanations
• Accepts explanations that have
no justification
• Introduces unrelated concepts or
skills.
• "Plays around" with no goal in
mind
Elaborate • Expects students to use formal
labels, definitions, and
explanations provided previously •
Encourages students to apply or
extend concepts and skills in new
situations • Refers students to
existing data and evidence and
asks questions such as "What do
you already know? Why do you
think so?"
• Provides definitive answers
• Tells students that they are
wrong
• Lectures
• Leads students step by step to a
solution
• Explains how to work through
problems

28. "5E"s Consistent with Model Inconsistent with Model
Evaluate •Observes students as they apply
new concepts and skills
• Assesses students' knowledge
and skills
• Provides students with formative
feedback to enhance their thinking
or behaviors
• Allows students to assess their
own learning and group-process
skills
• Asks open-ended questions such
as "What do you know about x?
How would you explain x? Based
on what evidence?
Tests vocabulary words, terms, and
isolated facts
• Introduces new ideas or
concepts
• Creates ambiguity
• Promotes open-ended discussion
unrelated to concepts or skills •
Provides only summative feedback

29. Sample lesson plan in science VI with 5 E's
Objectives: • Describes the functions of the muscular
system
• Illustrates how muscles are connected to
the bones
• Explains/Demonstrates how muscles
cause body movements
Learning Content: The Muscle –Bone Connection
How Muscles Work
Process Skills: observing, inferring, demonstrating
Vocabulary: tendon, contract, relax

30. A. ENGAGE 1.Health Inspection
2. Review
Identify the kind of muscles.
B. EXPLORE
Pre-viewing Activity
Have the pupils bend their arms and feel the
tough tissue inside.
What do you call this tough tissue on your arm?
Sample lesson plan in science VI with 5 E's

31. B. EXPLORE Video viewing
Let the pupils view the video presentation.
http://www.youtube.com/watch?v=jxk5tFiGVSE
http://www.youtube.com/watch?v=T-ozRNVhGVg
http://www.youtube.com/watch?v=xnnBtQ6IfxY
C. EXPLAIN Discussion/Analysis
1.What is the first video about?
2.Why we can move our bodies?
3.How are muscles in our body arranged?
4.In the second video, what happens when one muscle
contract?
5.In the third video, what is the relation between muscles
and bones?
6. What word have you heard that shows relationship
between muscles and bones?
7. Have the pupils demonstrate some activities to show
that muscles and bones work in coordination with one
another (moving the legs, smiling, bending etc.)

32. ENRICHMENT: Draw the muscles in your arms showing the tendons and the biceps and triceps
muscles. Label them.
D. ELABORATE 5. Application
Fill in the blanks with the correct answer.
1. The ________________ connects the muscles to the bones.
2. Muscles work in __________________.
3. The pair of muscles in our arms are __________________ and
____________________.
4. When one muscle relaxes, the other muscle __________________.
5. The skeletal and muscular system _________________ each other to
enable the body to move.
6. The contraction and relaxation of muscles produce _________________.
E. EVALUATE Directions: Choose the letter of the correct answer.
1. What connects a muscle to a bone?
A. tendon B. ligaments C. cartilage
2. How do muscles work?
A. separate B. pairs C. whole
3. How do muscles and bones related to one another?
A. They work together at opposite direction.
B. They coordinate each other causing movements of the body.
C. They are separated by each other through cartilage.

33. Are the phases of 5E always linear?