The 5 E's model is an instructional model developed in 1987 by the Biological Science Curriculum Study to provide a framework for lesson planning. The 5 E's stand for Engage, Explore, Explain, Elaborate, and Evaluate. According to the model, lessons should engage students, allow them to explore concepts hands-on, explain their understanding, elaborate on their knowledge, and evaluate what was learned. One advantage is that students construct their own understanding before formal instruction, rather than passively receiving information from the teacher.

1. 5 E’S MODEL
BY: CAMILLE KAYE RAMIRO BSED-MATH 3
APRIL JOYCE C. TRINIDAD BSED MATH 3

2. THE 5 E'S MODEL
•Which was developed in 1987
by a team from BIOLOGICAL
SCIENCE CURRICULUM
STUDY (BSCS)

3. • According to BSCS, educators can apply the 5’s at
various levels of planning, including a year long
program, a unit or within lessons. One advantage of
this approach is the opportunity students have for
constructing their own understanding of a new
concept through the engage and explore phases,
rather than beginning learning with teacher’s
explanatin

4. ENGAGE
EXPLORE
EXPLAIN
ELLABORATE
EVALUATE
5’S LESSON

5. ENGAGE
• IN THIS PHASE, TEACHERS PROVIDE A
QUESTION , OBJECT OR SITUATION THAT
FOCUSES STUDENTS ATTENTION AND
HELPS THEM ACTIVATE PRIOR
KNOWLEDGE.

6. EXPLORE
• STUDENTS REALLY DIG INTO A TASK IN THIS PHASE. ONE
GOAL OF THE EXPLORE PHASE IS FOR STUF=DENTS TO
HAVE A SHARED EXPERIENCE THAT BOTH THEY AND
TEACHERS CAN DRAW ON LATER WHEN EXPLAINING A
NEX=W CONCEPT OR SKILL

7. EXPLAIN
• ITS TEMPTING TO THINK THAT THIS IS THE
PART OF THE LESSON OR UNIT WHEN THE
TEACHER EXPALINS THE CONCEPT OR SKILL.
HOWEVER , BSCS EMPHASIZES THAT ITS
ACTUALLY THE STUDENTS WHO SHOULD
EXPLAIN WHAT THEY OBSERVED OR
LEARNED, WHILE THE TEACHER SUPPORT
THEM WITH FORMAL LANGUAGE AS NEEDED.

8. ELABORATE
• THE ELABORATE PHASE GIVES STUDENTS A CHANCE TO EXTEND THEIR
THINKING AND TRANSFER THEIR DEVELOPING KNOWLEDGE TO NEW
SITUATIONS. THIS IS AN OPPORTUNITY FOR STUDENTS TO WORK OUT
MISCONCEPTIONS, OFTEN THROUGH COLLABORATION WHEN IN A FACE
TO FACE SETTING. DURING DISTANCE LEARNING, OUR TEACHERS HAVE
PROVIDED OPPORTUNITIES FOR COLLABORATION SYNCHRONOUSLY
THROUGH ZOOM AND ASYNCHRONOUSLY THROUGH DESMOS

9. EVALUATE
• IN THE FINAL PHASE BOTH STUDENTS
AND TEACHER ASSESS STUDENTS
LEARNING. FORMATIVE ASSESSMENT
SHOULD . OF COURSE, HAPPEN
THROUGHOUT EACH PHASE, BUT
SUMMATIVE ASSESSMENT IS
INCORPORATED HERE AT THE END OF