PPT to help in understanding the new approach to understand science

3. Is is a
Fact or
Bluff ?
GAME:

4. FACT OR BLUFF
 Inquiry-based
learning involves
obtaining supporting
evidence to answer
the question(s).

5. FACT

6. FACT OR BLUFF
Teachers must always
apply the scientific
method in order to
make their lessons
inquiry –based.

8. FACT OR BLUFF
Inquiry is only for
high achieving
learners.

10. FACT OR BLUFF
As long as there are
hands –on activities
in a science class,
there is inquiry –
based learning.

12. FACT OR BLUFF
5E model follows the
natural way that we
solve problems in
everyday life.

13. FACT

14. INQUIRY-BASED LEARNING
APPROACH
 Is a significant approach in teaching especially in science
since it incorporates asking questions, exploration,
investigating and answering questions and active
engagement for student learning.
 Science process skills of students, such as inquiring,
investigating, formulating, evaluating , explanations based on
evidences, are being developed.
5E is an instructional model that helps learners to construct
and evaluate their newly build concepts through active,
collaborative, and inquiry-based learning.

15. VIDEO OF
DEMONSTRATION
LECTURE/ MODELLING
by
MR. JOEL B. JALON,
a resource speaker from De
La Salle Zobel School

16. INQUIRY –BASED LEARNING APPROACH
1. What are the phases of 5E instructional
model?
2. How do you differentiate one phase from
another?
3. In which part/s of the activities uses the 5E
model?
4. What types of teacher and students’
activities involve in each of its phase?
5. How activities should be avoided by
teachers in doing each phase of the 5E model
and how the teachers should do the activities?

17. LESSON PLAN # 1
TOPIC: Natural Resources
– Bricks from Clay
5E’s
Engage
Explore,
Explain,
Elaborate,
Evaluate

18. (ENGAGE)
 Review the expectations of working in the outdoor
classroom.
 Ask students what they already know about natural
resources. What are examples of things that come from the
earth? (Look for answers that include rocks or soil) Can they
think of any things that are made of rocks or soil?
(EXPLORE)
 Take whole class (or allow students to move about on their
own) to tour the outdoor classroom looking for things that
are made of rocks or soil.
 They should record their ideas in their journal as they go.

19. (EXPLAIN)
 Bring group back to central location and share some of
the things they thought were made out of rocks (i.e.
cement for sidewalks, bricks for buildings, soil for plants,
etc.)
 Fill in any gaps of understanding that students may have.
If they missed any good examples of rocks/soil being
used in the schoolyard, share these with them.
 Ask students if they know which kind of soil is best for
building/sculpting things (clay). Explain that the texture of
clay (sticky) makes it good for sculpting things, just like
the clay or Play-Doh. Tell them that they can probably
find clay in the soil on their playground because of where
they live (a place that was once under the ocean a long
time ago).
 Explain that clay is used to build bricks—pull up a picture
of a brick, or show students a real brick.

20. (ELABORATE)
 Take students to a place where clay soil can be dug up
(most open, grassy areas), and have each child take
one large handful back to a central location and place it
on a scrap piece of paper or paper plate.
 Ask one or two students to model how to form the clay
soil into a brick-like shape.
 Give students time to shape bricks using the clay that
they dug out of the ground. Bricks can be left in a sunny
place to dry

21. (EVALUATE)
• Ask students to write
about their bricks in their
journals. What natural
resource did they used to
make their bricks? How are
bricks used by humans?

22. LESSON PLAN # 2
TOPIC: SIMPLE CIRCUIT
5E ‘s
Engage
Explore,
Explain,
Elaborate,
Evaluate

23. (ENGAGE)
1.Read section of Dear Mr. Henshaw by
Beverly Cleary where Leigh Botts wants to
build a burglar alarm on his lunch box.
2.How do you think Leigh might be able to
build an alarm for his lunch box? ( He could
use wires and a bell. I think he would also
need a battery for power.)
3.Today we are going to continue our
investigation of electricity.

24. (EXPLORE)
4. I am going to distribute to you a package of materials; using the wire, light bulb,
and battery I want you to put them together to make the bulb light. As I am
distributing the materials, take out a piece of paper and draw a setup which you
think will light the bulb. This is the setup you will test when you get together with
your group. Be very specific with your drawing.
5. You may move into your group and share your diagram and ideas. After you have
discussed this, you may begin to construct you setups to test them.
6. Be sure to note on your paper whether your setup worked or not. If your group did
not have any working setups, continue to investigate and build one that does work.
Draw a diagram of the working model.
7. I will walk around at this time asking questions of the students.
8. Why did you decide to do it that way?
9. Why do think that works/ does not work?
10.Can you design another setup that is different and will still work?
11. Is there anything special that you should know about the light bulb to make it
light?

25. (EXPLAIN)
12.Have students share successes and failures by diagramming them on the
board.
13.See if other groups have setups that are not listed.
14.Have students explain why they work.
15.Discuss the similarities of each model that worked.
16.Introduce the term "circuit" and define as the pathway from the energy source
through the wire to the bulb and back to the battery.
17.Stress that it is a complete pathway without any breaks in it. Trace some of the
successful diagrams to emphasize this.
18.Identify this as a simple circuit and label the parts (energy source, pathway,
appliance).
19.Examine the diagrams of those that did not work and try to have the students
determine why they didn’t work. Ask questions as follows.
20.Is part of the circuit missing? (No)
21.Are they all connected? (Yes)
22.Then why isn’t the bulb lit? (It is not in the correct order.)
23.How can we fix that? (Take suggestions from students and try them.)
24.Let’s take a look inside a light bulb and see if we can understand this a little better.

26. (EXPLAIN)
25. Show transparency of light bulb paying particular attention to the filament.
26.Point out that the filament is connected at the bottom and the side,
therefore the wires must be touching those two areas. Why does the wire have
to touch these areas? (It has to touch here to form a complete circuit for the
energy to move through.)
27.Explain that a complete circuit that delivers energy to an appliance is called
a closed circuit; use the analogy of a closed circle or an athletic track.
28.What would happen if I erased part of this circle? (It would be incomplete and we
couldn’t travel all the way around it.)
29.Yes, the same thing would happen in an electrical circuit; the energy could not
reach the appliance.
30. This is called an open circuit.
31. To help you remember this you might think:
32. A Closed circuit is Complete. (Both start with C.)
33. An Open circuit is Incomplete. (Both start with a vowel.
34. Briefly tell them this is how a switch works, but we will study them later this week.
35. Show the students a flashlight, turning it off and on.
36. I am sure all of you have used a flashlight, but did you ever stop to think how it
works?

27. (ELABORATE)
37. I would like you to work with your group to
determine how it works and be able to explain it
using the terms we have just learned.
38. Distribute flashlights and allow groups to
investigate how it works.
39. Each group should select a spokesperson to
explain their group’s theory as to how the
flashlight works.
40. Identify groups with correct explanation.

28. (EVALUATE)
41. Distribute circuit worksheet and have
students complete independently.
42. Put students back into groups and
allow them to test the answers on
their worksheet using the materials.
43. Ask if there are any unclear areas or
questions which may have developed.

29. • The 5 E's is an instructional model based on
the constructivist approach to learning, which
says that learners build or construct new ideas on
top of their old ideas.
• Each of the 5 E's describes a phase of learning,
and each phase begins with the letter "E,
:Engage, Explore, Explain, Elaborate, and
Evaluate.
* The 5 E's allows students and teachers
to experience common activities, to use and build
on prior knowledge and experience, to construct
meaning, and to continually assess their
understanding of a concept.
KEY POINTS

30. 5E’s
* Engage: This phase of the 5 E's starts the process. An "engage“
activity should do the following:
a. Make connections between past and present learning experiences
b. 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.
* Explore: This phase of the 5 E's provides students with a common
base of experiences. They identify and develop concepts, processes,
and skills. During this phase, students actively explore their environment
or manipulate materials.
* Explain: This phase of the 5 E's helps students explain the concepts
they have been exploring. They have opportunities to verbalize their
conceptual or to demonstrate new skills or behaviors. This phase also
provides opportunities for teachers to introduce formal terms,definitions,
and explanations for concepts, processes, skills, or behaviors.

31. *Elaborate: This phase of the 5 E's extends
students' conceptual understanding and allows
them to practice skills and behaviors. Through
new experiences, the learners develop deeper
and broader understanding of major concepts,
obtain more information about areas of interest,
and refine their skills.
* Evaluate: This phase of the 5 E's encourages
learners to assess their understanding and
abilities and lets teachers evaluate students'
understanding of key concepts and skill
development.

32. • The 5 E's is an instructional model based on
the constructivist approach to learning, which
says that learners build or construct new ideas on
top of their old ideas.
• Each of the 5 E's describes a phase of learning,
and each phase begins with the letter "E„
:Engage, Explore, Explain, Elaborate, and
Evaluate. The 5 E's allows students and teachers
to experience common activities, to use and build
on prior knowledge and experience, to construct
meaning, and to continually assess their
understanding of a concept.

33. Reflection Questions:
1.What are your realizations about the Inquiry
–Based Learning Approach and the 5E
instructional model?
2.What new things did you learn?
3. Are you going to apply the learnings you
had learn today in teaching Science subject
?Why or Why not?

34. THANK YOU!!!