Using the 5Es Model to support Elementary Science Instruction

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Using the 5Es Model to support Elementary Science
Instruction
New Science Standards- Duval County, May 21, 2008
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Session Goals

• What does instruction that builds scientific
  proficiency look and feel like?
• How do educators build student conceptual
  knowledge and skills that enable students to
  successfully complete tasks that require higher
  levels of cognitive complexity?
• What strategies can teachers use to differentiate
  instruction in math and science that allow the
  knowledge and skills of all students to grow?

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• ?

Where do we begin?
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Grade 3 Physical Science

• New Benchmark SC.3.P.9.1
• Describe the changes water undergoes when it
  changes state through heating and cooling by
  using familiar scientific terms such as melting,
  freezing, boiling, evaporation, and condensation.

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5Es Instructional Model
Extend
Extend
Developed by Rodger Bybee
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Engage

• Provide an open-ended question, problem-based
  scenario
• Check for background knowledge

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What is water?
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Group Carousel Activity
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Engage

• What is water?
• Where is water found?
• Is this water? How do you know?
• Think of a time when you noticed water changing.
  What happened?

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Engage
Student Work What is water?
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Student Work What is water?

• Water is a type of liquid that is good for the
  body and quenches thirst. Water molicules move
  around. Water takes shape of things. (Kiara)
• Water is a liquid that is pre (pure), good for
  you, quenches your thirst has nothing in it and
  takes up 75 of the world. (Davis)
• Water is a type/form of liquid out of all the
  forms of matter. (Zach)

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Student Work What is water?

• I was thinking what Kiara said becouse thats
  the only defination of water I know. (Gracie)
• It also helps take out germs in our body when we
  use the bathroom. (Jill)
• Will water is like a liquid and you can look
  clear thougth it and you drink it too. (Tatiana)

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Student Work Where is water found?
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Student Work Where is water found?

• Water is found in marshy, swampy, places and
  wetlands, underground, example The Everglades
  (Kiara)
• In Hot tubs and water fountains, gizer (Davis)
• Swamps, wetlands, sometimes inside
  percipitation (Zach)

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Student Work Where is water found?

• In lakes, rivers, oceans, and ponds. Under ground
  there found wells, toilets also fish tanks.
  (Gracie)
• Springs, rain (Jill)
• Toilats, pools (Tatiana)

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Student Work Is this water? How do you
know?
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Student Work Is this water? How do you
know?

• Yes, it is water because even in black and white
  the water is still see through like Zach said.
  (Kiara)
• Yes, because its a liquid that you see through
  and it dosent have any bubble and its clear
  just like water. (Davis)
• Yes, because it is see-through. (Zach)

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Student Work Is this water? How do you
know?

• Yes, because you can see trough it. While it is
  being poured and becouse when you pour water
  bubbles form. (Gracie)
• It is water because when pouring water only
  where the water lands on has bubbles and the
  bubble fade away. (Jill)
• Well you can tell it water because its clear
  and its a liquid too that is how you can tell
  its water. (Tatiana)

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Student Work Is this water? How do you
know?
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Student Work Is this water? How do you
know?

• Yes, because ice basicly frozen water, like
  Davis siad. But it dosent frezee right
  away.(Kiara)
• Yes, because ice is just frozen water. (Davis)
• Yes, because ice is related to water. (Zach)

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Student Work Is this water? How do you
know?

• Ice is frozen water and thats Ice. But Ill go
  with yes it is water." Gracie)
• Yes, it is water because ice is made out of
  water. And when ice melts its water. (Jill)
• Will I can see its in a cup and its liquid and
  so yes it is frozon water. (Tatiana)

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Student Work Is this water? How do you
know?
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Student Work Is this water? How do you
know?

• No, it is tea because water dosent have a tag
  hanging out to make it taste sweeter. (Kiara)
• Well, its not water its tea a liquid like
  water but not water its brown has surger like
  water. (Davis)
• No, because water does not have the sugar
  container hanging from it. (Zach)

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Student Work Is this water? How do you
know?

• No, becouse you dont normaly put water in fancy
  cups becouse water only steams if its hot and you
  dont drink hot water." Gracie)
• I agree with Kiara because when my mom drinks
  tea it has a tag hanging out. (Jill)
• Will No, because its in a cup and it has a tag
  to it. (Tatiana)

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Student Work Think of a time when you noticed
water changing. What happened?
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Student Work Think of a time when you noticed
water changing. What happened?

• Once I left a bucket of water outside and 2 days
  later the water was gone. (Gracie)
• One time I left a bottle in a bag in a closet.
  After a few days when I noticed the bag the water
  bottle had dust bunnies in the water. (Jill)
• Will when its like winter and a lake is turning
  to
• -10 and will its going to ice. (Tatiana)

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Student Work Think of a time when you noticed
water changing. What happened?

• This morning I noticed my fishs fish tank had
  less water. I think that the water evorited
  (evaporated). (Kiara)
• Well, I live on a river and the water level is
  alwys changing (LowTide HighTide) Thats called
  evaperation. (Davis)
• I saw water changing at one time when I was in
  Moms car. She driving, when I saw a lake
  actually evaporating. (Zach)

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Well, I live on a river and the water
level is alwys changing theres LowTide,
HighTide, Thats called evaperation. (Davis)
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Well, I live on a river and the water level
is alwys changing (LowTide HighTide) Thats
called evaperation. (Davis)

• How do you address Naïve Conceptions?

-Provide opportunities which cause students to
question their current thinking?

• Dissatisfaction

-Multiple experiences provide opportunities which
cause students to begin to understand a new way
of thinking about the problem.

• Understanding

• Plausible

-My experiences give the new idea credibility.

• Fruitful

-My experiences now make me prefer the new idea
instead of my previous idea.
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Explore
Provide opportunities which cause students to
question their current thinking?
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Is there evidence that the water is changing?

Hey look! Somethings happening in the bottle.
(Gracie)
Multiple experiences provide opportunities which
cause students to begin to understand a new way
of thinking about the problem.
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Explain
By allowing students to record and explain their
Thinking by using qualitative and
quantitative data, critical thinking skills are
developed.
My experiences give the new idea credibility.
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Extend

• Use the knowledge gained and apply to a
• new situation.

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Design an investigation

• Can you design a way to catch the water
  vapor?

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Student Designed Investigations

• 3rd Grade Student Thinking

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Evaluate
What should be assessed?

• Design of investigations to test questions?
• Use of tools and materials
• Descriptions of observations and evidence,
  including notes, diagrams, and labels
• Representations of data (i.e., charts, graphs)
• Use of data in explanationsHow do I know?
• Logical thinking in explanations

My experiences now make me prefer the new idea
instead of my previous idea.
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Evaluate
How do we assess?

• Pretests and posttests
• Listening to students
• Science journals or notebooks
• Performance tasks or projects, including research
  reports
• Short and extended response questions
• Quizzes

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Self-Reflection

• Are the teachers at my school providing
  opportunities for
• science inquiry?
• Are my students capable of designing an
  investigation?
• Are the students at my school collecting data
  in a variety of
• ways?
• Are the students at my school able to
  communicate their
• data to others in a meaningful way?