School Improvement in Maryland
Science
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TEACHER DEVELOPED 5E MODEL FOR SCIENCE LESSONS
 
 PARTS OF A MODEL
 DESCRIPTION OF ACTIVITY
OUTCOME
CLG
State Curriculum
I. EngagementThe activities in this section capture the student's attention, stimulate their thinking, and help them access prior knowledge. Students are challenged to find a way to improve the health of a small cove on the Chesapeake Bay. They will propose a practical solution, which will subsequently be carried out.   1.1.1
3.6.1
1.6.C2
IIA. Exploration:In this section, students are given time to think, plan, investigation, and organize collected information. Students explore how water quality is determined. They read for information to perform an investigation and determine water quality in the field using several parameters. Data collection 1.3.1
3.5.1
1.6.A1
1.6.A4
6.6.B1
IIIA. Explanation:Students are now involved in an analysis of their exploration. Their understanding is clarified and modified because of reflective activities. Students analyze the results and draw conclusions as to water quality at the field site. They discuss the relationship of abiotic factors to the health of an aquatic ecosystem, They reflect on causes and effects of their findings in their lab journal. Data analysis
Written conclusion
1.4.2
1.4.7
3.5.1
1.6.A6
1.6.A7
6.6B1
3.6E2
IIB. ExplorationIn this section, students are given time to think, plan, investigate, and organize collected information. Students use an aerial map and direct observations to construct a map showing the location of vegetation in and around the cove. Map of field site 1.5.4
3.5.1
1.6D2d
1.6.A5
IIIB. Explanation:Students are now involved in an analysis of their exploration. Their understanding is clarified and modified because of reflective activities. Students use the constructed model to relate distribution on organisms to observed physical characteristics of the cove. Analysis of map 1.5.4
3.5.1
1.6.A6
3.6.E2
IIC. Exploration:In this section, students are given time to think, plan, investigate, and organize collected information. Students conduct a survey of SAV and fish. Species of SAV and fish are collected and identified using field guides. Students read to be informed concerning characteristics and requirements of these organisms. List of identified species with descriptions 1.5.7
1.5.6
3.5.2
1.6.A1d
1.6.B2c
IIIC. Explanation:Students are now involved in an analysis of their exploration. Their understanding is clarified and modified because of reflective activities. Students discuss in groups the numbers and types of SAV and fish identified. They relate these findings and diversity to the general health of the area. Written summary in lab journal 1.5.9
3.5.2
1.6.A9
6.6B1
IID. ExplanationIn this section, students are given time to think, plan, investigate, and organize collected information. Students research the interactions of the parameters using the soil survey. Use of resource to find information 1.56
3.51
3.5.2
1.6.B2c
3.6.E2
6.6.B1
IIID. Explanation:Students are now involved in an analysis of their explorations. Their understanding is clarified and modified because of reflective activities. Students write conclusions about the connections between water quality, types of organisms present, and other physical parameters identifying any environmental problems present in the cove. Written conclusion showing synthesis of information 1.5.9
3.5.1
3.5.2
3.5.3
1.6.C1
1.6.C2
6.6B
IV. Extension:This section gives students the opportunity to expand and solidify their understanding of the concept and/or apply it to a real world situation. Student groups discuss and propose an activity that could improve the health of this site. They do a cost analysis and write a grant to provide materials for the proposed activity. Students carry our proposed activity. Cost analysis and written grant 1.1.2
3.6.1
1.6.B4
1.6.A9
6.6.B2
V. Evaluation:Evaluation occurs throughout the lesson. Scoring tools developed by teachers and students target what students must know & do. Consistent use of scoring tools improves learning. Teachers and students use lab report rubric to evaluate quality of lab reports. A BCR is evaluated relating the exploratory activities to the health of the field site. Teachers and students evaluate outcome of extension activity. *Lab reports
*Evaluation with a BCR
*Extension activities
All of CLG's listed above 6.6B

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