Using the 5Es Model to support Elementary

Science Instruction

New Science Standards- Duval County, May 21, 2008

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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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.

ExtendExtend

Developed by Rodger Bybee

5Es Instructional Model

Provide an open-ended question, problem-based scenario

Check for background knowledge

What is water?

Group Carousel Activity

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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Student Work: What is water?

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)

Student Work: What is water?

“I was thinking what Kiara said becouse that’s 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)

Student Work: Where is water found?

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)

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)

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

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 it’s a liquid that you see through and it dosen’t have any bubble and it’s clear just like water.” (Davis)

“Yes, because it is “see-through.” (Zach)

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 it’s clear and it’s a liquid too that is how you can tell it’s water.” (Tatiana)

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

“Yes, because ice basicly frozen water, like Davis siad. But it dose’nt frezee right away.”(Kiara)

“Yes, because ice is just frozen water.” (Davis)

“Yes, because ice is related to water.” (Zach)

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

“Ice is frozen water and that’s Ice. But I’ll 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 it’s in a cup and it’s liquid and so yes it is frozon water.” (Tatiana)

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

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

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

“No, it is tea because water dose’nt have a tag hanging out to make it taste sweeter.” (Kiara)

“Well, it’s not water it’s tea a liquid like water but not water it’s brown has surger like water.” (Davis)

“No, because water does not have the “sugar container” hanging from it.” (Zach)

“No, becouse you don’t normaly put water in fancy cups becouse water only steams if its hot and you don’t drink hot water." Gracie)

“I agree with Kiara because when my mom drinks tea it has a tag hanging out.” (Jill)

“Will No, because it’s in a cup and it has a tag to it.” (Tatiana)

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

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

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 it’s like winter and a lake is turning to -10 and will it’s going to ice.” (Tatiana)

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

“This morning I noticed my fish’s 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) That’s called evaperation.” (Davis)

“I saw water “changing” at one time when I was in Mom’s car. She driving, when I saw a lake actually evaporating.” (Zach)

“Well, I live on a river and the water level is alwys

changing there’s LowTide, HighTide, That’s called

evaperation.” (Davis)

“Well, I live on a river and the water level is alwys changing (LowTide HighTide) That’s called

evaperation.” (Davis) How do you address Naïve Conceptions?

• Dissatisfaction

• Understanding

• Plausible

• Fruitful

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

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

-My experiences give the new idea credibility.

-My experiences now make me prefer the new idea instead of my previous idea.

Provide opportunities which cause students to question their current thinking?

Is there evidence that the water is changing?

“Hey look! Something’s

happening in the bottle.” (Gracie)

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

By allowing students to record and explain their Thinking by using qualitative and quantitativedata, critical thinking skills are developed.

My experiences give the new idea credibility.

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

Design an investigation

Can you design a way to catch the water vapor?

Student Designed Investigations:

3rd Grade Student Thinking

What should be assessed?Design of investigations to test questions?Use of tools and materialsDescriptions of observations and evidence,

including notes, diagrams, and labelsRepresentations of data (i.e., charts, graphs)Use of data in explanations—”How do I know?”Logical thinking in explanations

My experiences now make me prefer the new idea instead of my previous idea.

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

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?