The 5E Model of Teaching Grade K - The Sherman School

The 5E Model of Teaching Grade K

"5E's" Engage Explore

Explain

Elaborate

Evaluate

Students' Role and Actions in the 5E Model

Consistent with Model

Inconsistent with Model

Asks question such as "why did this happen? What do I already know about this?"

Shows interest in the topic

Asks for the "right" answer Offers the "right" answer Insists on answers or explanations Seeks on solution

Thinks freely but within limits of the activity

Tests predictions and hypotheses Forms new predictions and hypotheses Tries alternatives and discusses them

with others Records observations and ideas Suspends judgement

Passive involvement Works quietly with little or no interaction

with others "Plays around" indiscriminately with no

goal in mind Stops with one solution

Explains possible solutions or answers to others

Listens critically to others' explanations Questions others' explanations Listens to and tries to comprehend

explanations offered by teacher Refers to previous activities Uses recorded observations in

explanations

Proposes explanations from "thin air", with no relationship to previous experiences

Brings up irrelevant experiences and examples

Accepts explanations without justification Does not attend to other plausible

explanations

Applies new labels, definitions, explanations and skills in a new but similar situation

Uses previous information to ask questions, propose solutions, make decisions and design experiments

Draws reasonable conclusions from evidence

Records observations and explanations Checks for understanding among peers

"Plays around" with no goal in mind Ignores previous information or evidence Draws conclusions from "thin air" In discussion, uses only labels provided

by teacher

Answers openended questions by using observations, evidence, and previously accepted explanations

Demonstrates understanding or knowledge of concept or skill

Evaluates his or her own progress and knowledge

Asks related questions that would encourage future investigations

Draws conclusions without using evidence or previously accepted explanation

Offers only "yes" or "no" answers and memorized definitions or explanations as answers

Fails to express satisfactory explanations in his or her own words

Introduces new, irrelevant topics

Copyright ? 2005 by the Connecticut State Department of Education in the name of the Secretary of the State of Connecticut

THE STANDARDS FOR SCIENTIFIC INQUIRY, LITERACY AND NUMERACY ARE INTEGRAL PARTS OF THE CONTENT STANDARDS FOR EACH GRADE LEVEL IN THIS CLUSTER.

Grades PreK-2 Core Scientific Inquiry, Literacy and Numeracy How is scientific knowledge created and communicated?

Content Standards

Expected Performances

SCIENTIFIC INQUIRY

? Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.

A INQ.1 Make observations and ask questions about objects, organisms and the environment.

A INQ.2 Use senses and simple measuring tools to collect data.

A INQ.3 Make predictions based on observed patterns.

SCIENTIFIC LITERACY

A INQ.4 Read, write, listen and speak about observations of the natural world.

? Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science.

A INQ.5 Seek information in books, magazines and pictures.

A INQ.6 Present information in words and drawings.

SCIENTIFIC NUMERACY

? Mathematics provides useful tools for the description, analysis and presentation of scientific data and ideas.

A INQ.7 A INQ.8 A INQ.9

Use standard tools to measure and describe physical properties such as weight, length and temperature.

Use nonstandard measures to estimate and compare the sizes of objects.

Count, order and sort objects by their properties.

A INQ.10 Represent information in bar graphs.

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PreK-Kindergarten

Core Themes, Content Standards and Expected Performances

Content Standards

Expected Performances

Properties of Matter ? How does the structure of A 1. Use the senses and simple measuring tools, such as

matter affect the properties and uses of materials?

rulers and equal-arm balances, to observe common

K.1 - Objects have properties that can be observed and used to describe similarities and

objects and sort them into groups based on size, weight, shape or color.

differences.

A 2. Sort objects made of materials such as wood, paper

? Some properties can be observed with the senses, and others can be discovered by using simple tools or tests.

and metal into groups based on properties such as flexibility, attraction to magnets, and whether they float or sink in water.

A 3. Count objects in a group and use mathematical

terms to describe quantitative relationships such as:

same as, more than, less than, equal, etc.

Heredity and Evolution ? What processes are

A 4. Describe the similarities and differences in the

responsible for life's unity and diversity?

appearance and behaviors of plants, birds, fish,

K.2 - Many different kinds of living things

insects and mammals (including humans).

inhabit the Earth.

A 5. Describe the similarities and differences in the

? Living things have certain characteristics that distinguish them from nonliving things,

appearance and behaviors of adults and their offspring.

including growth, movement, reproduction A 6. Describe characteristics that distinguish living from

and response to stimuli.

nonliving things.

Energy in the Earth's Systems ? How do external and internal sources of energy affect the Earth's systems?

K.3 - Weather conditions vary daily and seasonally.

? Daily and seasonal weather conditions affect what we do, what we wear and how we feel.

A 7. Describe and record daily weather conditions.

A 8. Relate seasonal weather patterns to appropriate choices of clothing and activities.

Science and Technology in Society ? How do science and technology affect the quality of our lives?

K.4 - Some objects are natural, while others have been designed and made by people to improve the quality of life.

? Humans select both natural and man-made materials to build shelters based on local climate conditions, properties of the materials and their availability in the environment.

A 9. Describe the types of materials used by people to build houses, and the properties that make the materials useful.

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Grade K

Physical Science

Properties of Matter Senses

Content Standard

The student will know the five senses and use them to recognize that objects have properties that can be

observed.

Focus Questions:

How do people learn about the world around them? What are the five senses? What body parts correspond with the each of the senses? What are the tools used to measure common objects? How are these tools used to observe characteristics of common objects?

Essential Understandings:

We have five main senses. We use our eyes to see, skin to touch, ears to hear, tongue to taste, and nose to smell. Senses help us to learn about the world around us. Our senses help to keep us safe. Tools have been developed to help our senses. Objects have observable characteristics that can be used to sort and classify.

Suggested Activities:

Use the senses of touching, seeing, hearing, smelling, and tasting to identify objects. Discuss the kinds of information that each sensory organ provides. Draw conclusions from information about a nearby object and the same object seen at a distance. Sort objects based on their observable characteristics.

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