5E Instructional Model Template

Part 1: Matrix

Grade Level: 3rd Grade

Next Generation Science
Standard:
Specific Learning Targets/
Objectives:
3-ps2-2 Motion and Stability: Forces and interactions: Make observations and/or
measurements of an object's motion to provide evidence that a pattern can be used to
predict future motion
1. Students will be able to make observations of an objects motion by force to determine a
pattern.
2. Students will be able to determine and use a pattern to predict future motion.

5E Lesson Component Description Instructional Activity and Rationale

(In your own words, describe the component as it (In 2-3 sentences describe an instructional activity that would be
relates to science processes and practices in 1-2 appropriate for the standard and provide a rationale for why it would be
sentences.) effective in helping to implement the 5E instructional model with all
students.)
Engage: Activity: To engage my students in the lesson, I would play a video
Engagement is key to peak students interest in the explaining how force and motion work. By providing a visual, students are
able to relate and activate prior knowledge and experiences. I would
new content. Engaging students can help activate
encourage a whole group discussion with open ended questions like what
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prior knowledge and make connections to real-
world experiences.
Explore:
Explore phase is to allow students to have time to
investigate objects, events or situations (SDCOE,
n.d). Students are able to work, collaborate and
engage engage in their learning together.
Explain:
During the explain phrase students are able to
share their findings from the explore phase.
Teachers are able to clarify any questions posed
from students.
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would happen if this stack of rocks was hit by a wave or how do we make
a ball roll down a hill? These questions can help ignite some critical
thinking on the content.
Rationale: Questions help provide the teacher with info on word student's
may already know and what needs to be taught. There does not have to
be many questions, but a few deep thinking ones that will start a
discussion (Abla, 2019). This activity will help pique students interest and
start having them critically think about the content.
Activity: Students will each have a stack of books, a slide (wood planks)
and a wood block. The students will then construct a slide for the block to
slide down. Students will draw their creation and record the time it takes
for the block to slide down the slide. They will make adjustments to see if
they can create a pattern to predict future motion.
Rationale: This activity allows students to explore and investigate with
peers. Creating a collaborative opportunity allows students to show
understanding and come up with resolutions together.
Activity: Students will work together in their groups to determine what
forces affect the motion of their slides. I will then explain the forces and
motion relationship. After explanation, students will regroup to revise
their explanations about the forces that affected the motion of their slides
with the new information given.
Rationale: By having students explain their initial findings, they are
gathering the tools to understand the concept. Once they hear the
explanation from the teacher, they are able to regroup and have a deeper
understanding of what forces affected the motion of their block on the
slide.
 Elaborate:
The elaborate phase is where students are
solidifying their learning thus far in the content
being taught. This phase allows students to make
connections between new and previous
experiences.
Activity: Students will partner up and play an interactive game answering
questions about forces and motion. The questions will include true and
false, definitions and compare and contrast. Students will answer
questions to move around the game board.
Rationale: Creating a fun interactive game, students sharpen their skills
and build social skills. Using a game activity, teachers can include higher-
level thinking questions to encourage deeper understanding. This activity
also allows students to observe their learning and this in turn promotes
retention as students are having a positive experience.

Evaluate: Activity: Students will be analyzing their own understanding of content by

In the evaluate phase, students are demonstrating
their understanding of the concepts and
vocabulary. This phase encourages students to
assess their abilities and their understanding. In
this phase teachers are able to also evaluate
students growth towards goals and standards.
filling out a self-evaluation. The self-evaluation will be a worksheet with
pictures and questions. The students will write their answer and then
compare it to the rubric (self-check) that includes sentences that match
their answer.
Rationale: By analyzing their own work, students will understand the
depth of their own learning. This allows students to determine their
fluency with new science concepts and also for teachers to determine the
depth of students understanding.

Assessment Ideas:

1. Kahoot! is an online interactive quiz game. This is interactive and teachers are able to adjust questions to relate to the concept being
taught. This is a great formative assessment to assess what students are understanding from the lesson.

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2. An end of unit test can be used as a summative to assess understanding after the lesson is complete.

3. Students can do a project with paper airplanes throwing it harder or lighter to determine the distance and determine if there is a
pattern that can be established. This can be used as a summative assessment.

References: Support your instructional activities and rationales with 2-3 scholarly resources and cite them below.
1. San Diego County Office of Education. (n.d.). 5E model of instruction
https://ngss.sdcoe.net/Evidence-Based-Practices/5E-model-of-instruction
2. Abla, C. (2019). 7 Ways to spark engagement.
https://www.edutopis.org/article/7-ways-spark-engagement

Part 2: Vocabulary Terms and Instructional Strategies and Practice Activities

Practice Activities to Allow Students to Apply Their

Academic Vocabulary Instructional Strategy for Explicitly Teaching the Knowledge of the Term
Term Term (Include identification of what skills are used:
reading, writing, speaking, and/or listening.)
motion The teacher will discuss how motion is the cause Students will be writing what the cause of motion is
of a force and watch a short video on motion. from a specific force using a worksheet with pictures
of children doing different tasks like a girl with a ball,
what happens to the ball's motion when the girl
kicks the ball.

force The teacher will show examples of force with a Students will work with a partner to complete a sort
whole group discussion and slides with various for force and motion working on their listening and
push, pull or both images. The teacher will speaking.
discuss how the force is the push pull that sets

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 an object in motion.

distance The teacher will show the term by throwing a The students will throw a paper airplane with light
paper airplane and measuring the distance from and strong force and record the distance by writing
the start to where the plane landed. it down. Students can make adjustments to see if
they can figure out a predicted pattern.

gravity The teacher will explain gravity by dropping a Students will think-pair-share on a few objects on
pencil and asking open ended questions as to how or will gravity help pull the object to the
what is pulling the pencil down. What type of ground. i.e. a balloon, a ball being dropped
force?

speed The students will create a vocabulary square Students will be writing down their blocks speed
which will include the definition, example, non- from their slide and book activity. Students will
example and illustration. adjust their construction to see how it adjusts their
speed.

Differentiation Strategies:
1. ELL students will be provided with a visual of the word as well as the word in their native language and English. I would
also create a fill in the blank sheet to encourage these students to listen to the new word as we have discussed in class without
being worried about copying the word down quickly and missing the understanding.
2. Students with a 504 or IEP will need extra help and time. I will include visuals for the new words. I will also provide a fill in
the blank or a match sheet to help students gain understanding of the new vocabulary.
Communication Techniques:
1. Explanation: Teachers will present information to students and the students need to understand the info being presented.
2. Verbal Example: Teachers can grab students attention with a simple call as "class, class" and students respond "yes, yes."
Nonverbal Example: Teachers can use nonverbal communication by nodding their head or using hand gestures to show
students a sign of encouragement.

References:
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1) Melinda. (2022, August 16). Nonverbal communication and body language. Helpguide.org
https://www.helpguide.org/articles/relationships-communication/nonverbal-communication.htm
2) Rachel. (2017, October 25). Getting ready to teach: force and motion. The classroom nook.
https://www.classroomnook.com/blog/ideas-for-teaching-force-and-motion

Part 3: Questioning Strategies

Engage Explore Explain Elaborate Evaluate

What does having What does force tell What do you notice What do you notice Why did less/more
force mean? you about motion? when the forces when the forces force create more
DOK Level 1 change? changes? motion?

What is an example How can we find out How can we use Why did the plane How can you explain
of force and motion? how force force to understand go further with more how motion is
DOK Level 2
determines motion? force? force? related to force?

What is the cause of How can you use What is the cause of Support your claim Is motion and speed
speed? force to control speed? on how force affects both determined by
DOK Level 3
speed? speed and distance. force?

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 How did having What do you predict What is the How would speed Could it be argued
more force influence is going to happen to connection between respond to force? that force and
DOK Level 4 speed and distance? the airplane with force and distance? motion have to
more/less force? happen together?

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