The 5E Model: A Strategy for the High School Chemistry Classroom

SBCUSD
16 Jun 201409:06
EducationalLearning
32 Likes 10 Comments

TLDRThis educational video features a teacher implementing the Next Generation Science Standards through a hands-on project where students create race cars powered by chemical reactions. Utilizing the 5-E model for active learning, students engage in problem-solving, design, and collaboration, facing real challenges and developing solutions. The teacher acts as a facilitator, encouraging inquiry, resilience, and peer discussions rather than direct instruction. The project culminates in trial runs, showcasing student engagement and the practical application of science. The teacher advocates for inquiry-based learning, emphasizing its value in fostering real-world skills and understanding over traditional methods.

Takeaways
  • 📚 The lesson plan is based on the Next Generation Science Standards focusing on chemical reactions.
  • 🏎️ Students are tasked with developing a working race car powered by a chemical reaction, requiring them to understand reactants and products.
  • 🤔 The 5-E model by Roger Bybee is utilized, promoting active participation and ownership of the learning process.
  • 👥 Collaboration and peer-to-peer problem-solving are encouraged as part of the Common Core and next generation science standards.
  • 🧪 An engage activity involves a simple reaction with vinegar and baking soda to spark curiosity and discussion among students.
  • 💡 Students discuss the difference between open and closed systems in relation to the chemical reaction.
  • 🏗️ On the second day, students design and build their race cars, facing and overcoming challenges through group discussions and problem-solving.
  • 🔍 The teacher acts as a facilitator, providing guidance and fostering an environment for students to learn from their failures.
  • 🏆 The assessment involves the race cars traveling a set distance, with opportunities for modification and improvement.
  • 📈 Hands-on activities and real-world applications are emphasized as more effective than traditional textbook learning.
  • 🌟 Establishing a classroom culture of respect and dialogue is crucial before conducting inquiry lessons to ensure powerful learning outcomes.
Q & A

  • What was the main standard being addressed in the lesson?

    -The main standard being addressed was the Next Generation Science Standard, focusing on chemical reactions.

  • What was the performance expectation for the students?

    -The performance expectation was for the students to develop a working race car powered by a chemical reaction.

  • How did the teacher facilitate the learning process?

    -The teacher facilitated the learning process using the 5-E model, advocating for active student participation and ownership of their learning.

  • What was the role of the teacher during the inquiry-based activities?

    -The teacher's role during the inquiry-based activities was to act as a facilitator, providing guidance when needed and promoting peer-to-peer discussion.

  • How did the students engage with the concept of chemical reactions?

    -The students engaged with the concept of chemical reactions by conducting a simple reaction with vinegar and baking soda, discussing their observations, and applying the concepts to the design of their race cars.

  • What was the purpose of the initial engage activity with vinegar and baking soda?

    -The purpose of the initial engage activity was to promote curiosity and initiate an open discussion among students about the observations they made during the chemical reaction.

  • How did the teacher handle students encountering issues during the design and building process?

    -The teacher allowed students to encounter issues and struggle with the design process, intervening only to facilitate discussions and encourage students to share their challenges and solutions with the class.

  • What was the assessment task for the students?

    -The assessment task was for the students to design and build a race car that could travel six meters, with a subsequent challenge to improve it to travel 10 meters.

  • What advice does the teacher have for other chemistry teachers regarding inquiry lessons?

    -The teacher advises not to be afraid of doing inquiry lessons, as they allow students to apply real-world applications to the content, learn from failure, and engage in powerful discussions.

  • Why is it important to establish a classroom culture before conducting inquiry lessons?

    -It is important to establish a classroom culture of respect and open dialogue before conducting inquiry lessons to ensure a safe and collaborative environment where students feel comfortable sharing ideas and working together.

  • How did the teacher motivate the students to improve upon past designs?

    -The teacher motivated the students to improve upon past designs by showing them a video of previous accomplishments and emphasizing the importance of innovation and continuous improvement.

Outlines
00:00
🚗 Science and Engineering in the Classroom

This paragraph introduces a lesson plan centered around the Next Generation Science Standards, focusing on chemical reactions. The students are tasked with developing a working race car powered by a chemical reaction, requiring them to understand reactants, products, and the harnessing of energy for propulsion. The teacher employs the 5-E instructional model to encourage active participation and ownership of the learning process. The lesson also integrates the Common Core's emphasis on collaborative learning, promoting a safe environment for students to work together and solve problems. The teacher's role is to facilitate rather than direct, allowing students to encounter and overcome obstacles independently. The lesson begins with an engaging activity involving a simple reaction between vinegar and baking soda, followed by group discussions and questions to deepen understanding. The students then move on to design and build their race cars, facing and addressing various challenges along the way.

05:01
🎥 Reflection and Improvement in Hands-On Learning

In this paragraph, the teacher reflects on the students' engagement and learning process during the inquiry-based lesson. The students are challenged with designing a race car that travels a certain distance, leading to various issues and solutions. The teacher emphasizes the importance of allowing students to experience failure as part of the learning process, which encourages resilience and problem-solving skills. The lesson also highlights the value of peer collaboration and discussion in arriving at solutions. The teacher advises other chemistry educators to embrace inquiry-based lessons, despite the challenges they may pose, as they offer a more powerful learning experience than traditional textbook learning. The teacher suggests implementing such lessons after establishing a strong classroom culture and rapport with students.

Mindmap
Keywords
💡Next Generation Science Standard
The Next Generation Science Standard (NGSS) is a set of educational standards for K-12 science education in the United States. It emphasizes three dimensions of learning: science and engineering practices, disciplinary core ideas, and crosscutting concepts. In the video, the standard is being applied to teach students about chemical reactions through a hands-on project of developing a race car powered by such a reaction.
💡Chemical Reactions
A chemical reaction is a process that leads to the transformation of one set of chemical substances to another. It involves the breaking and forming of chemical bonds. In the context of the video, students are learning about chemical reactions by creating a race car that uses a reaction to generate propulsion, thus applying theoretical knowledge to a practical and engaging project.
💡5-E Model
The 5-E instructional model is an educational framework developed by Roger Bybee that focuses on teaching science through inquiry-based learning. The model consists of five phases: Engage, Explore, Explain, Elaborate, and Evaluate. It encourages active participation from students and promotes a deeper understanding of scientific concepts. In the video, the teacher uses this model to guide students through the process of learning about chemical reactions and designing their race cars.
💡Collaborative Learning
Collaborative learning is an educational approach where students work together in small groups to complete tasks and learn from one another. It encourages peer-to-peer interaction, critical thinking, and problem-solving skills. In the video, collaborative learning is promoted as students work in groups to design and build their race cars, sharing ideas and helping each other overcome obstacles.
💡Inquiry Lessons
Inquiry lessons are a form of teaching where students are encouraged to explore and investigate scientific concepts through questioning, experimentation, and discussion. The goal is to foster a deeper understanding of the subject matter by actively engaging students in the learning process. In the video, inquiry lessons are used to teach chemical reactions and the design of a race car, allowing students to apply their knowledge in a practical and hands-on manner.
💡Race Car
A race car is a specialized vehicle designed for competitive racing. In the context of the video, the race car serves as a project-based learning tool, where students must apply their understanding of chemical reactions to create a car that can be powered by such a reaction. The car's design and functionality are central to the lesson, as they require students to consider the practical applications of their scientific knowledge.
💡Reactants and Products
In the context of a chemical reaction, reactants are the substances that undergo a change to form new substances, known as products. Understanding the relationship between reactants and products is crucial in chemistry as it helps predict the outcome of reactions and the energy changes involved. In the video, students must identify the reactants and products of the chemical reactions they are using to power their race cars, which is a fundamental aspect of their project.
💡Facilitator
A facilitator is someone who helps guide a group through a learning or problem-solving process. In education, a facilitator encourages active participation, critical thinking, and collaboration among learners. In the video, the teacher takes on the role of a facilitator, providing guidance and support as students work through the challenges of designing and building their race cars, rather than directly solving the problems for them.
💡Classroom Management
Classroom management refers to the strategies and techniques teachers use to create a positive and productive learning environment. This includes establishing rules, routines, and a culture of respect among students. Effective classroom management is essential for the successful implementation of inquiry-based lessons, as it ensures that students can work collaboratively and focus on the learning objectives. In the video, the teacher emphasizes the importance of having a well-managed classroom before introducing inquiry lessons.
💡Resilience
Resilience is the ability to recover quickly from difficulties or adapt to challenging situations. In education, it refers to a student's capacity to persevere through challenges, learn from failures, and continue to strive for success. The video emphasizes the importance of resilience as students face obstacles in designing their race cars and must find solutions to problems without immediate assistance from the teacher.
💡Real-World Applications
Real-world applications refer to the practical use of theoretical knowledge in everyday situations or problems. In education, connecting abstract concepts to real-life scenarios can enhance students' understanding and engagement by making learning more relevant and meaningful. The video showcases real-world applications by having students apply their knowledge of chemical reactions to a hands-on project of building a race car.
Highlights

The lesson focused on the Next Generation Science Standards, emphasizing chemical reactions.

Students were tasked with developing a working race car powered by a chemical reaction.

Understanding reactants and products was crucial for harnessing the energy needed for the race car's propulsion.

The 5-E model by Roger Bybee was used to engage students actively in the learning process.

Students were encouraged to take ownership of their learning and collaborate to solve problems.

An initial activity involved a simple reaction with vinegar and baking soda to promote curiosity and observation.

Discussions about open and closed systems were used to deepen students' understanding of chemical reactions.

Small group discussions and peer-to-peer collaboration were integral to the learning process.

Students designed and built race cars, encountering and overcoming issues through trial and error.

The teacher's role was to facilitate, providing guidance and fostering an environment for problem-solving.

Resilience and perseverance were key themes, with students learning from failure as part of the process.

The lesson plan included opportunities for students to modify and improve their designs based on trial results.

The teacher advised other chemistry educators to embrace inquiry-based lessons for deeper learning.

Hands-on activities and real-world applications were emphasized as more powerful than traditional textbook learning.

The importance of classroom management and a respectful culture was highlighted for successful inquiry lessons.

The transcript showcases the powerful learning outcomes from engaging students in scientific inquiry and collaboration.

Transcripts

Browse More Related Video

Teaching science: we're doing it wrong | Danny Doucette | TEDxRiga

What is Inquiry-Based Learning?

Inquiry-Based Learning: The Ultimate Guide

Howard Gardner on Multiple Intelligences

How to make students (and teachers) want to go to school | Michele Freitag | TEDxYorkBeach

Howard Gardner of The Multiple Intelligence Theory

Rate This

5.0 / 5 (0 votes)

Thanks for rating:

Related Tags
Science EducationChemical ReactionsInquiry-Based LearningClassroom CollaborationEngineering ChallengeStudent EngagementProblem SolvingEducational InnovationScience StandardsTeaching Strategies