Lesson Planning: 5E Model + Technology
Written by Miguel Guhlin
While lesson plans may have fallen out of favor in some districts, replaced by online curriculum management systems, the lesson planning process is still an excellent opportunity for collaborative planning and development. When co-planning, it’s important to have a common framework for lessons that enlists the expertise of classroom teachers and campus curriculum guides. One popular approach to lesson planning is the 5E Model (Engage, Explore, Explain, Elaborate, and Evaluate). Let’s explore 5E and how it might look when enhanced with technology. If you have other examples from your own work or online, please share them in the comments below.
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The 5E+T Model Sample Lesson Plan
The 5Es and a technology connection are shown in the table below, followed by a brief description of what student success looks like.
5E
Technology Connection
What Success Looks Like
ENGAGE
Activities that capture the students’ attention, stimulate their thinking, and help them access prior knowledge. Students become engaged in the process of inquiry. The teacher can ask questions to find out what students already know, or think they know, about the topic and concepts to be covered. These questions typically start with “how” instead of with “why.”
_ Problem-based Learning (PBL) component or Online Simulation
_ Collaborative Projects with GoogleApps
_ Concept map creation
_ Create interactive web sites that others can connect and interact with.
_ Create video/audio explorations of a topic, responding to questions.
Teacher creates a problem narrative/engagement scenario, video, or resource that engages students, then helps students develop questions and identify what and KWHLT.
EXPLORE
Enable students to explore their ideas, singly and in groups, in classroom or at a distance. Provides students time to think, plan, investigate, and organize collected information.
_ Video
_ Blog or Google Sites
_ Podcast/Vidcast
_ Data collection (Google Form/Sheet)
Students conduct advanced searches using Boolean operators (and/or) after having developed effective questions/search queries, blog journaling, curate content and add comments (e.g. Flipboard), video, vidcast/podcast, remixing another product, create a Google Hangout or Voxer chat.
EXPLAIN
Students acquire opportunities to connect their previous experiences with current learning and to make conceptual sense of the main ideas of the topic being studied.
_ Digital storytelling
_ Podcasting/Vidcasting
_ Presentation (Google Slides)
_ Blog or Google Sites
_ Collaborative Product Creation
Create a media product (e.g. video, podcast), digital story or plan a web site using storyboarding and script-writing to share their learning and help others understand it.
ELABORATE
Students apply or extend previously introduced concepts and experiences to new situations. Students apply their knowledge to real world applications.
_ Forum (Google Classroom)
_ Product creation
_ Virtual field trip
_ Ask an Expert video chat
Students develop a solution to a real problem that incorporates their knowledge, communicating that in a variety of media formats.
EVALUATE
Students, with their teachers, review and assess what they have learned and how they have learned it. Students can be given a summative assessment to demonstrate what they know and can do.
_ Video feedback on product
_ OneNote notebook with feedback
Students’ creations are notated from a perspective of real life usability rather than teacher satisfaction with a transitional student product.
But wait, there’s more! Let’s also include what this might look like with a lesson in mind.
Learning Objectives:
Students will learn to conduct investigations to differentiate among different forms of energy, including mechanical, sound, electrical, light, and heat/thermal energy. Students will also accomplish the following:
- Design and conduct a descriptive investigation to test the effect of force on an object. Forces may include pushes, pulls, gravity, friction, or magnetism.
- Select appropriate equipment, collect and record data using the metric system, and construct simple tables, charts, and bar graphs to organize, examine, and evaluate data.
- Communicate valid oral and written results supported by data.
- Draw inferences and evaluate accuracy of services and product claims found in advertisements and labels, such as for toys.
- Record scientific data and observations in their science notebooks and practice safety during investigations.
TEKS Connection:
4.6(A) Differentiate among forms of energy, including mechanical, sound, electrical, light, and heat/thermal.
4.6(B) Differentiate between conductors and insulators.
4.6(C) Demonstrate that electricity travels in a closed path, creating an electrical circuit, and explore an electromagnetic field.
4.6(D) Design an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism.
And, here’s what the table might look like:
5 E
Technology Connection
What Success Looks Like
ENGAGE
Activities that capture the students’ attention, stimulate their thinking, and help them access prior knowledge.
x Problem-based Learning (PBL) component or online simulation
_ Collaborative Projects with Google Apps
_ Concept map creation
_ Create interactive web sites that others can connect and interact with.
_ Create video/audio explorations of a topic, responding to questions.
Problem Engagement:
KSAT 12 has contacted the school and asked us to investigate exploding hoverboards. What they are asking is, simply speaking, “How do hoverboards work and are they are safe?”
EXPLORE
Enable students to explore their ideas, singly and in groups, in classroom or at a distance. Provides students time to think, plan, investigate, and organize collected information.
_ Video
_ Blog or Google Sites
_ Podcast/Vidcast
_ Data collection (Google Form/Sheet or Excel Online survey)
Students create a Google Form-based survey or a survey withOffice 365’s Excel Onlineproduct to gather data on how many hoverboards there might actually be in people’s possession at school.
EXPLAIN
Students acquire opportunities to connect their previous experiences with current learning and to make conceptual sense of the main ideas of the topic being studied.
_ Digital storytelling
_ Podcasting/Vidcasting
_ Presentation (Google Slides)
_ Blog or Google Sites
_ Collaborative Product Creation
Create a media product (e.g. video, podcast), digital story, or plan a website using storyboarding and script writing to share their learning and help others understand it.
ELABORATE
Students apply or extend previously introduced concepts and experiences to new situations. Students apply their knowledge to real world applications.
_ Forum (Google Classroom)
_ Product creation
_ Virtual field trip
_ Ask an Expert video chat
Students develop a solution to a real problem that incorporates their knowledge, communicating that in a variety of media formats.
EVALUATE
Students, with their teachers, review and assess what they have learned and how they have learned it. Students can be given a summative assessment to demonstrate what they know and can do.
_ Video feedback on product
_ OneNote notebook
Students create a video that summarizes what they have learned, embedding it as aMicrosoft Sway in their OneNote Class Notebook.
As you can see, using the 5E+T Model can simplify lesson planning and help you develop classroom activities that do more than cover required essential knowledge and skills.
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