The popular instructional model can help meet multiple performance expectations.
By William Thornburgh, Justin McFadden, and Brian Robinson
Imagine an elementary classroom filled with students reporting the results of multiple student-led investigations that are intended to help a bandage company determine what materials should be used to make their latest and greatest medical-grade bandage. Preparing elementary students to think and communicate like an engineer is possible but requires a sequence of lessons spanning multiple classroom experiences that are aligned to multiple performance expectations (PEs).
This article identifies how multiple PEs can be clustered to meet the instructional goals set forth in the Next Generation Science Standards, and it demonstrates how the 5E instructional model provided a framework to guide our thinking throughout the planning process. It is important to note this article describes the planning process and associated implementation of multiple lessons with a group of elementary teachers, not students. A group of the teachers who participated in the professional development then took the lessons described here into their own classrooms and reported back suggested modifications.
The possibility of designing instruction around multiple PEs from the NGSS can be achieved by using the 5E instructional model, as noted in the book Translating the NGSS for Classroom Instruction (Bybee 2013). The 5E instructional model includes the following phases—Engage, Explore, Explain, Elaborate, and Evaluate—and it helps teachers build a more thoughtful and engaging learning experience for students. Performance expectations are not intended to be mastered in a single lesson but rather provide a target to be achieved over the course of multiple lessons. Once desired PEs have been identified, and it makes sense educationally and scientifically, multiple PEs can be clustered together. Then, through a sequence of coherent lessons using the 5E instructional model, students will be “doing” science in an authentic way.
Our team of teachers began by identifying two complementary science and engineering practices (SEPs). Both SEPs allowed our students to design an investigation to produce numerical data that was collected and then analyzed using tables and graphs. The use of data collection and analysis aligned well with the “essential features of scientific inquiry” (Martin-Hansen 2002) and the 5E instructional model. Second, our team identified two PEs that encompassed both practices and also involved the same disciplinary core idea within the K–2 grade band. Third, Engineering, Technology, and Application of Science Standards, which complemented the aforementioned PEs and SEPs, were folded into these lessons.
Finally, in addition to using the 5E instructional model to accomplish an authentic science experience, we planned the sequence of lessons using the Understanding by Design approach (UbD; Wiggins and McTighe 2011). The UbD approach offers a less-rigid planning process and structure that helps guide the three most important things for teachers: curriculum, instruction, and assessment. The three stages of the UbD framework include: Stage 1 – Identifying the desired results; Stage 2 – Determining assessment evidence; and Stage 3 – Planning learning experiences and instruction.
To clarify the specifics of the final two stages of the 5Es, we used a method known as S.C.R.A.P (Situation, Challenge, Roles, Audience, Product/Performance). The client in our culminating activity requested a list of potential materials to construct a bandage, as well as wanting reliable tests that could be used to measure a specific property (e.g., strength) of any given material. Students did not actually need to use the materials to construct a bandage (though they could), but they were required to promote a procedure and reliable “test” that could be used to determine the usefulness of a given material. In other words, students took on the role of a materials scientist/engineer for the bandage company.
Our team began the developmental process by imagining a culminating activity where students would be planning and carrying out investigations and analyzing and interpreting data, while also engaging in an “engineering design challenge” (Samuel 1986) with their peers. The word property provided a starting point for our conversation because it was noted within the disciplinary core idea that “…different materials with different properties are suited to different uses” (NRC 2012; p. 107). We then chose our properties (strength, flexibility, and absorbency) from the “Clarification Statement” of the PE to develop a series of experiments that the design challenge could be tailored around. These three properties were selected because they could be easily tested by our students and they made the most sense for deciding what types of materials could be used to design a medical-grade bandage, our end goal!
The great thing is that teachers can alter the culminating activity to be more relevant and culturally responsive to their students. Based on decisions, this could result in selecting new materials and different properties to test. Although assessments are not the main focus of this article, we have included a sample formative assessment (see Supplemental Materials) that could be a potential assessment. Furthermore, no scoring rubric has been included because desired outcomes will vary by teacher and no single rubric would be appropriate based on various assessment strategies available (e.g., standards-based grading vs. traditional grading). Teachers will need to design a rubric that will best suit their and students’ needs and assess the primary objectives of the activity.
The aim of the activity was for students to extend and enrich their understanding by using experimental data from the tests they conducted, which could then be applied to a new context/situation. Briefly put, it was important for students to understand that bandages take on many purposes, which is the reason the client needed to have a variety of tests to measure the various properties of any material prior to designing their new medical-grade bandage.
Our team identified a guiding question and a big idea (Wiggins and McTighe 2011) to think about during the entire sequence of lessons.
Then, by using the performance expectations as guidelines, we were able to uncover and refine the skills our students needed to successfully complete these lessons.
In line with the first stage of the 5E instructional model, we wanted a lesson that connected to our student’s everyday lives—all students are aware of bandages. This allowed our team to determine what misconceptions students had about materials and properties. As noted in the NGSS but not entirely described at length, the Benchmarks for Science Literacy suggests that students at this age begin categorizing objects via their observable properties (AAAS 1994). This provided a starting point for our opening lesson, which was a classification activity that acted as a foundational-type experience where lower elementary students were engaged with learning about properties. If you are interested in more background and sample activities on materials and properties, be sure to read Science and Children articles by Adams and Feagin (2017) and Thornburgh, McFadden, and Robinson (2020).
We created small groups of three or four students and asked them to sort and classify objects into “sameness” categories based on intuition. Numerous everyday materials could be used here; yet the key selection criteria should include materials with varying attributes (e.g., size, color, hardness) that are discernable to young children. Examples of materials we chose included like items made of different materials (e.g., metal spoon, plastic spoon) and like items with different properties (e.g., smooth rock, course rock). As students received the materials and instructions, we allowed them to sort the items in any way they wanted to. If your students are like ours, they will likely begin grouping the objects based on categories other than material type (i.e., kitchen stuff vs. bathroom stuff).
When probing student’s thinking and justifications for their categories as you circulate around the classroom, it is important to remain neutral about their decisions because there is no right or wrong classification. Once finished, allow each small group to share with the entire class and discuss their “sameness” categories to discover that not all groups created the same categories.
After the classification activity and prior to letting students fully explore the concepts of interest in their entirety, the next step was to discuss and demonstrate (Explain) the difference between objects and materials. An example statement your students could follow would be: “This object I am holding is a ruler and the material it is made of is called wood.” Teachers should build on students’ thinking from the prior stage and help them notice that the same objects can be made of different materials (e.g., spoons), and some objects consist of more than one material (e.g., pencil). Provide all students with an opportunity to explain their thinking during this time. The key point is for students to understand and discuss how different materials have different features, which are best suited for an intended purpose.
Further reinforcement of this concept could be accomplished via a simple demonstration using a variety of sports balls. Sports balls are composed of certain materials to accomplish specific purposes, and students will likely be familiar with most sports (e.g., basketball, baseball, golf, ping pong, soccer). A few example questions to consider asking students during this demonstration include:
After seeing multiple examples and discussing how sports are played, students will realize that some materials perform better than others for a particular object and that some objects won’t work if made of the wrong material. Within the K–2 grade band and in line with the learning progression associated with the crosscutting concept structure and function, students need only to observe that the shape and stability of a structure is related to its function.
In the next stage, we focus on developing student understanding of the term property and its significance to the forthcoming property tests. This falls in line with what Bybee (2013) described as “repeating phases.” The 5E approach does not always have to occur sequentially, and this decision to repeat phases would be based on teachers’ activities, goals, students, and available time. This lesson piqued student interest again and allowed them to use familiar words and ideas while exploring something likely unfamiliar and puzzling.
We began by placing students into small groups of three or four and having each student in the group tasked with choosing a one-word descriptor to describe the object, saying it out loud to their group members, and then the next person had to use a different descriptor. This process continued until students had exhausted all possible descriptors for the object under consideration, much like the old game known as “telephone.”
In this activity, we used “density cubes” because they provided a key advantage in that each cube (approximately 1” × 1”) was homogeneous and constructed of the same material (i.e., aluminum, copper, steel, brass, nylon, PVC, acrylic, pine, oak, poplar, etc.). Teachers could also provide a data sheet or table (see Supplemental Materials) that contains pictures of each type of material, space to make measurements (if desired), and with space for student’s descriptor words. Please note, although we chose a set of density cubes, a wide array of other objects could be used to provide a hands-on learning experience for your classroom.
Student groups were brought back together where they shared their results of this activity with the entire class. This is an appropriate time for the teacher to explain that property is a special word used to describe the qualities of a material and it is the material’s property that (most likely) determined each of the descriptors used during the modified game of “telephone” they just completed.
We then reinforced that a material’s properties actually determine its usefulness for an intended purpose and asked our students to think about everyday examples where they rely on specific materials and properties (e.g., bicycles, lunch boxes, etc.). The main discussion points pertaining to the word property should include common, early-elementary applicable material properties, such as: mass, strength, absorbency, flexibility, stiffness, and color.
If time allows (approximately 15–20 more minutes), or if your students need further practice, they could also attempt to reclassify the density cubes (or objects you chose) again using the new vocabulary they have just learned. Two prompts we used with our students to guide the reclassification activity were to sort by material (e.g., wood, plastic, metal) and to sort by teacher-identified (and/or student-assumed) properties (e.g., heavy vs. light, shiny vs. dull, smooth vs. rough, etc.). In using and repeating two stages of the model (Engage/Explain), our students were better prepared for the upcoming property tests. See Table 1 for more detail on each stage of the instructional sequence.
The brief example that follows is what was done with our teachers and their students. It can easily be modified according to your classroom resources and students’ background experiences, particularly as it relates to designing a fair investigation. Of the previously mentioned properties, we selected based on our end goal (a medical-grade bandage). The rest of the article describes how students tested and learned about absorbency. In Figure 1, a teacher is wondering how to test a variety of materials, which is what your students will be doing—asking questions, making predictions, designing an experiment, conducting an investigation, and collecting/analyzing data.
|Table 1. Modified 5E instructional sequence and a brief description of each stage.
Using two different materials (e.g., paper towel square and cotton fabric), we asked students to predict which material would “hold” the most water. Then, we asked students to share ideas about how a scientist/engineer could experiment to discover an answer to their prediction. Once the class was armed with ideas on how to conduct a property test for absorbency, we demonstrated how students could collect the necessary data (e.g., graduated cylinder, pipettes) and provided them with a variety of other materials (e.g., cotton balls, feathers).
We allowed student groups of three to four to carry out their own investigation, but teachers may want to consider providing more structured guidance depending on their students. Upon completion of testing this property (and the others selected), the results from the investigation(s) were then used to help their client understand how multiple properties (e.g., absorbency) were tested using different materials (e.g., cotton balls).
According to Bybee (2013), as students formulate explanations about the properties of the materials they test, they will begin to develop certain cognitive and physical abilities. We observed this with our own students, recognizing that they would refer back to the test results when explaining why a certain material would be better suited for use in a bandage compared to other materials.
As your students carry out the various investigations, we encourage you to listen to student ideas and help guide their thinking as they develop new conceptual understandings. After conducting multiple property tests, your students should begin realizing how the results from each test they completed could be used to help design a new bandage for the client requesting assistance for the development of a medical-grade bandage.
The sequence of lessons we developed using the 5E instructional model and UbD (backward design) was better informed and aligned with the vision set forth in the NGSS because two PEs were combined over time. Because some PEs can be combined, the 5E instructional sequence makes sense as a planning tool due to its theoretical foundations (i.e., views of how children learn) and continued use in elementary classrooms. The 5Es have remained within the toolbox of elementary science teachers because the sequence promotes the development of coherent and progressively challenging learning experiences that afford opportunities for students to learn about and actually try out the practices that scientists and engineers engage in. ●
Download the data sheet, assessment, and NGSS connections at https://bit.ly/3z6Gvew.
Justin McFadden (firstname.lastname@example.org) is an associate professor of science education at the University of Louisville in Louisville, Kentucky. William Thornburgh is an executive officer at the American Modeling Teachers Association and is located in Simpsonville, Kentucky. Brian Robinson is an associate professor of Engineering Fundamentals at the University of Louisville.
Adams, K., and S. Feagin. 2017. Describing matter. Science and Children 54 (8): 52–57.
American Association for the Advancement of Science (AAAS). 1994. Benchmarks for science literacy. Oxford: Oxford University Press.
Bybee, R.W. 2013. Translating the NGSS for classroom instruction. Arlington, VA: NSTA Press.
Martin-Hansen, L. 2002. Defining inquiry. The Science Teacher 69 (2): 34.
National Research Council (NRC). 2012. A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
Samuel, A.E. 1986. Student centered teaching in engineering design. Instructional Science 15 (1): 213–238.
Thornburgh, W., J. McFadden, and B. Robinson. 2020. The Sixth E: Incorporating engineering into a 5E learning cycle on matter. Science and Children 57 (6): 51–57.
Wiggins, G.P., and J. McTighe. 2011. The understanding by design guide to creating high-quality units. Alexandria, VA: ASCD.
Mfano maarufu wa mafundisho unaweza kusaidia kukidhi matarajio mengi ya utendaji. William Thornburgh, Justin McFadden, na Brian Robinson: Fikiria darasa la msingi lililojaa wanafunzi wakiripoti matokeo ya uchunguzi wa wanafunzi wengi ambao unakusudiwa kusaidia kampuni ya bandage kuamua ni vifaa gani vinavyopaswa kutumiwa kutengeneza bandage yao ya hivi karibuni na bora ya matibabu. Kuandaa wanafunzi wa shule ya msingi kufikiri na kuwasiliana kama mhandisi ni uwezekano, lakini inahitaji mfululizo wa masomo kuenea uzoefu mbalimbali darasani kwamba ni aligned na matarajio mbalimbali ya utendaji. Makala hii inaelezea jinsi PES nyingi zinaweza kuunganishwa ili kukidhi malengo ya mafunzo yaliyowekwa katika Viwango vya Sayansi ya Kizazi Kijayo, na inaonyesha jinsi mfano wa mafunzo wa 5E ulivyotoa mfumo wa kuongoza mawazo yetu katika mchakato wote wa mipango. Ni muhimu kutambua kwamba makala hii inaelezea mchakato wa mipango na utekelezaji unaohusiana na masomo mengi na kikundi cha walimu wa msingi, sio wanafunzi. Mwalimu mmoja aliyeshiriki katika mafunzo hayo ya kitaaluma alitoa mapendekezo ya jinsi ya kufanya mabadiliko hayo katika madarasa yake. "Kutumia mfumo wa ""NSS"" kwa ajili ya mafunzo ya darasa la kwanza ni sawa na kutumia mfumo wa ""NSS"" kwa ajili ya mafunzo ya darasa la pili." Mfano wa mafunzo ya 5E unajumuisha awamu zifuatazo: Kujihusisha, Kuchunguza, Kuelezea, Kufafanua, na Tathmini, na husaidia walimu kujenga uzoefu wa kujifunza wa kufikiria zaidi na wa kuvutia kwa wanafunzi. Matarajio ya utendaji hayakusudiwi kufundishwa katika somo moja lakini badala yake hutoa lengo la kupatikana katika kipindi cha masomo mengi. Mara baada ya PES zinazohitajika zimetambuliwa, na ina maana ya elimu na kisayansi, PES nyingi zinaweza kusanyiko pamoja. Baada ya hapo, kupitia mfululizo wa masomo ya mfuatano kwa kutumia mfano wa mafundisho ya 5E, wanafunzi watakuwa <unk> kufanya <unk> sayansi kwa njia halisi. Timu yetu ya walimu ilianza kwa kutambua mbinu mbili za sayansi na uhandisi (SEPs). SEPs zote mbili ziliruhusu wanafunzi wetu kubuni uchunguzi ili kuzalisha data ya tarakimu ambayo ilikusanywa na kisha kuchambuliwa kwa kutumia meza na grafu. "Kutumia data na uchambuzi aligned vizuri na ""sura muhimu ya uchunguzi wa kisayansi"" (Martin-Hansen 2002) na ""5E"" mfano wa mafundisho." Kwa upande mwingine, timu yetu iligundua P2P ambazo zilijumuisha mazoea yote mawili na pia zilihusisha wazo la msingi la nidhamu ndani ya bendi ya darasa la K2. Kwa upande mwingine, masomo ya uhandisi, teknolojia na matumizi ya sayansi, ambayo yalifuatia masomo ya PES na SEP, yaliunganishwa katika masomo haya. "Kwa mfano, katika utafiti wa 5E, ""Mafunzo ya Ujuzi"" ni njia ya kujifunza ya msingi ya uelewa wa muundo (UBD, Wiggins na McTagg)." Ubuntu ni mbinu ya kuunda na kuunda mipango ambayo inasaidia kuongoza mambo matatu muhimu zaidi kwa walimu: mtaala, mafundisho na tathmini. Hatua tatu za mfumo wa UbD ni pamoja na: Hatua ya 1 <unk> Kutambua matokeo yanayotakiwa; Hatua ya 2 <unk> Kuamua ushahidi wa tathmini; na Hatua ya 3 <unk> Kupanga uzoefu wa kujifunza na mafundisho. "Kufanya kazi kwa njia ya ""Situation, Challenge, Roles, Audience, Product, Performance"" (SCRAP) ni muhimu sana." Mteja katika shughuli yetu ya mwisho aliomba orodha ya vifaa vya uwezekano wa kujenga bandage, pamoja na kutaka vipimo vya kuaminika ambavyo vinaweza kutumika kupima mali maalum (kwa mfano, nguvu) ya nyenzo yoyote iliyotolewa. Wanafunzi hawakuwa na haja ya kutumia vifaa vya kutengeneza bandage (ingawa wangeweza), lakini walihitaji kukuza utaratibu na "mtihani" wa kuaminika ambao ungeweza kutumika kuamua manufaa ya nyenzo fulani. Kwa maneno mengine, wanafunzi walichukua jukumu la mwanasayansi wa vifaa au mhandisi kwa kampuni ya bandage. Timu yetu ilianza mchakato wa maendeleo kwa kufikiria shughuli ya mwisho ambapo wanafunzi wangekuwa wakipanga na kufanya uchunguzi na kuchambua na kutafsiri data, wakati pia kushiriki katika <unk> changamoto ya muundo wa uhandisi <unk> (Samuel 1986) na wenzao. "Neno ""mali"" lilitolewa kama hatua ya kuanzia kwa mazungumzo yetu kwa sababu ilibainishwa ndani ya wazo la msingi la nidhamu kwamba ""vitu tofauti na mali tofauti vinafaa kwa matumizi tofauti"" (NRC 2012; p. 107)."" "Kisha, tulichagua mali zetu (nguvu, kubadilika, na absorbency) kutoka kwa ""Toleo la Ufafanuzi"" la PE ili kuendeleza mfululizo wa majaribio ambayo changamoto ya kubuni inaweza kubadilishwa karibu." Sifa hizi tatu zilichaguliwa kwa sababu zinaweza kupimwa kwa urahisi na wanafunzi wetu na zilikuwa na maana zaidi kwa kuamua ni aina gani za vifaa vinavyoweza kutumiwa kubuni bandage ya daraja la matibabu, lengo letu la mwisho! Jambo la kushangaza ni kwamba walimu wanaweza kubadilisha shughuli ya mwisho kuwa muhimu zaidi na ya kitamaduni kwa wanafunzi wao. Kulingana na maamuzi, hii inaweza kusababisha kuchagua vifaa vipya na mali tofauti ya kupima. Ingawa tathmini si lengo kuu la makala hii, tumejumuisha mfano wa tathmini ya malezi (tazama nyongeza ya vifaa) ambayo inaweza kuwa tathmini ya uwezekano. Kwa kuongezea, hakuna rubrics ya alama iliyojumuishwa kwa sababu matokeo yanayotakiwa yatatofautiana na mwalimu na hakuna rubrics moja ambayo ingekuwa sahihi kulingana na mikakati mbalimbali ya tathmini inayopatikana (kwa mfano, alama ya msingi dhidi ya alama ya jadi). Walimu watahitaji kubuni rubric ambayo itakubaliana na mahitaji yao na wanafunzi na kutathmini malengo ya msingi ya shughuli. Lengo la shughuli hiyo lilikuwa kwa wanafunzi kupanua na kutajirisha uelewa wao kwa kutumia data ya majaribio kutoka kwa vipimo waliofanya, ambayo inaweza kisha kutumika kwa muktadha mpya au hali. Kwa ufupi, ilikuwa muhimu kwa wanafunzi kuelewa kwamba bandages kuchukua juu ya madhumuni mengi, ambayo ni sababu mteja zinahitajika kuwa na aina mbalimbali ya vipimo kupima mali mbalimbali ya nyenzo yoyote kabla ya kubuni yao mpya ya matibabu-grade bandage. Kwa mfano, Wiggins na McTigh alianzisha mfumo wa masomo ya kuongoza (Wiggins & McTigh 2011) ambao unajumuisha masomo ya kuongoza na masomo ya kuongoza. Kwa kutumia matarajio ya utendaji kama miongozo, tuliweza kugundua na kusafisha ujuzi ambao wanafunzi wetu walihitaji kukamilisha masomo haya kwa mafanikio. Kwa mujibu wa hatua ya kwanza ya mfano wa mafundisho ya 5E, tulitaka somo ambalo liliunganishwa na maisha ya kila siku ya mwanafunzi wetu - wanafunzi wote wanajua juu ya bandages. Hii iliruhusu timu yetu kuamua ni nini maoni mabaya wanafunzi walikuwa na kuhusu vifaa na mali. Kama ilivyoelezwa katika NGSS, lakini haijaelezwa kwa urefu, Benchmarks for Science Literacy inashauri kwamba wanafunzi katika umri huu huanza kuainisha vitu kupitia mali zao zinazoonekana (AAAS 1994). Hii ilitoa hatua ya kuanzia kwa somo letu la ufunguzi, ambalo lilikuwa shughuli ya uainishaji ambayo ilifanya kazi kama uzoefu wa msingi ambapo wanafunzi wa msingi wa chini walishirikiana na kujifunza juu ya mali. Kwa wale ambao wanataka kujua zaidi juu ya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa vya vifaa. Tuliunda vikundi vidogo vya wanafunzi watatu au wanne na kuwaomba kupanga na kuainisha vitu katika makundi ya "kufanana" kulingana na hisia. Vifaa vingi vya kila siku vinaweza kutumika hapa; lakini vigezo muhimu vya uteuzi vinapaswa kujumuisha vifaa vyenye sifa tofauti (kwa mfano, ukubwa, rangi, ugumu) ambazo zinaweza kutambuliwa na watoto wadogo. Kwa mfano, vifaa vya kuunganisha vilivyochaguliwa ni pamoja na vifaa vya kuunganisha vifaa vya kuunganisha (kama vile chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, chuma, na nyenzo. Wanafunzi walipokea vifaa na maagizo, tuliwaruhusu wapange vitu hivyo kwa njia yoyote waliyotaka. Ikiwa wanafunzi wako ni kama wetu, wao pengine kuanza makundi vitu kulingana na makundi mengine mbali na aina ya nyenzo (yaani, vifaa vya jikoni dhidi ya vifaa vya bafuni). Wakati wa kuchunguza mawazo ya mwanafunzi na sababu za makundi yao unapozunguka darasani, ni muhimu kubaki na msimamo wa kutokuwamo kuhusu maamuzi yao kwa sababu hakuna uainishaji sahihi au mbaya. Baada ya kumaliza, kuruhusu kila kundi ndogo kushiriki na darasa lote na kujadili makundi yao "kufanana" kugundua kwamba si makundi yote iliyoundwa makundi sawa. Baada ya shughuli ya uainishaji na kabla ya kuwaacha wanafunzi kuchunguza kabisa dhana za maslahi katika ukamilifu wao, hatua inayofuata ilikuwa kujadili na kuonyesha (kuelezea) tofauti kati ya vitu na vifaa. "Mfano wa taarifa ambayo wanafunzi wako wanaweza kufuata ni: ""Kitu hiki ninachoshikilia ni mhimili na nyenzo inayotengenezwa ni kuni"" Walimu wanapaswa kujenga juu ya mawazo ya wanafunzi kutoka hatua ya awali na kuwasaidia kutambua kwamba vitu sawa vinaweza kutengenezwa kwa vifaa tofauti (kwa mfano, vijiko), na vitu vingine vinajumuisha vifaa zaidi ya moja (kwa mfano, kalamu)." Wape wanafunzi wote nafasi ya kueleza mawazo yao wakati huu. Jambo kuu ni kwa wanafunzi kuelewa na kujadili jinsi vifaa tofauti vinavyo sifa tofauti, ambazo zinafaa zaidi kwa kusudi linalokusudiwa. Kuimarisha zaidi ya dhana hii inaweza kufanyika kupitia maonyesho rahisi kwa kutumia aina mbalimbali za mipira ya michezo. Mpira wa michezo ni mchanganyiko wa vifaa fulani ili kutimiza madhumuni maalum, na wanafunzi watakuwa na uzoefu na michezo mingi (kwa mfano, mpira wa kikapu, baseball, gofu, ping pong, soka). Baada ya kuona mifano mingi na kujadili jinsi michezo inavyochezwa, wanafunzi watajua kwamba vifaa fulani hufanya vizuri kuliko vingine kwa kitu fulani na kwamba vitu fulani havitafanya kazi ikiwa vimetengenezwa kwa vifaa vibaya. Katika daraja la K2 na kulingana na maendeleo ya kujifunza yanayohusiana na muundo wa dhana ya msalaba na kazi, wanafunzi wanahitaji tu kuona kwamba umbo na utulivu wa muundo unahusiana na kazi yake. Katika hatua inayofuata, tunazingatia kuendeleza uelewa wa mwanafunzi wa neno mali na umuhimu wake kwa vipimo vya mali vinavyofuata. "Kwa mfano, katika utafiti wa Bybee (2013), ""Mtazamo wa 5E haupaswi kutokea mara kwa mara, na uamuzi huu wa kurudia awamu unategemea shughuli za walimu, malengo, wanafunzi, na wakati unaopatikana.""" Somo hili liliamsha tena upendezi wa wanafunzi na kuwawezesha kutumia maneno na mawazo ya kawaida huku wakichunguza jambo ambalo huenda halikujulikana na lenye kutatanisha. "Kwanza, tuligawanya wanafunzi katika vikundi vidogo vya watu watatu au wanne, na kila mwanafunzi katika kikundi hicho akapewa kazi ya kuchagua neno moja la kuelezea kitu hicho, akisema kwa sauti kwa wanachama wa kikundi chake, na kisha mtu wa pili alitumia neno tofauti.""" "Hii ni kwa sababu kila cubic ni homogeneous na imefanyizwa kwa vifaa sawa, kama vile: ""aluminium, shaba, chuma, shaba, nylon, PVC, acrylic, pine, oak, poplar, na kadhalika.""" Walimu wanaweza pia kutoa karatasi ya data au meza (tazama nyongeza ya vifaa) ambayo ina picha za kila aina ya vifaa, nafasi ya kufanya vipimo (kama inahitajika), na nafasi kwa maneno ya mwanafunzi ya kuelezea. Tafadhali kumbuka, ingawa tulichagua seti ya cubes wiani, mbalimbali ya vitu vingine inaweza kutumika kutoa mikono juu ya uzoefu wa kujifunza kwa darasa lako. Vikundi vya wanafunzi vilikuja pamoja tena ambapo walishiriki matokeo yao ya shughuli hii na darasa lote. Hii ni wakati mzuri kwa mwalimu kueleza kwamba mali ni neno maalum kutumika kuelezea sifa ya nyenzo na ni mali ya nyenzo kwamba (labda) kuamua kila moja ya descriptors kutumika wakati wa mchezo kubadilishwa ya "simu" wao tu kukamilika. Kisha tuliongeza kwamba mali ya nyenzo huamua umuhimu wake kwa kusudi linalokusudiwa na tukawauliza wanafunzi wetu kufikiria mifano ya kila siku ambapo wanategemea vifaa na mali maalum (kwa mfano, baiskeli, masanduku ya chakula cha mchana, nk). "Mazungumzo ya msingi yanayohusiana na mali ya neno lazima yajumuishe sifa za kawaida za vifaa vya msingi, kama vile: ""mzito, nguvu, absorbency, kubadilika, ugumu, na rangi.""" Ikiwa muda unaruhusu (takriban dakika 15-20 zaidi), au ikiwa wanafunzi wako wanahitaji mazoezi zaidi, wanaweza pia kujaribu kuorodhesha tena cubes za wiani (au vitu ulivyochagua) tena kwa kutumia msamiati mpya ambao wamejifunza. "Kama ilivyoelezwa hapo juu, ""kuchagua kwa vifaa (kwa mfano, mbao, plastiki, chuma) na kwa makusudi ya walimu (na au wanafunzi) mali (kwa mfano, nzito dhidi ya mwanga, mkali dhidi ya mvivu, laini dhidi ya mbaya, nk.""" Katika kutumia na kurudia hatua mbili za mfano (Engage/Explain), wanafunzi wetu walikuwa tayari zaidi kwa ajili ya vipimo vya mali inakuja. Tazama meza ya 1 kwa maelezo zaidi juu ya kila hatua ya utaratibu wa maagizo. Mfano mfupi unaofuata ni kile kilichofanywa na walimu wetu na wanafunzi wao. Inaweza kubadilishwa kwa urahisi kulingana na rasilimali za darasa lako na uzoefu wa wanafunzi, haswa inahusiana na kubuni uchunguzi wa haki. Kati ya mali zilizotajwa hapo awali, tulichagua kulingana na lengo letu la mwisho (bandage ya kiwango cha matibabu). Sehemu iliyobaki ya makala hiyo inaeleza jinsi wanafunzi walivyojaribu na kujifunza kuhusu uwezo wa kunyonya. Katika picha ya kwanza, mwalimu anajiuliza jinsi ya kupima vifaa mbalimbali, ambayo ni nini wanafunzi wako watafanya: kuuliza maswali, kufanya utabiri, kubuni majaribio, kufanya uchunguzi, na kukusanya au kuchambua data. [Tab 1] Mfuatano wa mafunzo ya 5E na maelezo mafupi ya kila hatua. Kutumia vifaa viwili tofauti (kwa mfano, karatasi towel mraba na kitambaa pamba), sisi aliuliza wanafunzi kutabiri ambayo vifaa ingekuwa <unk>hold<unk> zaidi ya maji. Kisha, tukawaomba wanafunzi kushiriki mawazo kuhusu jinsi mwanasayansi au mhandisi angeweza kufanya majaribio ili kupata jibu la utabiri wao. Baada ya wanafunzi kupata wazo la jinsi ya kufanya mtihani wa absorbency, tulionyesha jinsi wanafunzi wanaweza kukusanya data muhimu (kwa mfano, silinda ya kuhitimu, pipettes) na kuwapa vifaa vingine mbalimbali (kwa mfano, mpira wa pamba, manyoya). """Tumewawezesha wanafunzi watatu hadi wanne kufanya uchunguzi wao wenyewe, lakini walimu wanaweza kufikiria kutoa mwongozo ulioundwa zaidi kulingana na wanafunzi wao." Baada ya kumaliza majaribio ya mali hii (na wengine waliochaguliwa), matokeo ya uchunguzi (s) yalitumiwa kusaidia mteja wao kuelewa jinsi mali nyingi (kwa mfano, absorbency) zilipimwa kwa kutumia vifaa tofauti (kwa mfano, mpira wa pamba). Kulingana na Bybee (2013), wanafunzi wanapotoa maelezo kuhusu mali za vifaa wanavyovijaribu, wataanza kuendeleza uwezo fulani wa utambuzi na kimwili. "Tuliangalia hili na wanafunzi wetu wenyewe, tukitambua kwamba wangerejelea matokeo ya mtihani wakati wa kuelezea kwa nini nyenzo fulani ingekuwa bora kwa matumizi katika bandage ikilinganishwa na nyenzo nyingine. """ Wakati wanafunzi wako wanafanya uchunguzi mbalimbali, tunakutia moyo usikilize mawazo ya wanafunzi na kusaidia kuongoza mawazo yao wanapoendeleza uelewa mpya wa dhana. Baada ya kufanya vipimo vya mali nyingi, wanafunzi wako wanapaswa kuanza kutambua jinsi matokeo ya kila mtihani waliokamilisha yanaweza kutumika kusaidia kubuni bandage mpya kwa mteja anayeomba msaada kwa ajili ya maendeleo ya bandage ya matibabu. Mfuatano wa masomo tuliyoendeleza kwa kutumia mfano wa mafunzo ya 5E na UbD (muundo wa nyuma) ulijulishwa vizuri na ulifanana na maono yaliyowekwa katika NGSS kwa sababu PE mbili zilijumuishwa kwa muda. Kwa sababu baadhi ya PE zinaweza kuunganishwa, mfululizo wa mafundisho ya 5E una maana kama chombo cha kupanga kwa sababu ya misingi yake ya nadharia (yaani, maoni ya jinsi watoto wanavyojifunza) na matumizi ya kuendelea katika madarasa ya msingi. "Kama ilivyoelezwa hapo juu, ""E"" ni ""mfano wa mafunzo ya msingi ya sayansi"" ambayo inasaidia wanafunzi kujifunza na kujaribu mazoezi ambayo wanasayansi na wahandisi wanafanya." • Kupata data ya data, mapitio, na viunganishi vya NGSS kwenye https: bit.ly3z6gv Justin McFadden (jina la kwanza, jina la mwisho, mfano) ni profesa msaidizi wa elimu ya sayansi katika Chuo Kikuu cha Louisville, Kentucky. William Thornburgh ni afisa mtendaji katika Chama cha Walimu wa Modeling cha Amerika na iko katika Simpsonville, Kentucky. Brian Robinson ni profesa msaidizi wa Misingi ya Uhandisi katika Chuo Kikuu cha Louisville. Adams, K., na S. Feagin. Mwaka wa 2017. Kufafanua jambo. Sayansi na Watoto (54 8): 52-57. Shirika la Marekani la Maendeleo ya Sayansi (AAAS) Mwaka 1994 Viwango vya msingi vya ujuzi wa sayansi. Oxford: Oxford Chuo Kikuu Press. Bybee, R. W. Mwaka 2013 Tafsiri ya NCS kwa ajili ya mafunzo ya darasa Arlington, VA: NSTA Press. Martin Hansen, L. Ufafanuzi wa uchunguzi. Mwalimu wa Sayansi 69 (2): 34 Baraza la Kitaifa la Utafiti (NRC) Mwaka 2012 Mfumo wa elimu ya sayansi ya K-12: Mazoezi, dhana za msalaba, na mawazo ya msingi. Washington, DC: Shirika la National Academies Press. Samuel, A. E. Mwaka 1986 Mwalimu-kituo cha kufundisha katika kubuni uhandisi. Mafunzo ya Sayansi 15 (1): 213 <unk> 238 Thornburgh, W., J. McFadden, na B. Robinson. Mwaka wa 2020. "Mfano wa 6E ni ""kuingiza uhandisi katika mzunguko wa kujifunza wa 5E juu ya jambo.""" Sayansi na Watoto (576) Wiggins, G. P., na J. McTighe. Mwaka 2011 Uelewa kwa mwongozo wa kubuni wa kuunda vitengo vya ubora wa juu. Alexandria, VA: ASCD.