7E's Model for Teaching Science PDF

ELICIT - **accessing prior knowledge** - Solicits students preconception - Students ask questions ENGAGE - **focus attention and stimulate interest** - captures students' attention - gets students thinking about the subject matter - raises questions in students' minds - EXAM...

ELICIT - **accessing prior knowledge** - Solicits students preconception - Students ask questions ENGAGE - **focus attention and stimulate interest** - captures students' attention - gets students thinking about the subject matter - raises questions in students' minds - EXAMPLES/SUGGESTIONS - Students ask open-ended questions. - Students develop and use models. - Think-Pair-Share to provide conversation opportunities as response to question prompts. - Demonstration by teacher with written observations by students. - Lesson hook - Foldables for creating visual representations of content and vocabulary. - Menu Choice Boards -- students select optional learning activities. - Students created skits to explain or represent knowledge - One-to-one technologies (i.e: graphing calculators, interactive white boards, interactive Websites) - Graphic Organizers - Inquiry-Based Learning Stations: discovery, student-centered EXPLORE - **Investigate and collect information.** - Provides an opportunity for students to observe, record data, isolate variables, design and plan experiments, create graphs, interpret result, develop hypotheses, and organize their findings. - Teachers may frame questions, suggest approaches, provide feedback, and assess understandings. - EXAMPLES/SUGGESTIONS: - Students plan and carry out investigations. - Students analyze and interpret data. - Students make predictions from demonstrations. - Students created graphs. - Question prompts by the teacher - Data collection during lab activities and in science experiments - Cooperative group learning activities - Jigsaw groups where student become group experts and then travel to other groups to share their specific components EXPLAIN - **Explain the understanding of concepts and processes; new skills are introduced.** - Students are introduced to models, laws, and theories during the explain phase of the learning cycle. - Students summarize results in terms of these new theories and models. - The teacher guide students toward coherent and consistent generalizations, helps students with distinct scientific vocabulary, and provides questions that help students use this vocabulary to explain the results of their explorations. - EXAMPLES/SUGGESTIONS: - Students construct explanations and design solution - Engage in arguments from evidence - Obtain, evaluate and communicate information - Expository Writing (i.e: What happened during the lab? Why did this happen? Will the results always be the same? - Peer-to-Peer verbal review and clarification - Oral presentation of project/Oral presentation of lab results - Log Book - Journal writing and reflections - Science Projects with abstracts and summaries ELABORATE - **Expands and solidifies thinking often through application to a real-world problem.** - EXAMPLES/SUGESTIONS: - Student design a product which applies finding to authentic situations - Assessments which include questions related to labs and require application of new knowledge - Science Olympiad Events - Students create performance tasks - Students design real-life solution to existing problems based on new knowledge - Book study on nonfiction books related to the specific content area EVALUATE - **Assessment of understanding.** - EXAMPLES/SUGGESTIONS: - Formative Assessment - Summative Assessment - Informal Assessment - Formal Assessment - Provides an opportunity for learners to assess their own understanding and be able to demonstrate the depth and breadth of that understanding to others, including the teacher. Also, may allow the teacher to assess student performance and/or understanding of concepts, skills, processes, and applications. - Students converse during learning activities for student and teacher commentary/feedback - Rubrics - Self-assessment - Ticket-Out-The-Door EXTEND - Remind teachers of the importance for students to practice the transfer of learning - **Knowledge is applied into new context** - EXAMPLES/ SUGGESTIONS: - Activities scored using a rubric - GRASP - Brochure/Pamphlet - Produce a product - Performance assessment INQUIRY-BASED LEARNING "Tell me and I forget, teach me and I remember, involve me and I learn." -- Confucius [MODELING] **ELICIT** -- How do we see things? **ENGAGE**: - Task 1: Throw the ball straight on the wall with enough strength so it returns back to you in a straight line. - Task 2: With a partner, throw the ball on the wall with enough strength at an angle so it returns back to your partner at an angle. *Safety precaution: Be careful not to hit your partner on his/her body/head.* **EXPLORE:** *Particle, Wave or Something Else?* Objective: To explain the nature of light based on the theories proposed by scientists. Materials: Reading materials on the theories of light Procedure: - Divide the class into 4 groups and assign each group to one Learning Station: Learning Station 1 -- Corpuscular Theory Learning Station 2 -- Wave Theory Learning Station 3 -- Electromagnetic Theory Learning Station 4 -- Quantum Theory - From the materials provided, let the students gather information and make a light theory table for the data. Let the students discuss the results of their investigations. **EXPLAIN:** PRESENTATION OF GROUP OUTPUT Guide Questions: 1. How will you describe light according to Quantum Theory? 2. What happens to the speed of light as it passes from air to water? 3. What will happen to light waves when it hits a barrier with narrow opening? **ELABORATE:** Watch Video: Is light a particle or a wave? -- Colm Kelleher Ask the learners the following questions: - What are the theories on the nature of light? Who proposed the theories? - What properties of light do each of these theories support? - What is the currently-accepted theory on the nature of light? **EVALUATE:** Sample rubrics **EXTEND:** Present a picture in the class that illustrates theory of light. [SEATBELT LESSON USING THE 7E'S MODEL] **ELICIT:** Present picture about force. **ENGAGE:** Students view videos of crash test during automobile crashes **EXPLORE:** Students are asked how they could save the clay figure from injury during the crash into the wall. The suggestion that the clay figure will require a seat belt leads to another experiment. A thin wire is used as a seat belt. The students construct a seat belt from the wire and ram the cart and figure into the wall again. The wire seat belt keeps the clay figure from hitting the wall, but the wire slices halfway through the midsection. **EXPLAIN:** Students recognize that a wider seatbelt is needed. The relationship of pressure, force, and area is introduced. **ELABORATE:** Students then construct better seat belts and explain their value in terms of Newton's first law and forces. **EVALUATE:** Students are asked to design a seat belt for a racing car that travels at 250 km/h. They compare their designs with actual safety belts used by NASCAR. **EXTEND:** "What is the Newton's Second law of motion?" [POINTS TO CONSIDER:] 1. Were the learners engaged in scientifically oriented questions? 2. Were the learners provided opportunity to prioritize evidence? 3. Were the learners given the time to formulate their explanations? 4. Were the learners provided the means to evaluate their explanations in the light of alternative explanations? 5. Were the learners asked to communicate and justify their proposed explanations?