Instructional Models Embedded in NGSS: 5E Instructional Model and Model Based Inquiry

Since we are headed back to the classroom soon, I felt this would be an excellent time to review instructional models embedded in NGSS Standards. Also, we are suppose to used recommended curriculum provided by the state we reside in our classrooms. We hear about phenomena based curriculum all time and wondered if there were other instructional models available that would meet the criteria as high quality science curriculum/and or instruction. After reviewing the curriculum below I find that they are all similar. I also attached an article on adapting curriculum to align with NGGS it is attached. 

Quality: Excellent .  They have resources available on their website. 

Curriculum: Model Based Inquiry, MOSIaC Expedition, The Polar Bear Project, CRIES Education and Outreach

Model Based Inquiry (MBI)

A process in which students develop questions and procedures, carry out experiments, and make and communicate conclusions in an effort to “explore phenomena and construct and reconstruct models in light of the results of scientific investigations” (Forthcoming, p. 22). This approach to learning realistically mirrors the work of scientists, who develop and test hypotheses to construct more sophisticated understandings of the natural world.

Has four stages: 

1. Planning for Engagement with Important Science Ideas 

• Unpacking standards 
• Identifying an anchoring phenomenon and driving question
• Pinpointing the important science concepts students will need to build a scientific explanation of the phenomenon
• Plan with the end in mind-constructing draft models and causal explanation

2. Eliciting Students Idea 

• Introduction to the anchoring phenomenon
• Eliciting student ideas and experiences that may help them develop initial explanations of the phenomenon 
• Construction of initial models of the phenomenon based on current ideas 
• This usually takes one day 
• Use public records to keep track and work on ideas 
• Facilitation: Productive talk (Science talk moves)

3. Supporting Students On-Going Changes In Thinking 

• Providing learning experiences that help coordinate their ideas and powerful ideas in science to build a scientific explanation of the anchoring phenomenon 
• Designing or adapting a number or purposeful tasks 
• Coordinate important science ideas earlier identified 
• Construction and use of Summary Table Important-revision and testing of the students' models.
• Makes up the majority of the unit-class is working on developing their explanations 
• Looking at open and closures available on the website

4. Pressing for Evidence Based Explanations

• End of MBI unit Students are pressed for evidence based explanations 
• Finalizing the student models, building consensus through discussions, construct got to have checklist Individual explanations of the anchoring phenomenon 
• Final model or evidence-based explanation is the summative assessment. 
• Helpful websites: Model Based Inquiry, NSTA, Helpful Articles: Introduction to Model Based Inquiry

5E Instructional Model: a constructivist model of learning 

Curriculum: BSCS, Discovery Education 

Provides multiple opportunities for assessment and differentiation. Each stage of instruction details the ideas, concepts, and skills needed for student inquiry. There are expected behaviors for teachers and students, as well as opportunities to demonstrate learning through application. Positive results when the 5 E model were adopted by schools. "Standardized tests scores showed that those students in classrooms using the BSCS science program for two years were four months ahead of students in other classrooms." (Bennett, page 1) Embedded in the Next Generation Science Standards (NGSS) as the best way for students to think scientifically. Example of 5 E instructional model: Using software, students design and then build an amusement park ride.

There are 5 stages for the 5E instructional model:

1. Engage 

Purpose: To get students excited about the topic 

Students will:

• Use prior knowledge: make connections current topic or content to prior understanding 
• Ask questions or draw on experiences (encouraged) 

Teacher will: 

• Misconceptions/Competing Ideas: not to be corrected, make notes about revisiting them 
• Prior knowledge: teacher should connect topic or content to prior understanding 

2. Explore 

• Students will: Investigate problems associated with the concept. 
• Pose real questions and develop hypotheses. 
• Identify scientific concepts with hands on activities provided by the teacher. 
• Develop their skills that are needed to test their ideas. 
• Refine their hypotheses and reflect on their investigations

Teacher will: 

• Not provide direct instruction provided during this stage. 
• Lead inquiry based questions are asked why students are in groups. (Science talk moves) 
• Give students time to refine their hypotheses and reflect on their investigations. 

3. Explain

Students will : 

• Develop explanations for their observations 
• Define vocabulary and connect to prior knowledge 
• Understand new information through a single example 

Teachers will : 

• Support student discussion and answer their questions 
• Direct instruction 
• Discussion: new information is shared collaboratively 

4. Extend 

Students will : 

• Move from a single example in the explain stage to a generalization that can be applied in other examples (Make connections) 
• May formulate new hypotheses. 
• Test their new hypotheses in new scientific investigations. 
• Use data collected from their new investigations and make new conclusions. 
• Use the vocabulary and concepts in their discussions and their writing. 

5. Evaluate 

Students will: 

• Return to the engage phase to compare their earlier understanding of what they know now 
• Reflection: what they know, and how they are now able to prove what they know in writing, discussion, and demonstration. 

Teacher will: 

• Address misconceptions they held, and makes sure they are corrected. 
• This phase should not be skipped not give a unit test during this stage. 
• Evaluate the learning that has taken place through a problem scenario where students should apply their new knowledge-NGSS 3D Task Assessment Evidence of understanding: formative, informal performance, or summative assessments. 

 Bennett, Colette. "What Is the 5 E Instructional Model?" ThoughtCo, Feb. 17, 2021, thoughtco.com/5-e-instructional-model-4628150.