This document outlines the 5 E instructional model for inquiry-based science instruction. It describes the 5 phases (Engage, Explore, Explain, Elaborate, Evaluate) and provides examples of activities for each phase. It also lists science process skills and types of questions teachers can use at different phases of instruction. The 5 E model provides a framework to incorporate science concepts, process skills, and questioning into inquiry-based lessons.

1. The 5 E Instructional
Model
A Framework for
Inquiry-Based Instruction

2. Science Content
Concepts Process Skills
of Science of Science
Observing
Communicating
Classifying
Measuring
Relating objects in
space & time
Predicting
Inferring
Controlling variables
Defining operationally
Experimenting

3. Science Process Skills
 Observing
 Communicating
 Classifying
 Measuring
 Relating objects in space & time
 Predicting
 Inferring
 Controlling variables
 Defining operationally
 Experimenting

4. Engage
Evaluate Explore
5 E’s
Science Lesson
Elaborate Explain

5. Engage
 Activity which will  Demonstration
focus student’s  Reading
attention, stimulate  Free Write
their thinking, and
access prior
 Analyze a Graphic
knowledge. Organizer
 KWL
Student asks questions such as,
Why did this happen?
 Brainstorming
What do I already know about this?
What have I found out about this?
Shows interest in the topic.

6. Explore
 Activity which gives  Perform an
students time to think Investigation
and  Read Authentic
investigate/test/make Resources to Collect
decisions/problem Information
solve, and collect  Solve a Problem
information.
 Construct a Model

7. Explain
 Activity which allows  Student Analysis &
students to analyze Explanation
their exploration.  Supporting Ideas with
Evidence
Student’s
understanding is
 Structured Questioning
clarified and modified  Reading and Discussion
through a reflective  Teacher Explanation
activity.  Thinking Skill Activities:
compare, classify, error
analysis

8. Elaborate
 Activity which  Problem Solving
expands and solidifies  Decision Making
student thinking  Experimental Inquiry
and/or applies it to a
real-world situation.
 Thinking Skill
Activities: compare,
classify, apply

9. Evaluate
 Activity which allows  Any of the Previous
the teacher to assess Activities
student performance  Develop a Scoring
and/or Tool or Rubric
understandings of  Performance
concepts, skills, Assessment
processes, and
applications.
 Produce a Product
 Journal Entry
 Portfolio

10. Types of Questions
 Attention Focusing: Have you seen? Do you notice?
 Measuring & Counting: How many? How long?
 Comparison (for sharper observation): In how many
ways are your seeds alike and how do they differ?
 Action: What happens if… you place your pill bug in
damp sand? …you pinch the seedleaves off a young
plant?
 Problem-posing (more sophisticated, follows exploration
& understanding, not a good first question): Can you find
a way to… make your plant grow sideways? Can you
separate salt from water? Can you make a sinking object
float?

11. Attention-focusing questions
Have you seen?
Do you notice? Engage Measuring & Counting and
Comparison Questions
How many?
How long?
Evaluate Explore In how
many ways?
5 E’s
Action &
Science Lesson
Problem-
Solving
Question
s
What happens if… Elaborate Explain
Can you find a way to…

12. References
 Montgomery Public Schools
 Harlen, W. (1985) Primary Science:
Taking the Plunge
 Trowbridge, L. W., Bybee, R. W., &
Powell, J. C. (2000). Teaching secondary
school science: Strategies for developing
scientific literacy