Posted: April 5th, 2023

5E learning plan folio 1500 words

5E learning plan folio 1500 words
Assignment overview
Across the duration of this unit, you have engaged, explored, explained, elaborated and evaluated. This 5E approach has been modelled in your learning materials and practised in your activities.
The 5E approach is summarised in the following table:
5Es teaching and learning model
Phase Focus
Engage Engage students and elicit prior knowledge.
Explore Provide hands-on experience with the phenomenon.
Explain • Develop scientific explanations for observations and represent developing conceptual understanding.
• Consider current scientific explanations.
Elaborate Extend understanding to a new context or make connections to additional concepts through a student-planned investigation.
Evaluate Students re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomes.
5Es teaching and learning model: Primary connections 5Es teaching and learning model (2011) adapted from Primary Connections
This assignment requires you to use your knowledge of the 5E approach to producing a 5E learning plan. This learning plan will be a sequence of 5 activities or experiences, designed around the 5E Model. This 5E learning plan will be for ONE year level of primary science, choosing one of the following sub-strands to focus on:
• Year 3 Chemical Sciences
OR
• Year 4 Biological Sciences
OR
• Year 5 Chemical Sciences
OR
• Year 6 Biological Sciences
Please note: While a Lesson Plan is one stand alone lesson, a Learning Plan is a series of activities or experiences over a period of time. In this assignment, you are creating a Learning Plan. Each phase of the 5E learning plan may take place over a period of time.
Preparing your assignment
You will prepare your assignment as a Word document, which must include:
• one learning plan using the template provided, including:
1. at least one content descriptor for the Science Understanding strand you have selected
2. at least one content descriptor from the Science as a Human Endeavor Skills strand
3. at least one content descriptor from the Science Inquiry Skills Strand
4. an introduction/rationale explaining the scientific skills and concepts that will be covered within your plan, with reference to the content descriptions and other curriculum documents (e.g. Structure, Rationale and Aims). Explain how STEM will feature in your learning plan. (250 words)
5. a learning plan of five activities/experiences designed around the 5E learning Model. Remember to identify any resources used (100 words per stage)
6. a justification of choices made in your activity/ experience (150 words per stage).
• a reference list in which you cite all sources of information you used for all components according to APA 7th edition referencing conventions. Your reference list must start on a new page. Do not use bullet or numbered points in your reference list; ensure it is ordered alphabetically.
Supporting resources
Understanding this learning area: Science Links to an external site. (ACARA, 2022, v.9)—explore these supporting resources from the Australian Curriculum website relating to the structure of Science in the Australian Curriculum. This will give you an idea of what the three strands encompass, and how they relate to each other.

Introduction/Rationale

The Year 4 Biological Sciences strand explores the living world and the interdependence between living things and their environment. This learning plan aims to cover the content descriptor ACSSU073, which focuses on the way that living things are suited to their particular habitat. Additionally, this plan will incorporate content descriptors from the Science as a Human Endeavor Skills strand and the Science Inquiry Skills Strand to develop scientific skills and understanding.

The learning plan will feature STEM activities that incorporate hands-on experiences, which will be designed around the 5E learning model. This approach will enable students to engage with the content, explore the concepts, explain scientific explanations, elaborate on their understanding, and evaluate their learning. This learning plan will be implemented over a period of time, and each phase of the 5E learning model will be integrated into each activity.

Learning Plan

Engage: In this phase, students will engage with the content by exploring different habitats, including aquatic, desert, and forest habitats. Students will be provided with a selection of pictures and videos, and they will be asked to describe and identify the features of each habitat. Students will be encouraged to share their prior knowledge and experiences of different habitats.

Explore: In this phase, students will participate in a hands-on activity to explore how living things are suited to their particular habitat. Students will be provided with a selection of animal and plant specimens, and they will be asked to match each specimen to its appropriate habitat. Students will be encouraged to work collaboratively and to use scientific vocabulary when discussing their findings.

Explain: In this phase, students will develop scientific explanations for their observations and represent their developing conceptual understanding. Students will be asked to identify the specific adaptations that help living things survive in their particular habitat. Students will explore how these adaptations help living things find food, water, and shelter, and they will discuss the impact of environmental changes on these adaptations.

Elaborate: In this phase, students will extend their understanding to a new context or make connections to additional concepts through a student-planned investigation. Students will be encouraged to design an investigation that explores how environmental changes impact living things in their habitat. Students will identify a hypothesis, design an experiment, collect data, and evaluate their findings.

Evaluate: In this phase, students will re-represent their understanding and reflect on their learning journey. Students will be asked to create a presentation that demonstrates their understanding of the content and their scientific skills. This presentation could take the form of a poster, a video, or a written report. Teachers will collect evidence about the achievement of outcomes, and students will be provided with feedback on their learning.

Justification of Choices

Engage: In the engage phase, students will be encouraged to share their prior knowledge and experiences of different habitats. This will enable students to draw on their existing knowledge and to develop an interest in the topic. The use of pictures and videos will help to stimulate students’ curiosity and encourage them to ask questions.

Explore: In the explore phase, students will participate in a hands-on activity to explore how living things are suited to their particular habitat. This activity will enable students to develop their scientific skills by observing, classifying, and identifying different specimens. This activity will also help to reinforce the content descriptor ACSSU073.

Explain: In the explain phase, students will develop scientific explanations for their observations and represent their developing conceptual understanding. This phase will encourage students to use scientific vocabulary and to explore the relationship between living things and their environment.

Elaborate: In the elaborate phase, students will extend their understanding to a new context or make connections to additional concepts through a student-planned investigation. This phase will enable students to develop their scientific skills by designing an investigation, collecting data, and evaluating their findings. This phase will also encourage students to think critically

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