[Earthwatch] ^5E
The 5E references the inquiry cycle for lesson or unit formats that we see commonly associated with the project, problem, and inquiry (among others) based platforms in classroom instruction. To my understanding, the origin of the 5E cycle evolved from various existing concepts in constructivism and student-centered learning. The Biological Sciences Curriculum Study (BSCS) has done an excellent job communicating the need for the 5E instructional model and as an educator I now have the responsibility for confirming how I will simulate this Earthwatch experience for my students so that they can also benefit from my growing knowledge.
My only experience with this cycle is in the middle school science classroom where the E's stand for: Engagement, Exploration, Explanation, Elaboration, and Evaluation. Coincidentally, E is also for Earthwatch- where today is the final day of my Caterpillars and Climate Change in Arizona program with Dr. Lee Dyer , Ph.D and Ms. Danielle Salacido, M.S. from the University of Nevada, Reno. I have many questions to answer (below is just a sample):
- What do my students already know about climate change- the big picture?
- Are my students interested in caterpillars or climate change?
- What elements of the Earthwatch expedition will I be able to bring into the classroom- physical and cognitive resources overall?
- Will I be able to develop a worthwhile lesson to tell the story "Caterpillars & Climate Change?"
ENGAGEMENT: A Bug's Life
Can I get students interested in bugs? What do they already know, learned from discussion with peers, and have questions about/will want to learn (KWL).
EXPLORATION: Insect Biodiversity at Hull Middle School
Students will hopefully have begun to form questions and they will be refined to researchable questions. Ideally I would like for students to work on various species populations at the school site from plants, other animals, microorganisms and more. Students will collect population data for insect species, plant species, and others based on individual counts or density estimations in organized tables.
EXPLAINATION: Modeling Populations & Share Out
Students will model their data for the different categories (will be shared) to determine what patterns, systems, cause and affect, stability potential they observe while sharing their group data. They will address how their investigation so far contributes to understanding climate change. (Image used is just an example for how students might graph their data during the time of their investigation.)
ELABORATION: Population density, Lifecycles, and Tritrophic Interactions.
Students will determine factors that affect population density by studying the lifecycle and symbiotic relationships between their species and their environment. They will make connections between the lifecycle of organisms that are connection through the food chain. They will participate in a population simulation that will show how and why population density fluctuates between tritrophic interactions between the plant, caterpillar, and parasitoid.
Students will determine factors that affect population density by studying the lifecycle and symbiotic relationships between their species and their environment. They will make connections between the lifecycle of organisms that are connection through the food chain. They will participate in a population simulation that will show how and why population density fluctuates between tritrophic interactions between the plant, caterpillar, and parasitoid.
EVALUATION: Researcher's Choice!
It has to meet the objectives of understanding population dynamics and biodiversity through tritrophic interactions.
It has to meet the objectives of understanding population dynamics and biodiversity through tritrophic interactions.
- Interview an ecologist about the investigative process and create a "article" or video clip.
- Create an experimental design to conduct an ecological investigation at the school site.
- Demonstrate classroom data and individual understanding during a school day outreach table at lunch.
- Create a physical or digital model identifying the relationship/networking between species populations and informally present the justification for the model to the class.
- Maintain and create a population database to continue the weather and species population at the school site.
- Present on real tritrophic interactions that are threatened across the globe. Focus on one (i.e. Grey wolves, caterpillars, more!)
Note from the Author: I haven't written a blog since high school for a English project. Apologies if it has been unbearable. -Kristy
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