7E Learning Cycle in Science
(Instructional Design Model recommended by the NSTA)
Phase Description
extract or draw attention to
prior understandings and
knowledge
Elicit new knowledge is built on
existing knowledge
assists in transferring
knowledge
focus student thinking on
content
provide conversation
opportunities for all
students, not a select few
Engage
observations,
record data, isolate
variables,
design experiments, create
graphs,
interpret results, organize
findings
accompanied by teachers
Explore check for students
understanding
Examples/Suggestions for Research
Classroom Instruction
K of the KWL Chart (K= Know) Doing Good
Think-Pair-Share Science in Middle
Draw-What-You-Know School
Students ask open-ended Doing Good
questions* Science in Middle
Students develop and use models * School
Think-Pair-Share to provide Research-Based
conversation opportunities as Strategies (#5)
response to question prompts
Demonstration by teacher with * Next Generation:
written observations by students Scientific and
Lesson hook Engineering
Foldables for creating visual Practices
representations of content and/or
vocabulary
Menu Choice Boards students
select optional learning activities
Student created skits to explain or
represent knowledge
One-to-one technologies (ie:
graphing calculators, interactive
white boards, interactive Websites)
Graphic Organizers
Inquiry-Based Learning Stations:
discovery, student-centered
Students plan and carry out Expanding the 5E
investigations * Model
Students analyze and interpret GaDOE
data * Instructional
Students make predictions from Framework for
demonstrations. SBC
Question prompts by the teacher
Data collection during lab activities * Next Generation:
and in science experiments Scientific and
Cooperative group learning Engineering
activities Practices
Jigsaw groups where student
become group experts and then
travel to other groups to share their
specific components
Student created graphs
 written or verbal Students construct explanations CCGPS Literacy
communications and design solutions * Standards
summaries of results Engage in arguments from
justifications evidence * * Next Generation:
Obtain, evaluate and Scientific and
communicate information * Engineering
Expository Writing (ie: What Practices
happened during the lab? Why did
this happen? Will the results always
Explain be the same?
Peer-to-Peer verbal review and
clarification
Oral presentation of lab results
Oral presentation of project
Log Book
Journal writings and reflections
Science Projects with abstracts and
summaries
transfer of learning Assessments which include Expanding the 5E
transfer one concept to questions related to labs and require Model
another application of new knowledge Doing Good
transfer subject to subject Science Olympiad Events Science in Middle
application to a new context Students design a product which School
applies findings to authentic
Elaborate/ situations
Extend Students create performance tasks
Students design real-life solutions
to existing problems based on new
knowledge
Book study on nonfiction books
related to the specific content area
Invent America
formative Student converse during learning
summative activities for student and teacher
informal commentary/feedback.
Evaluate formal Ticket-Out-The-Door
Rubrics
Self-Assessment

Research-Based Strategies by Ruby Payne

Doing Good Science in Middle School
Expanding the 5E Model
GaDOE Instructional Framework for SBC