ECE320 - Evaluating a 5Es Lesson Sequence in Early Childhood

This report evaluates a 5Es lesson sequence designed for early childhood education, focusing on the 'Staying Alive' unit for 6-year-old students. The study involved implementing two lesson plans ('Needs and Care' and 'How Much Water Do We Need') on adult participants to assess their effectivenes...Read More

Running head: EARLY CHILDHOOD EDUCATION
Early Childhood Education
Name of the Student
Name of the University
Author note

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Table of Content
Introduction......................................................................................................................................3
The nature and purpose of the sequence of lessons.........................................................................3
Assessment of children’s learning...................................................................................................5
Evaluation of 5Es lesson sequence..................................................................................................7
Conclusion.......................................................................................................................................8
References:......................................................................................................................................9
Appendix:......................................................................................................................................11

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Introduction
Learning science at very young age is a very essential stimulator for the intellectual growth of a
child. The unit named Staying Alive allows the learners of 6 years old students to learn about
living beings and their basic needs to stay alive. The learning pattern of adults and children are
considerably deferent. Despite of the factor that a adult learner has more educational background
and basic knowledge about the topic, an adult person has more real life experience than a child
while having more intellect, reasoning power and memory (Victoriancurriculum. 2018). On the
other hand, a child brain is full of curiosity to experience everything with comparatively lower
reasoning power and memory.
This report describes the purpose, process and outcomes of the lesson plan. 2 of these lesson
plans namely engaging lesson or ‘Needs and care’ and the explanatory lesson or ‘How much
water do we need’ have been examined by implementing it on two adults of age 19 and 20 year.
It will help to identify the competence level of the planned lessons. 5 lesson plans have been
designed where these are representing the Engage, Explore, Explain, Elaborate, Evaluation parts
of the 5Es lesson design respectively.
The nature and purpose of the lesson
The nature and purpose of this report is to examine the efficiency of the lessons sequence by
implementing 2 of these 5 lesson on 2 adult participants (see appendix 1 and 4). The core
purpose of this lesson plan named Staying alive is to make the students more aware of their basic
biological needs along with the needs of other animals to survive in daily life. At the same time,
the purpose of 5Es process design of the lesson is to make this lesson more attractive and

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effective for the student that can allow the student to engage, explore and learn the topic with
realistic understanding and clear conception (Australia 2018).
The Engaging lesson was aimed to psychologically engage the students with the selected topic.
The efficiency of engaging lesson depends in the attractiveness of the lesson (see appendix 1). In
Exploring lesson, the students can carry out hands-on activities through which they can explore
the concept at the primary level. Engaging lesson allow the teacher to explain the whole concept
and components of the topic to the students. It allows the students to understand the core concept
of the topic as per their own reasonable interpretation. The phase of Elaboration the lesson can
provide enough opportunity to the student where they can implement their concept find out the
more detailed information (Chitman-Booker and Kopp 2013). Sometimes this phase uses the trial
and error method to utilise the reasoning power and intellect of the students to the potential level.
Evaluation part allow the teacher to examine how much the students have learnt successfully
while involving them with more complex tasks of implementation (see appendix 5).
By learning the biological needs of a human being and animals to stay alive, allows the students
to endure the preliminary concepts of living begins while allowing them to explore with their
own interest on the particular topic. The first lesson was aimed to capture student’s interest about
the basic components of needs including food, water, and shelter. The second lesson allows
exploring the utilization of 5 senses of human and other animals for survival. The third lesson
was planned to explain the functionalities of the needs of human and animals and their
importance in regular life (Hudson 2012). The fourth lesson was planned to support student to
plan and conduct an investigation about the requirement of water for human body. The last and
final lesson was planned to provide the opportunities for the student to express about what they
have learnt about the needs of human beings and other animals.

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Assessment of children’s learning
Process of learning from children’s perspective as well as from the perspective of educators
The lessons have been planned as per the learning model of 5Es Teaching and learning model
where the teachers as well as the students need to engage with a five steps process including
Engage, Explore, Explain, Elaborate and Evaluate (National Research Council 2012). From the
perspective of the student, this learning process allows the learner to be involved in the concept
or subject matter gradually while making enough knowledge and understanding about the topic.
The engage part of the lesson plan named Needs and Care allowed the students engage in the
topic about the needs of animals and human being in order to survive in their regular life (Singh
and Yaduvanshi 2015). The lesson was presented in attractive way that can grow the attention of
the 2 adults as well. From the response of the attracted adults towards the pet, it can be said
presenting the number of pets in the classroom is one of the techniques of attracting the students.
At the same time this lesson did not provide the detailed idea about the topic rather, it
represented as overall concept and purpose of the topic with light interaction. The functionality
of the initial lesson was to introduce the topic to the selected adults in a particular order that can
make the students interested about the learning as a trial.
After the initial introductory lesson in the second lesson, the educator can teach the student to
explore the presented topic (see appendix 2). In this lesson, the students can explore their five
senses and their utilization in human and other animals to survive in their regular life. In this
lesson, the students can explore the topic by identifying various objects through their five senses
individually while being blindfolded (see appendix 9). This technique allows the student to focus
on their individual senses and activities of respected body parts namely nose, year, eye, tongue

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and skin. This lesson also enabled them to write their each experience into the relevant sense
boxes inside the diagram of senses.
The major focus of the Explaining lesson named Finding needs is to explain the types and
quantity of food, water shelter and other components order to survive, and the cause of the
components of being crucial for both humans and animals (see appendix 4). Asking student
about how do they know that they are hungry allowed the teacher to make a relevant connection
between the learning topic and their real life intervention (Sumranwanich and Yuenyong 2014).
Giving the solve paper with photos to the students to identifying the needs allow the teacher to
explain the core concept of the topic with work based interaction as well.
After the explanatory lesson in the fourth lesson named ‘How much water do we need’, the
educator can teach the student to elaborate the presented topic with detailed understanding (see
appendix 4). In this lesson, the adults have been identified their own thirst level and needs of
water along with the needs of water for other animals to survive in their regular life. This
technique of giving the plastic cups full of water and allowing the student to drink as per
individual needs and documenting (see appendix 7) have allowed the teacher to show the two
adults the difference among individual needs of survival components (Eliason and Jenkins 2015).
This lesson also enabled those adults to explain each experience about thirst and dinking with the
peers. It has allowed the two adults to discuss about the essentiality of quantity of water in order
to survive with the help of practical experiments and expressing experiences.
The major focus of the Evaluation lesson named Sensational review is to collect the information
about what the students have learnt throughout the lessons and how this lesson can be more
appropriate for the students (Darling-Hammond 2012). It allows the students to discuss about
the essentiality of food, water shelter and other components order to survive, and the utilisation

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of the five senses for both animals and humans (see appendix 5). Sense mix up chart allowed the
students to implement their knowledge in the specific task where the teacher can identify if the
student would required additional lessons (see appendix 6).
Evaluation of 5Es lesson sequence
Along with the main evaluation lesson of 5Es lesson plan each lesson also has the own section of
evaluation as well. In this evaluation section the teacher can collect the information about what
the students have learnt throughout the lessons and how this lesson can be more appropriate for
the students. In majority of situations, this evaluation section has made to allow the adults to
express their own thoughts, ideas and interpretation about the topic where it can engage others
with the core topics and the multiple interpretations (Driver et al. 2014). Along with this process,
an evaluation cycle is also added at the extreme end of the lesson aiming to increase the
effectiveness of lesson plan for next session.
The evaluation cycle of the adult learning procedure consists of four basic phases namely
execution, analysis, making changes and planning. After each execution the lesson plan and the
gained outcomes has been analysed with appropriate parameters. This analytical measurement
enables the teacher to identify the essential components from the responses of the two adults that
need to be changed in order to enhance the acceptance of the learning program within the young
age children. After this phase, the changes should be made according to the findings. It increases
the efficiency of the further lesson plans. After the making changes the planning phase allow the
teacher to plan the lesson in a specific way which can allow the lesson to execute its maximum
efficiency (Stuckey et al. 2013). After the planning the final part of this cycle comes, which is

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the execution of the planned lesson where this lesson will be implemented finally on a group of
children.
In this current situation, Evaluation is the major concern of these lesson plans. These lessons
were planned aiming to the group of children having 6 years of age while implementing the
engaging and explaining section of the lesson plan on two adults. The learning style of the adults
and the children are different which was discussed earlier. However, this execution allowed the
teacher to find out the efficiency of the learning plan. In this evaluation section, the teacher can
collect the information about what the students have learnt throughout the trail session of the
lessons and how these lessons can be more appropriate for the target students.
Conclusion
From the above discussion, it can be said that learning the science topics at very young age is a
very essential stimulator for the intellectual growth of a child. At the same time, the unit named
Staying Alive allows the learners of 6 years old students to learn about living beings and their
basic needs to stay alive. This paper presents the report of the trial session of the planned lesson
targeted to the group of 6 years old children. However, initially the engaging and explaining
lesson have been implemented on two adults to achieve the most effective evaluation for this
lesson plan.
The planned lesson describes the 5 phases of learning process where Needs and Care represents
the Engage, Stretch the senses represents Explore, Finding needs represents represents the
Explain, How much water do we need represents Elaborate, Sensational Review represents the
Evaluation parts of the 5Es lesson design respectively. At the same time, By learning the
biological needs of a human being and animals to stay alive, allows the students to endure the

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preliminary concepts of living begins while allowing them to explore with their own interest on
the particular topic. From the perspective of the 2 adults as well as the teacher, the engaging and
explaining lesson plan allowed the learner to be involved in the concept or subject matter
gradually while making enough knowledge and understanding about the topic.

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References:
Australia, E. 2018. primary_connection_science. [online] Scootle.edu.au. Available at:
http://www.scootle.edu.au/ec/viewing/S5690/pdf/Staying_alive_online.pdf [Accessed 17 Jun.
2018].
Chitman-Booker, L. and Kopp, K., 2013. The 5Es of inquiry-based science. Teacher Created
Materials.
Darling-Hammond, L., 2012. Powerful teacher education: Lessons from exemplary programs.
John Wiley & Sons.
Driver, R., Squires, A., Rushworth, P. and Wood-Robinson, V., 2014. Making sense of
secondary science: Research into children's ideas. Routledge.
Eliason, C.F. and Jenkins, L.T., 2015. A practical guide to early childhood curriculum. Pearson.
Hudson, P.B., 2012. Practical insights into curricula integration for primary science. Teaching
Science, 58(4), pp.47-50.
National Research Council, 2012. A framework for K-12 science education: Practices,
crosscutting concepts, and core ideas. National Academies Press.
Singh, S. and Yaduvanshi, S., 2015. Constructivism in science classroom: Why and
how. International Journal of Scientific and Research Publications, 5(3), pp.1-5.
Stuckey, M., Hofstein, A., Mamlok-Naaman, R. and Eilks, I., 2013. The meaning of
‘relevance’in science education and its implications for the science curriculum. Studies in
Science Education, 49(1), pp.1-34.

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Sumranwanich, W. and Yuenyong, C., 2014. Graduate students’ concepts of nature of science
(NOS) and attitudes toward teaching NOS. Procedia-Social and Behavioral Sciences, 116,
pp.2443-2452.
Victoriancurriculum.2018. Science - Rationale and Aims - Victorian Curriculum. [online]
Victoriancurriculum.vcaa.vic.edu.au. Available at:
http://victoriancurriculum.vcaa.vic.edu.au/science/introduction/rationale-and-aims [Accessed 17
Jun. 2018].

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Appendix:
Appendix one- Lesson plan 1
Lesson 1: Needs and Care
Early Childhood Science Date:
Topic: Staying alive Age group: 6 year
Lesson type as per 5Es: Engage Group size: 10
Lesson focus: To capture students interest about the basic components of needs including food,
water, shelter
Lesson outcomes:
 Understand the components of animals and humans need in order to survive
 Contribute to the discussion about the needs of the animals and humans
 Documenting the ideas with the help of illustration and photographs
Equipments:
 Class science journal
 Information poster
 Tabular diagram for the needs of a pet and a person
 1 copy of ‘Circles about me’
 Some pets for the classroom
Preparations:
Learning the use of science journal and information poster or word wall
Setting up the information wall
Arrange the pets for the learning session in the classroom

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Preparing code of conduct for the students especially regarding the pets
Lesson activities:
Introduction to the pets and their regular schedule of living
Showing the information table describing regular needs of pets and human
Supporting the text with relevant pictures
Asking the students about their regular activities and needs
Asking the student to draw the basic needs of humans and animals to stay alive
Assessment and evaluation: (what did children say? do? learn?)
Students described about their own experience about their regular needs
Students drew some rough scratches about the components needed pets and humans
They participated in the discussion while identifying get engage with the topic they were
learning
Appendix two – Lesson plan 2
Lesson 2: Stretch the senses
Early Childhood Science Date:
Topic: Staying alive Age group: 6 year
Lesson type as per 5Es: Explore Group size: 10
Lesson focus: To explore the utilization of 5 senses of human and other animals for survival
Lesson outcomes:
 Identifying the 5 senses including touch, sight, hearing, taste and smell

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 Recognising the regular functionality of those senses
 Contribute to the discussion about the essentiality of the 5 senses
Equipments:
 Class science journal
 Information wall
 Objects for using five senses such as a flower, a far ball, a toy, a fruit and a electric bell
 Blind folds
 A container
Preparations:
Prepare the container with multiple objects
Arrange the selected objects as per their desired purpose of identifying senses
Preparing a diagram of five senses with picture
Lesson activities:
Blindfolding the student
Ask them to identify the far ball from the box by touch
Ask them to identify the flower by smell
Letting them hear the sound of the bell to identify the object
Letting them to bite of the fruit and identify the name of the fruit
Placing a toy in front of the students and asking them to identify after removing the blindfolds
Enabling them to write their each experience into the relevant sense boxes inside the diagram of
senses
Assessment and evaluation:
Students described about their own experience about using their five senses

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Students marked the relevant boxes as per their sensation
They participated in the discussion while exploring their usage of different senses in regular life
Appendix three – Lesson plan 3
Lesson 3: Finding needs
Early Childhood Science Date:
Topic: Staying alive Age group: 6 year
Lesson type as per 5Es: Explain Group size: 10
Lesson focus: To explain the functionalities of the needs of human and animals and their
importance in regular life
Lesson outcomes:
 Understand the types and quantity of food, water shelter and other components order to
survive
 Contribute to the discussion about the different patterns of needs of between the animals
and humans
 Documenting the ideas with the help of illustration and photographs
Equipments:
 Class science journal
 Information poster
 Tabular diagram for the needs of a pet and a person including the patterns and
photographs
 Data sheets with full detailing about the needs of food and water for humans and animals
Preparations:

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Preparing an Tree diagram consisting different foods and the needs of human being and animals
Develop solve paper with pictures of relevant foods
Lesson activities:
Introducing the tree diagram to describe the various needs of human being
Giving the solve paper with photos to the students to identifying the foods needed for human and
animals
Asking them to describe about their experience about having lack of foods
Asking student about how do they know that they are hungry
Assessment and evaluation: (what did children say? do? learn?)
Students described about their own experience about being hungry and having food
Students filled the solve paper representing the different components needed pets and humans
They participated in the discussion while explaining the topic they were learning
Appendix four – Lesson plan 4
Lesson 4: How much water do we need
Early Childhood Science Date:
Topic: Staying alive Age group: 6 year
Lesson type as per 5Es: Elaborate Group size: 10
Lesson focus: To support student to plan and conduct an investigation about the requirement of
water for human body
Lesson outcomes:

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 Understand the essentiality of water for animals and humans in order to survive
 Contribute to the discussion about the quantity of water needed by animals and humans
regularly
 Documenting the ideas with the help of illustration and photographs
Equipments:
 Class science journal
 Information poster
 Plastic cups and water filter
 Glass graph
Preparations:
Distributing the plastic caps among the students where each of them can have 6 cups
Arranging a filled portable water filter
Distributing the graph among the students
Lesson activities:
Asking the students about how much water they drink in a day
Showing them why human beings and other animals need water
Discussing how much water does a person need to drink
Asking the student to drink water by pouring the cups with water
Letting them to fill the graph as per their amount of consumption of water
Assessment and evaluation: (what did children say? do? learn?)
Students described about their own experience about being thirsty and drinking water
Student were able to discuss the needs of water elaborately
Students filled graph as per their consumption
Students described the needs of individual as per the graphs

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Appendix five – Lesson plan 5
Lesson 5: Sensational Review
Early Childhood Science Date:
Topic: Staying alive Age group: 6 year
Lesson type as per 5Es: Evaluation Group size: 10
Lesson focus: To provide the opportunities for the student to express about what they have
learnt about the needs of human beings and other animals
Lesson outcomes:
 Understand discuss the types of living beings and their needs in order to stay alive
 Contribute to the discussion about the basic needs including food, water and shelter
 Understand the utilisation of five senses in order to fulfil the needs
 Documenting the ideas with the help of concept map
Equipments:
 Class science journal
 Information poster
 Tabular diagram for the needs of a pet and a person
 Table of five senses with blanks
Preparations:
Prepare the mix up senses map with pictures

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Developing the table of needs with blanks
Lesson activities:
Asking the students to express their ideas about needs of humans and animals
Letting them discuss about the differences and similarities between the regular needs of humans
and animals
Asking their to describe essentiality the foods and liquid of a human and animal in their regular
life
Enabling them to fill the diagram of five senses
Assessment and evaluation: (what did children say? do? learn?)
Students described about their own ideas about the needs of humans and animals for staying
alive
Student were able to discuss the needs of food and water
Students were able to identify the functionality of different senses
Appendix six – Senses mix up

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Appendix seven – Graph of water consumption
Appendix eight – Tabular choice

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Appendix nine – Five senses identification chart