Components of the 5E Instructional Model

5E Instructional Model Template Part 1: Matrix Select a grade level, Next Generation Science Standard, and develop two learning objectives related to the selected standard. Detail each component of the 5E Lesson (Engage, Explore, Explain, Elaborate, and Evaluate) and how it could be applied to the selected grade level standard by selecting one appropriate instructional activity for each and providing a rationale why the activity would be effective for implementing the 5E instructional model components with all students. You will also describe assessment ideas that could be used to support the instructional strategies. Note that you will adapt the information from this template to complete the Topic 6 “Science Lesson Plan” assignment. Grade Level: 5th Next Generation Science Standard: K-PS2-1: Plan and Conduct an Investigation to Compare the Effects of Different Strengths or Directions of Pushes and Pulls on Motion of an ObjectSpecific Learning Targets/ Objectives: 1. I can explain what a force is and the impact it has on an object. 2. I can determine the absolute magnitude of force and its direction when several forces are acting on an object at a standstill.   5E Lesson Component Description(In your own words, describe the component as it relates to science processes and practices in 1-2 sentences.) Instructional Activity and Rationale (In 2-3 sentences, describe an instructional activity that would be appropriate for the standard and explain why it would be effective in helping implement the 5E instructional model with all students.)Engage: Engaging aims to capture learners’ attention and interest by getting them personally involved in the lesson. According to Ruiz-Martin and Bybee (2022), this stage of the 5E model allows students to make connections between present and past learning experiences and sets a foundation for future learning activities. 
Activity: Students will engage in activities of daily living like walking, kicking a ball, pushing objects on different surfaces, engaging in a tug-of-war game, pushing a stalled vehicle, and lifting light objects off the ground. Rationale: The purpose of these activities is to engage learners in the fact that what they are about to learn happens every day in their lives. Walking, for instance, use forces that allow them not to slip. Pushing and pulling objects is often part of the play, but then there are concepts of force that can be learned from such a mundane and ordinary activity. The same applies to a fun tug of war but simultaneously demonstrates how forces work in different directions. 
Explore: Under explore, learners are triggered to be involved in the topic by enabling them to build on what they understand from the engagement stage. In Grau et al. (2020)’s view, this stage allows students to be directly involved in experimentation material and phenomena and allow them to have questions or have an idea of what to anticipate. 
Activity: The key activity here involves working with experimental material, like pulling or pushing wooden blocks on a surface. Rationale: This activity allows students to understand that forces are always working on an object, whether moving or at a standstill. In the case of a stalled object, for instance, it only moves when a certain amount of force is applied, and the speed increases with an increase in applied force. 
Explain: In the explained stage, students understand the opportunity to explain what they have learned so far. As Ahmad et al. (2018) pointed out, learners begin to communicate what they have learned through written and verbal means. Such communications are between peers, facilitated by the teacher, and involve reflective processes. 
Activity: Group discussions on why and when a stalled object could move once a force were applied or why a heavy object could be lifted by many hands when it could not be lifted by a single student, or why during the tug of war, one group managed to outdo the other. Rationale: The activity allows students to communicate with each other, come up with questions for the teacher, and open the classroom for discussions and self-discovery. Elaborate: The stage involves students using the knowledge gathered in real-life applications. 
Activity: The students get in groups and compete in activities like tug of war, pushing or pulling heavy objects, and kicking objects like balls. 
Rationale: These activities remind students that the concept of force surrounds them daily. That forces can be reduced or added to produce a desired effect. For instance, a ball can be kicked with a low force and will not go far. On the other hand, a kick with greater force causes the same ball to go far. Also, one student cannot produce enough force to push or pull a particular object. But when it is a group, that object will move. This results in understanding the direction in which an object moves based on the forces acting on it. 
Evaluateexplainedation allows understanding of the extent to which learning has taken place. 
Activity: Using diagrams, student...