#7gotE’s

Michelle Miramonte- Carranza

Master Teacher I
Objectives

Differentiate the phases of IBL

Enhance conceptual understanding on

the relationship between 5E’s and 7 E’s
EVALUATE
ENGAGE
 EXPLAIN

ELABORATE
 ENGAGE

EXPLORE
5E Learning Model
#7gotE’s
"How do you
create a
meaningful
and engaging
lesson that
reaches all
students?"
Seatbelt Lesson using the 7Emodel

Elicit prior understanding

• Students are asked, “Suppose you had to design seat
belts for a race car traveling at high speeds. How
would they be different from the ones available on
passenger cars?” The students are required to write a
brief response to this “What do you think?” question
in their logs and then share with the person sitting
next to them. The class then listens to some of the
responses. This requires a few minutes of class time.
#jUIcer
 #jUIcer
•Extracts or draws attention to prior
understandings and knowledge
•Assists in transferring knowledge
•Framing a “what do you think”
question
Elicit

Post its

Traffic light
confidence at
Show me boards
start
What I What I want What I Think pair share
Know to know learnt
Games

Dominoes

True or false
KWL boards

Multiple choice
 ELICIT (5 min)

If I had to pick up a
word or a phrase of
yesterday’s discussion,
what would it be?
What didn’t
worked really
well
What captured
yesterday?
my attention
yesterday? Why?
Seatbelt Lesson using the 7E
model

Engage
• Students relate car accidents they have
witnessed in movies or in real life.

Engage
• Students view videos of crash test dummies
during automobile crashes.
#theRing
#theRing
 #theRing
•captures students’ attention
•gets students thinking about the subject
matter
•raises questions in students’ minds
•Stimulates thinking, and access prior
knowledge
Engage tasks Video clips
Demonstration

BIG question
 ENGAGE
Presentation of a video clip of a news featuring
Typhoon Lando ..\..\Desktop\UB_ Bagyong Lando, nag-
iwan ng malaking pinsala sa Aurora.mp4
Seatbelt Lesson using the 7Emodel

Explore
• The first part of the exploration requires students to
construct a clay figure they can sit on a cart. The cart is
then crashed into a wall. The clay figure hits the wall.
Explore
• Students are asked how they could save the clay figure
from injury during the crash into the wall. The suggestion
that the clay figure will require a seat belt leads to
another experiment. A thin wire is used as a seat belt. The
students construct a seat belt from the wire and ram the
cart and figure into the wall again. The wire seat belt
keeps the clay figure from hitting the wall, but the wire
slices halfway through the midsection.
#doraDExplorer
Explore Problem solving
Practical activities

VAK

Research Information
activities retrieval
 #doraDExplorer
•Provides an opportunity for students to
observe, record data, isolate variables,
design and plan experiments, create
graphs, interpret results, develop
hypotheses, and organize their findings.
•Teachers may frame questions, suggest
approaches, provide feedback, and
assess understandings.
 EXPLORE (20 min)

Activity:Tracking Typhoon
Lando
Explain
• Students recognize that a wider seatbelt is
needed. The relationship of pressure, force, and
area is introduced.
#Matanglawin
#Matanglawin
•Students are introduced to models, laws, and
theories during the explain phase of the learning
cycle.
• Students summarize results in terms of these new
theories and models.
•The teacher guides students toward coherent and
consistent generalizations, helps students with
distinct scientific vocabulary, and provides questions
that help students use this vocabulary to explain the
results of their explorations
Explain
Explanation

• The teacher will let the students

explain what they have learned
from the activity.
• The group will exchange their
metacards and answer the
questions given by other group.
Let them present their answers.
Explanation
• What areas/places in Luzon
are greatly affected? Why?
• Using the public storm signals
issued by PAGASA, what is the
possible highest signal that
will be given in the place that
will be visited by the tropical
cyclone from what you have
you plotted?
Elaborate
• Students then construct better seat belts and
explain their value in terms of
Newton’s first law and forces.
#007
 Elaborate and extend

Level assessed task

Application of
Role play
knowledge

Conclusions or reports
Seatbelt Lesson using the 7Emodel

Evaluate
• Students are asked to design a seat belt for a
racing car that travels at 250 km/h. They
compare their designs with actual safety belts
used by NASCAR.
#DfinalCountdown
 Evaluate tasks

What I What I want What I

Know to know learnt

Traffic light
Learning journals
confidence

KWL boards Self and peer

assessment
Men in the tree
Target setting

What I
knew Show me boards
What I have
learnt Thumbs
What I want
to know
next
Learning Pyramid
Mind map
Evaluate
A. The students will be given a chart with the track of
Typhoon Nona. They will be asked to study the chart and
answer the following questions:
1. Where did Typhoon Nona originate?
2. What was its cyclone type when it was still outside the
PAR?
3. When did it become typhoon?
4. When was its first landfall?
5. From its first landfall, how many hours did it take to its
second landfall?
6. Using the longitude and latitude, what was the exact
location of the typhoon at 2:00 PM of December 16, 2015?
7. When did Typhoon Nona leave the PAR?
Evaluate

B. Typhoon Nona was spotted 45 km northeast of

Romblon. It is moving west at 15 kph with a
maximum sustained winds of 140 kph near the
center and gustiness of 170 kph.. The time of
issuance of bulletin is 5: 00 AM. What is its
estimated time of landfall? (7 AM)
Seatbelt Lesson using the 7Emodel

Extend
• Students are challenged to explore how airbags
work and to compare and contrast airbags with
seat belts. One of the questions explored is,
“How does the airbag get triggered? Why does
the airbag not inflate during a small fender-
bender but does inflate when the car hits a
tree?”
#DfinalCountdown
 #DfinalCountdown
•Encourages the students to apply or
extend the concepts and skills in new
situations.
• Students make connections not just in the
subject/ideas studied but also beyond it.
•Includes self-reflection and evaluation
from the student.
EXTEND
Design a plan for the safety of your family before, during and
after a typhoon, including following advisories, storm signals
and calls for evacuation given by the government agencies in
charge. Make sure that your family has a:
• disaster plan, including an evacuation plan (a way to
leave a dangerous hurricane-prone area),
• a disaster supply kit (containing medical supplies, lots of
water, food, flashlights, a battery-powered radio and
batteries) and;
• a way to protect your home (putting shutters or plywood
on large windows, pruning nearby trees, putting loose
yard equipment inside, like lawn chairs and barbeques,
etc.).
#theJudgement

TEMPLATE
#OnemoreChance