Using 5E Instructional Model - Garrett M. et al, 2013

3 min read

  1. Engage
  2. Explore
  3. Explain
  4. Elaborate
  5. Evaluate

Engage

Garrett M et al 2013 - And So it Grows, page 5 - Starts by providing a scenario and probing relevant question(s)

Scenario: We watch fields turn from a sickly brown to a vibrant green every spring season, and then return to this brown hue in subsequent seasons. Consider how this change occurs: plants first sprout new leaves and shoots, grow very rapidly, and expand across an area until the whole location is covered in new plant life. Then these plants slow down until they stop growing at all. Garrett M et al 2013 - And So it Grows, page 5

Instructors are involved in the informal class discussion with the students on this scenario…

​After that, learners review the terminology relevant to topic and already known exponential curve, with instructors.

Explore

“We encourage students in each group to take turns” Garrett M et al 2013 - And So it Grows, page 5

Grouping method, number of students, or any such data is not given in the paper

Learners manipulate given parameters (Kind of like Net-logo (See this) does, but here by typing in the numbers), and observe results.

Involves formal discussion and prediction.

Explain

Student discussion & sharing (Garrett M et al 2013 - And So it Grows, page 5)

​Equation for the logistic model is provided at this point (Garrett M et al 2013 - And So it Grows, page 6)

Paper also addresses possibility of students feeling overwhelmed by “parenthetical” part of the equation and how to address this… (even manipulating the given parameter may not be enough to make connection to the equation directly.)

To do so, the teacher can explain logistic growth model by basic algebra and order of operations.

Specifically, teacher first explains unlimited (or exponential) growth via first (exponential) part in following equation.

Then teacher includes the limiting factor as shown below…

Learners are encouraged to replace various (predetermined) values for N(t) and K…

And eventually when learners figure out that when both are equal that N(t+1) becomes equal to N(t), meaning the population is stable - not growing or declining. Garrett M et al 2013 - And So it Grows, page 6

Elaborate

When learners show smooth logistical growth curve, they may develop the notion of logistical growth always being smooth ‘S’ shaped.

But when students go for ranges of ‘r’ larger than 1, they find oscillations as shown in following image.

Thus, this ability of manipulation of various parameter allows to develop greater comprehension of population growth dynamics.

However, this paper (or lesson described in it) doesn't mention about how to provide thorough explanation behind those oscillasions.

(See what’s missing)

Evaluate

A scenario is given to students to solve a real world situation where they figure out time required to reach K (carrying capacity)

Use the model to determine the approximate number of years it will take the population to reach carrying capacity if the population doubles in size every year [Solution: Using K = 100,000; N = 20; r = 1; it will take ~16 years.] Garrett M et al 2013 - And So it Grows, page 6

^^^ The above part is just 'Apply' level, according to me. ^^^

And in the end they evaluate the initial scenario (Here) provided during engage phase. This is done by discussion on questions posed by instructor, rather than using the simulation. Compare their new knowledge with their initial ideas.

Graph View

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