7E Learning Cycle in Science
(Instructional Design Model recommended by the NSTA)
Phase
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Elicit
extract or draw attention to
prior understandings and
knowledge
 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
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K of the KWL Chart (K= Know)
Think-Pair-Share
Draw-What-You-Know
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Doing Good
Science in Middle
School
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Students ask open-ended
questions*
Students develop and use models *
Think-Pair-Share to provide
conversation opportunities as
response to question prompts
Demonstration by teacher with
written observations by students
Lesson hook
Foldables for creating visual
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
investigations *
Students analyze and interpret
data *
Students make predictions from
demonstrations.
Question prompts by the teacher
Data collection during lab activities
and in science experiments
Cooperative group learning
activities
Jigsaw groups where student
become group experts and then
travel to other groups to share their
specific components
Student created graphs

Doing Good
Science in Middle
School
Research-Based
Strategies (#5)
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Engage
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Explore
observations,
record data, isolate
variables,
 design experiments, create
graphs,
 interpret results, organize
findings
 accompanied by teacher’s
check for students’
understanding
Research
Examples/Suggestions for
Classroom Instruction
Description
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* Next Generation:
Scientific and
Engineering
Practices
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Expanding the 5E
Model
GaDOE
Instructional
Framework for
SBC
* Next Generation:
Scientific and
Engineering
Practices

written or verbal
communications
 summaries of results
 justifications
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Explain
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transfer of learning

transfer one concept to
another
 transfer subject to subject
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 application to a new context 
Elaborate/
Extend
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Evaluate
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formative
summative
informal
formal
Research-Based Strategies by Ruby Payne
Doing Good Science in Middle School
Expanding the 5E Model
GaDOE Instructional Framework for SBC
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Students construct explanations
and design solutions *
Engage in arguments from
evidence *
Obtain, evaluate and
communicate information *
Expository Writing (ie: What
happened during the lab? Why did
this happen? Will the results always
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
Assessments which include
questions related to labs and require
application of new knowledge
Science Olympiad Events
Students design a product which
applies findings to authentic
situations
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®
Student converse during learning
activities for student and teacher
commentary/feedback.
Ticket-Out-The-Door
Rubrics
Self-Assessment

CCGPS Literacy
Standards
* Next Generation:
Scientific and
Engineering
Practices


Expanding the 5E
Model
Doing Good
Science in Middle
School