The 5E instructional model, a student-centred and inquiry-based approach, aligns closely with the competency requirements of the Senior High School Biology Curriculum Standards issued by China in 2017. This needs analysis aims to assess the demand for instructional plans based on the 5E instructional model among high school biology teachers in Henan Province. A 16-item questionnaire was developed and validated through Exploratory Factor Analysis (EFA) to identify three constructs: “Knowledge and Application of Core Literacy in Biology”, “Knowledge and Application of the 5E Instructional Model”, and “Teachers’ Needs towards Instructional Plan”. The validated questionnaire was distributed to 75 high school biology teachers via the online platform, Wenjuanxing. Data analysis revealed that the self-reported average scores for the three constructs were 4.420, 1.883, and 4.252, respectively. These results indicate that while teachers are proficient in core literacy in biology, there is a significant gap in their understanding and application of the 5E instructional model. Moreover, teachers express a strong demand for instructional designs based on the 5E instructional model, highlighting a dire need. This research underscores the importance of customizing 5E instructional plans for Chinese teachers. Such tailored plans not only broaden the pathways for high school biology instruction but also enrich teaching cases, assisting teachers in more effectively implementing concept-based teaching in the classroom.