Planning Inspire Science Instruction in Different Learning Environments, 2020-2021

McGraw Hill Education Inspire Science materials for grade levels K-8 and 9-12 were designed to support teachers and students in a variety of
delivery methods. For most of our users, this has been in a traditional classroom setting. However, our programs have print resources, digital
resources, and platform capabilities to support online access and interaction. These digital resources have become invaluable during the current
COVID-19 pandemic.

This document gives guidance for how to utilize the Inspire Science resources to support all learners. The resources in our programs can help you
make the necessary adjustments to function effectively in the current environment. This document gives general guidance around using the
resources in Inspire Science in a synchronous and asynchronous setting.

Considerations for Distance Learning

In the distance learning or hybrid learning classroom, some general considerations must be included. The guidance in this document is a
suggestion, as there are multiple models districts are using to approach digital learning. These guidelines are focused on general ways to use
McGraw Hill resources to support students and teachers. However, there are some baselines that should be considered regardless of the model.

1. Teach Science. While we know that the elementary focus centers on ELA and Math, be sure to make time for science. This could be
integrating Inspire Science topics into your literacy block. It could be using investigations to build the Science and Engineering Practices
while directly connecting with mathematical standards. However it fits into your schedule, do some science. Inspire Science also includes
Math Connections, Writing Connections, and Close Reading opportunities that support ELA and Math instruction through Science content.
2. Adjust pacing expectations. Since instruction can require more time in the distance learning format, you may not cover all the topics you
would in a typical school year. Provide more time for exploration and ask deeper questions about fewer topics.
3. Focus on grade-level work. There is a great deal of concern about learning loss from the spring. Try to focus on the grade level work in all
three dimensions. In the Teacher’s Edition, we give the progression of the standards. Support the work of the grade level standards while
reinforcing and building upon students’ prior knowledge.
4. Use synchronous time strategically. Whether in person or through a video meeting, use live time with your students to the greatest
advantage. Save tasks that can be completed during group or independent work for asynchronous learning time. For example, if part of the
Inspire Science lesson is watching a video, have students do so independently before meeting as a class and use live time to discuss or
review students’ responses to the material. Thoughtfully consider the use of your limited time with students during synchronous
instruction.
5. Design for access and equity. Maintain a high standard for the quality of work completed, while being flexible about when and how it is
completed. As part of this, you might provide:
 ○ multiple ways for students to access materials (e.g. printed materials for pick-up and drop-off)
○ special instructions for caregivers of the youngest learners, who might need to help children read written directions, as well as
access or navigate digital tools and platforms
6. Attend to clarity in directions and anticipate potential confusion. In a remote setting, instructions need to be written carefully so that
students can easily discern what is expected. To this end, one might:
○ Organize materials and assignment schedules in a streamlined way for students and caregivers to access materials (paper or online)
in a centralized place.
○ Make instructions as simple as possible and give clear directions on where work can be found.
7. Consider age-appropriateness. Distance learning will look a lot different for students of different ages. These may include the amount of
time students spend on science, the ways in which students submit work, and the amount and type of independent practice. There are
additional considerations for our youngest learners such as reducing screen time, supporting families, and understanding what students
know and can do. Older students could learn skills for becoming more self-sufficient in their learning, such as understanding science text,
learning from video resources, and safely exploring inquiry activities on their own.

In the following pages, specific suggestions will be share around how to use these resources.
Use the chart provided below to plan Inspire Science lessons for various e-learning models. This framework aligns with the 5E lesson model and
the Lesson at a Glance planner in the Teacher Edition. The ideas presented outline lesson delivery options for synchronous and asynchronous E-
learning scenarios.
Suggestions are based on the following assumptions:
• Synchronous E-Learning—Students and teachers meeting together for live sessions through a digital platform. Students have access to
internet at home and can communicate with their teacher and other students synchronously during scheduled meeting times. Teachers
may have the ability to flexibly group students using breakout sessions depending on the functionality of the online meeting tools they are
able to use.
• Asynchronous E-Learning—Students and teachers communicate through an online learning platform, and students complete tasks on their
own schedule. Students have access to internet at home and can communicate with their teacher through a messaging system. They also
may have access to a teacher-monitored discussion board.

Assess Prior
Knowledge Explore Explain Elaborate Evaluate
& Engage

The 5E lesson cycle may appear linear, but the content makes connections to previous moments in the
lesson (and from previous lessons) for students to reflect on their learning. The opportunities for reflection
are outlined in the lesson content and can be completed as a class or individually by each student, with
support from the teacher or a caregiver as needed. The chart below provides details for how to approach
the lesson delivery for the two types of E-Learning outlined above.

Because access to technology and tools may vary, there are also additional ideas provided for using program features to meet the needs of
diverse learners.

Instructional Component
Assess Prior Knowledge
Students use the Page Keeley Science
Probe to uncover preconceptions.
Engage
Students observe and react to a real-
world phenomenon that connects to
the lesson.
Explore
Students engage in inquiry related to
the phenomenon through a hands-on
activity, simulation, data analysis,
research, or engineering. Students
collect and analyze data and
communicate their results.
Platform Tip: All Inquiry Activities
in Explore have an Inquiry Rewind
video that can be used to save time or
give students the inquiry experience
through E-Learning.
Explain
Students use a variety of print, digital,
and hands-on resources to synthesize
information and communicate their
understanding.
Inspire Science 5E Lesson Cycle
Synchronous E-Learning
Students complete the probe in their Student
Edition or online. Use breakout rooms or other
online tools to allow students who choose the
same answer to discuss.
Platform Tip: Page Keeley Science Probes
can be printed.
Students watch the video and look at the photos
on their device or while the video is shared
using online tools. Students discuss their
reactions with the class.
Students review the procedure for the activity as
a class while the video is shared using online
tools. Students watch the Inquiry Rewind video if
materials are not easily accessible. Students
record data in their Student Edition or online and
discuss the results of the activity together via
online tools.
Students can read core lesson content
independently or as a class via online tools using
their Student Edition. Students complete
additional hands-on or digital activities and
discuss the results of the activity together via
online tools.
Platform Tip: The Student Edition eBooks
can be used with a screen reader.
Asynchronous E-Learning
Students complete the probe in their Student
Edition or online. Use a message board or other
online tools for students to share and discuss
their responses.
Platform Tip: The Student Edition eBooks
can be used with a screen reader.
Students watch the video and look at the photos
on their device. Students discuss their reactions
with the class through a message board or other
online tools.
Students read and complete the activity online.
Students watch the Inquiry Rewind video if
materials are not easily accessible. Students
record data in their Student Edition or online and
discuss the results of the activity together via
online tools.
Platform Tip: The Student Edition eBooks
can be used with a screen reader.
Students can read core lesson content
independently using their device or Student
Edition. Students complete additional hands-on
or digital activities and discuss the results of the
activity together via online tools.
Platform Tip: The Student Edition eBooks
can be used with a screen reader.
Elaborate
Students apply their knowledge to
new situations and continue to
develop deeper understandings.
Evaluate
Students demonstrate their
understanding by explaining what they
have learned and apply their learning
to their plan for the Module Project.
Platform Tip: Assessments
(Lesson Check, Module Pretest, and
Module Test) are available online or in
PDF. Module Projects are available in
editable versions for the student and
teacher, along with an editable rubric.
Students complete additional hands-on or digital
activities independently or while content is
shared using online tools that extend the
application of the lesson content. Students can
share their understanding via online tools.
Platform Tip: The Student Edition eBooks
can be used with a screen reader.
Students revisit and explain the lesson
phenomenon using the lesson vocabulary.
Students revisit the Page Keeley Probe to revise
their original thinking. Students respond to
summative lesson review questions and an
extension activity. Students apply their learning
to their plan for the module project.
Platform Tip: The Student Edition eBooks
can be used with a screen reader.
Students complete additional hands-on or digital
activities independently that extend the
application of the lesson content. Students can
share their understanding via online tools.
Platform Tip: The Student Edition eBooks
can be used with a screen reader.
Students revisit and explain the lesson
phenomenon using the lesson vocabulary.
Students revisit the Page Keeley Probe to revise
their original thinking. Students respond to
summative lesson review questions and an
extension activity. Students apply their learning
to their plan for the module project.
Platform Tip: The Student Edition eBooks
can be used with a screen reader.
 Program Resources

Use these materials to inform instruction, for professional development, and to foster the school-to-home
connection.
Teacher Editions Professional Learning Resources (eLearning
Courses and Video Libraries)
Correlations, Pacing, and Materials Lists Foldables Library
Supporting Research/Universal Access Letters to Home
Assessment Guides Spanish Course Resources

Inspire All Students (Differentiation)

Strategies are provided to scaffold instruction and plan for successful teaching for all students.
• Approaching Level, On Level, and Beyond level Differentiated Instruction for the Module Concept
• Differentiated Instruction for Advanced Learners and Gifted Learners
• Literacy Support: Using the Leveled Readers
• English Language Support including Cognates and Language Building Resources

Anytime Resources

The resources listed below can be accessed anytime by the students to support students’ learning, or
spark curiosity for further exploration.

Leveled Readers Impact Science News

Investigators Science and Engineering Handbook
STEM Connections Science Paired Read Alouds
Vocabulary Flashcards STEM Career Kid Videos and Coloring Book
Science Songs
 Social and Emotional Learning (SEL)

Learning is social. Now more than ever, students need opportunities to connect to their peers. Use
these tips to engage students in conversation and respectful science discourse with you and their
classmates in each type of learning environment.

Face to Face Synchronous E-Learning Asynchronous E-Learning

Establish classroom norms for discussion if
students are not sitting near one another.
Encourage students to participate in class
discussions. Use sentence stems to help students
respond to each other.
I agree with __________ and can add that
__________.
Establish norms within the functionality of the
online meeting tool you use with your classroom
for students to take turns speaking and to use chat
features. Reach out to caregivers who may be
available and willing to help moderate breakout
rooms. Use the sentence stems to help students
respond to each other.
At each stage of the lesson cycle, encourage
students to respond to at least one different
classmate on the message board. Post prompts
with resources for students to explore on their
own. Motivate students to virtually meet with each
other to share their findings. Use the sentence
stems to help students respond to each other.

I would argue that ____________.

I disagree with _______________ because

________________.

Could you elaborate on why you think

__________________?
1 2 Consult arrows for recommended sequence for Synchronous and Asynchronous E-Learning.
We have indicated which activity would be best to complete first.
Inspire Science 5E Lesson Cycle – Grade 1, Module: Plant Structures and Functions, Lesson 1: Plant Parts
Instructional Component
Assess Prior Knowledge
Students use the Page Keeley Science
Probe Parts of a Plant to uncover
preconceptions about what parts plants
need to survive.
Engage
Students observe and react to a real-world
phenomenon of the General Sherman
sequoia tree with the question: How is this
sequoia tree different from other plants?
Explore
Students engage in a hands-on Inquiry
Activity: Observe Plant Parts. Students
make observations and collect data about
the parts of a plant. Students will
communicate their results. Students
engage in a Science Read Aloud: Plant
Parts Around the World.
Explain
Students engage in Claim, Evidence, and
Reasoning to answer the question: Do all
plants have the same parts? Students read
about plant parts and structures and
compare plants to synthesize information
and communicate their understanding.
Elaborate
Students complete another Inquiry Activity:
Synchronous E-Learning
• Use breakout rooms or other online tools to
allow students who choose the same answer to
discuss their ideas.
2 1
• Students discuss their reactions with the class.
2 1
• Review the procedure for the activity as a class.
• Watch the Inquiry Rewind video as a class.
• Students record data in their Student Edition
or online.
• Discuss the results of the activity together via
online tools.
• Read the Science Read Aloud: Plant Parts
Around the World as a class while the
video is shared using online tools. 1 2
• Students discuss their claims as a class.
Students read core lesson content as a class via
online tools using their Student Edition.
2 1
• Students discuss the results of the Inquiry
Activity: Plant Structures together via online
Asynchronous E-Learning
• Students complete the probe in their Student
Edition or online on their own before the
class meets.
• Students watch the video and look at the
photos on their own before the class meets
and record their ideas in their Student Edition
or online.
• Students can discuss the Inquiry Activity:
Observe Plant Parts with the class through a
message board or other online tools.
• Students make their claim based on the
Inquiry Activity: Observe Plant Parts in their
Student Edition.
• Students complete the Inquiry Activity: Plant
Structures at home with photos of a daisy
Plant Structures, to apply their knowledge
to new situations and continue to develop
deeper understandings. Students also read
more about trees.
Evaluate
Students demonstrate their understanding
by explaining what they have learned.
Students plan an extension investigation
about a question they still have about plant
parts. Students apply their learning to their
plan for the Module Project.
tools.
• Students read additional lesson content as a
class via online tools using their Student
Edition.
• Students revisit and explain the lesson
phenomenon using the lesson vocabulary as a
class.
• Students revisit the Page Keeley Probe to
revise their original thinking. Have students
discuss any changes they make with the class.
• Students respond to lesson review questions in
their Student Edition and discuss the answers
as a class to confirm or correct their thinking.
1 2
and an onion and record their results in their
Student Edition.
2 1
• Students plan an investigation about a
question they still have about plant parts in
their Student Edition.
• Students complete the Module Project in
their Student Edition.
• Students can share their plans and the results
via a video recording or other online tools.
 Inspire Science 5E Lesson Cycle – Grade 4, Module: Energy and Motion, Lesson 1: Forces and Motion
Instructional Component
Assess Prior Knowledge
Students use the Page Keeley Science
Probe Forces and Motion to uncover
preconceptions about forces.
Engage
Students observe and react to a real-
world phenomenon of a skydiver with
the question: Why are some of the
skydivers falling faster than others?
Explore
Students engage in a hands-on Inquiry
Activity: An Object’s Motion. Students
collect and analyze data about whether
a golf ball and a table tennis ball will fall
at the same rate. Students will
communicate their results.
Explain
Students read about position and
motion, how forces change motion,
balanced and unbalanced forces, and
gravity and friction to synthesize
information and communicate their
understanding. Students complete
another Inquiry Activity: An Object’s
Surface Area.
Elaborate
Students apply their knowledge while
reading about the STEM Career of a
Robotics Engineer to continue to
develop deeper understanding of
forces and motion.
Synchronous E-Learning
• Use breakout rooms or other online tools to
allow students who choose the same answer
to discuss their ideas.
2 1
• Students discuss their reactions with the
class.
2 1
• Review the procedure for the activity as a
class.
• Watch the Inquiry Rewind video as a class.
• Students record data in their Student Edition
or online.
• Discuss the results of the activity
together via online tools. 1 2
• Students read core lesson content as a class
via online tools using their Student Edition.
1 2
• Students discuss the Inquiry Activity: An
Object’s Surface Area as a class.
1 2
Asynchronous E-Learning
• Students complete the probe in their Student
Edition or online on their own before the class
meets.
• Students watch the video and look at the photos on
their own before the class meets and record their
ideas in their Student Edition or online.
• Students can discuss the Inquiry Activity: Observe
Plant Parts with the class through a message
board or other online tools.
• Students can complete the Inquiry Activity: An
Object’s Surface Area at home with the simple
materials (two sheets of notebook paper).
• Students record data in their Student Edition or
online and discuss the results of the activity
together via online tools.
• Students read about a Robotics Engineer in their
Student Edition to extend the application of the
lesson content. Students can share their
understanding with the class via online tools.
 Evaluate
Students demonstrate their
understanding by explaining what they
have learned. Students complete an
Extend It Engineering Connection.
Students apply their learning to their
plan for the Module Project.
• Students revisit and explain the lesson
phenomenon using the lesson vocabulary as
a class.
• Students revisit the Page Keeley Probe to
revise their original thinking. Have students
discuss any changes they make with the
class.
• Students respond to lesson review questions
in their Student Edition and discuss the
answers as a class to confirm or correct
their thinking.
• Students complete the Extend It Engineering
Connection in their Student Edition.
• Students complete the Module Project in their
Student Edition.
• Students can share their plans and the results via a
video recording or other online tools.
1 2

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