MCPS Science Teacher's Handbook

Science Teacher’s
Handbook
MCPS Science
Montgomery County Public Schools

July, 2004
MCPS Science Teacher’s Handbook 1 July, 2004

Science Teacher’s
Handbook
Science Office
850 Hungerford Drive
Rockville, MD 20850
301-279-3421
Michael Szesze
Program Supervisor for Science, preK-12
Debi Roberts
Instructional Specialist for Science, Elementary
Viv Wayne
Instructional Specialist for Science, Middle School
George Morse
Instructional Specialist for Science, High School

Science Teacher’s Handbook
Special Thanks to:
Don DeMember, Walt Whitman High School
Judith K. Cole, Magruder High School
Marita Sherburne and Jody Smith, AEI
Celeste King, Reading Instructional Specialist
High School Science Resource Teachers
Middle School Science Instructional Resource Teachers

Table of Contents
Introduction 11
MCPS Science Curriculum Frameworks 13
Science Literacy for All 15
Matching Content With Process Skills 15
Measuring Success 17
Instructional Targets 19
MCPS Teaching Standards 20
Characteristics of a Good Science Lesson 20
Elements of Effective Science Teaching 21
Administrative Look Fors 22
Planning for Instruction 24
Dimensions of Learning 25
Changing Emphasis 26
Constructivism 27
Mastery Objectives 28
Verbs for Writing Objectives: Bloom’s Taxonomy 31
5E’s Lesson Organizer 32
Inquiry 33
Inquiry in Science Instruction 34
Three Levels of Inquiry 35
5E’s Inquiry Learning Cycle 36
5E’s Activities 40
Well-Designed Investigations 41
Confusion Over Controls 48
Student Inquiry Projects 49

Overview 50
How to Conduct Research 53
Assignment Description 55
Project Hints 56
Project Resources, Forms, Scoring Tools 57
Teaching Strategies 63
Best Practices 64
Organizing Materials 65
Classroom Discussion 65
Questioning 67
Testable Question 70
Wait Time 70
Brainstorming 70
Structured Brainstorming 71
Carousel Brainstorming 71
Weighted Voting 71

Reason With Caution 72
Cooperative Learning Groups 74
3-2-1 75
10 + 2 75
Acronyms 75
CROWN 75
Four Corners 75
Find the Fib 76
Fishbone 76
Gallery Walk 76
Idea Spinner 76
Jigsaw 76
Luck of the Draw 77
Paired Verbal Fluency 77
Reciprocal Teaching 77
Share-Pair Circles 77
Telephone 77
Think-Pair-Share 78
Word Splash 78
Reading in Science 79
Reading to Perform a Task 80
Reading to be Informed 80
Checklists for Reading 81
Checking for Understanding 82
Scientifically-Based Reading Research (SBRR) 83
SBRR Vocabulary Instruction 84
SBRR Text Comprehension Instruction 85
Authentic Reading in Science 87
Effective Reading Strategies 87
SQ4R 87
Reciprocal Teaching 87
Science Article Critique Cards 88
Interactive Reading Strategies 89
Text Explanation 89
DOT 89
Reader’s Response Log 90
KWL 90
SQ3R 90
SQ4R 91
Text Marking 91
Highlighters 91
Selecting Books for Science Instructions 92
Where to Find Appropriate Book Lists for Science 93

Writing in Science 95
Writing to Inform 96
Writing to Persuade 96
The Writing Process 97
Six Traits of Writing 98
Six Traits of Writing Rubric 99
Science Writing: Holistic Rubric 100
Writing in Language Arts Versus Science 102
Writing Opportunities in Science 103
Writing is like the Scientific Method 103
Hypothesis 104
3 Parts of a Conclusion 104
Authentic Writing in Science 105
Effective Writing Strategies 105
Self Guiding Strategies 105
Writing Conference 105
Assisted Monologue 106
Model and Value Writing as a Teacher 106
Classroom Log 106
Exit Cards 106
Fast Write Paragraph 106
Interactive Student Notebook 107
ACE 107
CUCC 107
Science Comic Strips 108
Science Writing Center 108
Writing a Science Newspaper 109
Peer Editing of Scientific Literature 110
Slide Show with Writing Activity 111
Comparison Framework 111
5 Paragraph Persuasive Essay 112
Persuasive Writing Signal Words 113
F-Tap 114
FAT PIG 115
Color Marking 116
The DOT 118
Proofreading 119
Peer Editing Conference 120
Sound Off On Science SOOS 121
Journals 123
Graphic Organizers 125
Frayer Model 129

Mathematics in Science 131
TAILS 132
On Which Axis Does the Dependent Variable Go 132
Guidelines for Constructing Data Displays 133
Common Graphic Relationships 135
Making Metric Meaningful 137
Technology in Science 141
Assessment 143
Assessment and Student Evaluation Strategies 144
Top Ten Assessed Science Vocabulary 145
BCRs 146
Science Rubric 147
Example of a BCR 149
Self-Assessment Bulletin Board 150
Differentiation of Instruction 151

Differentiation 152
Accommodations for ESOL Students 156
Reading Strategies for ELL 158
Vocabulary Strategies for ELL 159
Questioning Techniques for ELL 161
ESOL Strategies in the Curriculum Guides 162
Safety 163
Safety Test 167
Safety Contract 170
Animals in the Classroom 172
Science Safety Review 173
County Science Resources and Activities 179

MCPS Online Services Information 180
Resources and Activities 181
Glossary 184
References 186

Introduction

Science Teacher’s Handbook
Introduction
"Science is a way of knowing that is characterized by empirical criteria, logical

argument and skeptical review. Students should develop an understanding of what
science is, what science is not, what science can and cannot do, and how science
contributes to culture."
(National Science Education Standards, 1996, page 21)
This Science Teacher’s Handbook is the collaborative work of the Montgomery County
Public Schools Science Office and Science Teachers of MCPS. It provides a handy reference of
the major science teaching principles and practices that are expected to be used in the science
classrooms of the county. All the materials included in this handbook are not necessarily
appropriate for all age levels. Teachers will need to select the information and activities that are
appropriate to their classroom and students. This is a living document that improves with the
suggestions and recommendations of science teachers. Good teaching comes from professional
sharing.
Several references in addition to this Handbook should be used for the purposes of planning
and teaching. These include Science Frameworks, Curriculum Blueprints and Curriculum
Guides. The Frameworks consist of the science rationale preK-12 (included in this handbook)
and the Scope and Sequence, which is a grade by grade listing of the indicators of student
learning. Blueprints are short tables describing the key elements of a unit for a grade level or
course. Curriculum guides are resource packets containing sample lesson plans, instructional
activities, models of assessment, and other useful teaching materials.
The MCPS Science Website <http://www.mcps.k12.md.us/ curriculum/science> is a rich

collection of materials dedicated to teaching and learning. There are quick references to
curriculum, instruction and assessment resources. These include the latest copies of curriculum
guide materials, instructional strategies, field trip ideas, and much more. There are up-to-date
information pages on professional development opportunities and special programs and
opportunities for student enrichment and extensions, including summer experiences.
Support for science teaching is provided on many different levels. These include your fellow
teachers, science resource teacher (middle and high schools), science liaisons (elementary
schools), the science program supervisor, and science instructional specialists. They are available
to assist you in providing strong teaching and professional growth.
Michael Szesze
Program Supervisor for Science preK-12
Science Office, Montgomery County Public Schools
850 Hungerford Drive, Rockville, MD 20850
301-279-3421
Michael_J._Szesze@fc.mcps.k12.md.us or Michael_J_Szesze@mcpsmd.org

Science Curriculum Framework
Goal
The goal of the PreK-12 science program is for all students to develop and utilize curiosity
and achieve scientific literacy by: 1) developing a balanced understanding of the concepts of life
science, chemistry, physics, earth/space, and environmental science and 2) engaging rigorously
in the process skills of science through real-world applications.
Overarching Enduring Understandings
 Patterns and relationships underlie the systems of the natural and physical world.
 Methods of scientific inquiry involve asking testable questions, making critical
observations, conducting controlled experiments, and forming summaries and analyses that
often lead to further questions.
 The concepts of science are continually modified and expanded based upon new
information.
 Science, technology, and engineering impact the course of history, society, culture, politics,
economics, the environment, and individual lives.
Content
Science content blends the concepts and process skills of science. The concepts of science
are classified under biology, chemistry, physics, earth/space, and environmental science. These
concepts are taught through the process skills, which are classified under scientific inquiry,
critical thinking, technology, applications and history of science. The body of scientific
knowledge is based upon the work of previous scientists and is acquired through the principles of
logical reasoning and well-designed investigation. It is critically reviewed by the scientific
community. Understanding science depends upon curiosity and creativity. Scientific inquiry
relies upon objectivity and an unbiased approach in making qualitative and quantitative
observations, and forming conclusions. Science uses metric units of measure and mathematics to
describe patterns and relationships. Scientific discoveries have positive and negative
consequences, which require both an individual and collective sense of responsibility.
There are five major unifying themes of science. They are 1) systems, order, and
organization; 2) evidence, models, and explanations; 3) constancy, change, and measurement;
4) evolution and equilibrium; and 5) form and function. By integrating these concepts/processes
and making connections among other disciplines, science understandings are developed within a
meaningful context.

Instructional Approach
Science instruction recognizes the natural wonder that students bring to the classroom and
weaves this curiosity into learning experiences. Students should do science, not just hear or read
about it. Science is best experienced through open-ended, hands-on inquiry that promotes
student-generated questions that result in children thinking and acting like scientists.
There is a gradual shift in the balance of science content with the focus on process skills in
the elementary years and the emphasis on concepts in the secondary years. Instruction
incorporates an inquiry learning cycle using engage, explore, explain, extend, and evaluate to
provide a student-centered approach to instruction where the role of the teacher is as a fellow
investigator and facilitator. An emphasis is placed on laboratory and fieldwork, critical analysis,
and the understanding that students can contribute new ideas to science. Students synthesize
knowledge in real-world, problem-solving situations that deal with local and global issues and
decision-making.
Science incorporates a variety of interdisciplinary principles. Reading, writing, and

mathematics are integral parts of science instruction and shall be used for the purpose of making
connections and seeing relationships among text, concepts, and laboratory experiences.
Technology is used as a tool of investigation. Appropriate technology (instrumentation,
databases, probeware, calculators, digital multimedia, etc.) is used to extend the senses for data
collection, access and process information, form conclusions, and communicate results. The
science classroom/laboratory shall be a safe environment for learning and teaching basic life
skills of practical applications to health and safety.
Science teaching and learning shall be challenging and rigorous for all students with an
emphasis on reasoning. Differentiated instruction will recognize student learning styles,
strengths, and interests and be paced to make the curriculum accessible to everyone. Flexible and
varied grouping practices enhance the opportunity to receive expanded, intensive, enriched, and
accelerated curriculum at all instructional levels as warranted by students’ needs and mastery of
science content. A balance in grouping needs to be achieved so that all students have the
opportunity to work in homogenous and heterogeneous groups.
Assessment is an ongoing process that guides instruction and monitors student progress to
include mastery of science content and higher level thinking skills. Pre-assessment, formative,
and summative assessments provide opportunities for student, peer and teacher evaluation.
Rubrics and scoring tools clearly identify the expectations and desired mastery of instructional
targets for the learning community.

Science Literacy for All
The content that makes up what we teach in science is a combination of processes

(investigating, experimenting, collecting data, etc.) and concepts (Newton’s laws of motion,
properties of chemical reactions, etc.). Effective science instruction at all levels balances the
science process skills and the concepts of science.
Science Content
Concepts Skills &

Of Processes
Science Of Science
Students use the skills &

processes of science to
develop an understanding
of the scientific concepts.
Students must know how to do science as well as develop an understanding of concepts of

biology, chemistry, physics, earth/space, and environmental science. This balance between
process and concepts shifts from a heavy emphasis on processes in elementary instruction to a
heavier emphasis on concepts in high school instruction.
Science content consists of skills, processes, facts, and principles. Core Learning Goal 1
identifies the skills and processes of the content. The other Goals, 2 to 5 include the facts and
principles for earth/space science, biology, chemistry, and physics. Students must use the skills
and processes to develop an understanding of the concept. When planning instruction, the
teacher must combine the indicators from the Concept Goal with the appropriate indicators from
the Skills and Processes, Goal 1. This same strategy is used in the development of the assessment
items. An item assesses what a student knows and is able to do.
The following items demonstrate this principle. They contain examples of how the indicators
from the Concept Goal and the first Core Learning Goal can be combined for the instructional
setting.
Indicator Match: Concept With Skills & Processes
CONCEPT GOAL, 2: EARTH/SPACE SCIENCE

2.4.2 The student will identify common rock forming mineral groups using a key and the
properties of minerals
SKILLS AND PROCESSES GOAL

1.5.6 The student will read a technical selection and interpret it appropriately.
1.4.1 The student will organize data appropriately using techniques such as tables, graphs, and
webs.

1.5.2 The student will demonstrate the ability to summarize data (measurements/ observations).
1.4.2 The student will analyze data to make predictions, decisions, or draw conclusions.
CONCEPT GOAL, 3: BIOLOGY

3.3.3 The student will explain how a genetic trait is determined by the code in a DNA molecule.
SKILLS AND PROCESSESS GOAL

1.5.1 The student will explain scientific concepts and processes through drawing, writing, and/or
oral communication.
1.4.8 The student will use models and computer simulations to extend his/her understanding of
scientific concepts.
1.2.5 The students will select appropriate instruments and materials to conduct an investigation.
1.4.2 The student will analyze data to make predictions, decisions, or draw conclusions.
1.2.7 The student will use relationships discovered in the lab to explain phenomena observed
outside the laboratory.
1.7.5 The student will investigate career possibilities in the various areas of science.
CONCEPT GOAL, 4: CHEMISTRY

4.4.5 The student will demonstrate that adjusting quantities of reactants will affect the amounts
of products formed.

1.2.5 The student will select appropriate instruments and materials to conduct an investigation.
webs.
1.4.3 The student will use experimental data from various investigators to validate results.
1.6.1 The student will use ratio and proportion in appropriate situations to solve problems.
1.5.9 The student will communicate conclusions derived through a synthesis of ideas.
CONCEPT GOAL, 5: PHYSICS

5.1.3 The student will analyze and explain how changes in an object’s motion are described by
Newton’s Laws.

1.2.5 The student will select appropriate instruments and materials to conduct an experiment.
webs.
1.4.4 The student will determine the relationships between quantities and develop the
mathematical model that describes these relationships.
1.4.9 The student will use analyzed data to confirm, modify, or reject a hypothesis.
1.5.9 The student will communicate conclusions derived through a synthesis of ideas.

It is essential that the teacher hold high expectations for all students. Effective teachers hold
and communicate three essential beliefs about their content and their students. Saphier and
Gower (1997, p 296) identify three foundational beliefs for teachers to hold:
1. This is important,
2. You can do it, and
3. I won’t give up on you.
Many students you have in your classroom will some day go on to become science
researchers, doctors, policy makers, and leaders in the scientific community. Others will never
take another science class after high school but will need to understand science processes and
concepts when making decisions about their heath, finances, politics, the environment – you
name it. Teachers need to provide science instruction that is developmentally appropriate,
provides a meaningful context for learning (why am I learning this?), and goes beyond success
on local and standardized tests. We must produce students who are prepared for the unknown
challenges of their future. Brooks and Brooks (1993) capture our task well with this statement:
“When students work with adults who continue to view themselves as

learners – who ask questions with which they themselves still grapple,
who are willing and able to alter both content and practice in the pursuit of
meaning, and who treat students and their endeavors as works in progress,
not finished products, students are more likely to demonstrate these
characteristics themselves.”
Measuring Success
Determining the success of our students is not always easy. It is too late to reevaluate and
change your teaching when a student is walking across the stage at graduation. At this point you
cannot say, “We could have done a better job at.…” Using performance data from a variety of
sources will help us realize where improvement is needed (Schmoker, 1999). Teachers should
use information from a variety of sources to guide, modify, and improve instruction. On a regular
and consistent basis, teachers should assess students both informally and formally using a variety
of pre-assessments, formative assessments, and summative assessments. Sources should include
assessments from the local school (teacher-generated assessments, reading inventories,
portfolios, grades, etc.), county (quarterly assessments, county-wide finals), state (MSPAP,
HSA), and national (CTBS, TIMMS, SAT, AP, etc.). We need to prepare our students for these
assessments in the concepts and processes taught, as well as in the types and formats of each test.
Doing this while focusing on the greater goal of scientific literacy is one of our greatest
challenges.
With the current systemic reform efforts, we will see a closer link between local, state and
national standards. And, since assessment writers at all levels are using these standards to guide
preparation of testing materials, these assessments will be accurate, reliable measures of the
content and processes students learn in our classrooms.

Instructional
Targets

MCPS Teaching Standards
The most influential person in the classroom is the teacher. Although there are many factors
that affect student achievement, teacher performance is one of the most powerful. And like the
students, teachers are also assessed on what they believe, know, and can do. Teacher
performance is broken down into six performance standards.
 Standard I - Teachers are committed to students and their learning.

 Standard II - Teachers know the subjects they teach and how to teach those subjects to
students.
 Standard III - Teachers are responsible for establishing and managing student learning in
a positive learning environment.
 Standard IV - Teachers continually assess student progress, analyze the results, and adapt
instruction to improve student achievement.
 Standard V - Teachers are committed to continuous improvement and professional
development.
 Standard VI - Teachers exhibit a high degree of professionalism.
Once phased in for all schools, these standards will help guide continuous improvement for
all teachers. The standards are defined and performance criteria are given in the MCPS Teacher
Evaluation Handbook.
Characteristics of a Good Science Lesson
Good science lessons

A. Are based on the Indicators from the National and Maryland Science Content Standards
and the MCPS Science Framework Scope and Sequence. (The indicators for the skills
and processes are combined with the indicators from the concept goal.)
B. Follow the 5E’s lesson model structure.
C. Include Writing to Inform and Writing to Persuade Prompts.
D. Include Reading to be Informed and Reading to Perform a Task Stance Questions (when
a reading is included).
E. Integrate with Mathematics, Social Studies, Health, Physical Education, the Fine Arts,
etc. (when possible).
F. Include Brief Constructed Response Questions (BCRs) within the lesson.
G. Include Selected Responses within Lesson when appropriate.
H. Include use of rubrics or scoring tool by students and teachers.
I. Can be easily modified and implemented by a classroom teacher.

Elements of Effective Science Teaching
Planning
1. Prepare long and short-range plans
2. Work with colleagues (in and out of department)
3. Secure materials and equipment for instruction
Teaching
1. Engage all students in learning
2. Promote inquiry
3. Stimulate curiosity
4. Model scientific behaviors (inquiry, openness, skepticism, use of data)
5. Use a variety of instructional strategies
6. Apply concepts to real-world events
7. Use laboratory to enhance learning
8. Promote interdisciplinary connections (mathematics, reading, writing)
Assessing
1. Use multiple assessment strategies and tools
2. Use data to guide instruction
3. Guide students in self-assessment
4. Provide grading criteria to students
5. Use data to report achievement
Managing Environment
1. Create flexible settings
2. Insure safety
3. Insure student equity to equipment and resources
4. Use technology to support instruction and learning
5. Use resources outside of school
Promoting Department and School

1. Support department science activities
2. Support school-wide activities
3. Communicate with parents/community
Improving
1. Reflect on teaching practices
2. Use feedback to improve
3. Engage in personal learning
4. Attend workshops, meetings, conferences
5. Participate in county-wide activities and committees
6. Apply new information to teaching
7. Share new information with colleagues

Administrative Look Fors
Professional Science Teachers always provide meaningful and effective instruction for their students. Teacher
evaluations are based on quality instruction. Here are fundamental aspects of science instruction that administrators
are told to “look for” during observations, including observing the teacher and the students. These answer the
following key questions. Are instructional practices consistent with MCPS curriculum? Are assessments being
used as described in the instructional guides?
The teacher:
 provides a full period of instruction.
o connects prior knowledge to the mastery objective for the session.
o clearly transitions from one task to the next.
o provides opportunities for lesson closure and summation.
 conveys the purpose of the lesson/activity and its relationship to others.
o communicates the purpose of the activity to students verbally or in writing.
o encourages students to think or reflect on the purpose of the activity.
o communicates to students how the lesson relates to the unit’s purpose or sequence (e.g., verbally
or in writing).
 takes into account students’ prerequisite knowledge and skills, and addresses commonly held ideas.
o communicates the prerequisite skills and knowledge from previous lessons that will be used in the
current lesson.
o questions students about their current thinking related to the lesson.
o makes comments or asks questions that indicate his/her understanding of science concepts.
o uses differentiation strategies to instruct and assess the needs of all students.
o
 differentiates instruction to meet students’ needs.
 develops and uses scientific ideas as intended in the curriculum sessions.
o presents content (skills and process plus concepts) indicators that are in the curriculum.
o encourages students to link ideas to real-life situations.
o encourages students to become experts on unit topics.
 promotes student thinking about phenomena, experiences, and knowledge as provided in the curriculum.
o uses scientific terms in the context of the activities.
o models skills that promote thinking and acting like a scientist.
o provides opportunities for all students to reflect on and explain their ideas (e.g., graphic, written,
verbal).
o provides opportunities for reading, writing, and mathematics to be integrated into the lesson.
 uses assessment to guide instruction.
o frequently checks for student understanding.
o uses a variety of relevant assessment strategies.
o makes adjustment in instruction based on ongoing, periodic, and appropriate assessment (pre,
formative, and summative).
 implements strategies from the curriculum that enhance the learning environment.
o presents the activities in a way that improves students’ understanding of the science concepts (e.g.,
3 levels of inquiry, best practices).
o communicates high expectations for all students.
 provides a physical setting conducive to science learning.
o The Science Rubric is displayed (secondary science).
o The Well-Designed Investigation chart is posted.
o Examples of student work are visible.
o Safety devices are identified (e.g., eyewash, fire blanket, safety goggles, shut-off valves).
o Science materials are displayed (e.g., specimens, equipment).
Administrative Look Fors continued
The students:
 make comments or ask questions that demonstrate their understanding of the purpose of the lesson.
 connect previously learned material to the current lesson.
 engage in hands-on experiences that are included in the curriculum.
 if not hands-on, are engaged in experiences from the curriculum that support understanding of content
phenomena (video of an experiment or process, computer research, web quest).
 use scientific terms to communicate the key ideas.
 accurately describe the science concept in their own words.
 practice skills or use knowledge in a variety of ways (Well Designed Investigation, independent and group
research).
 express, clarify, justify, and represent their thinking to others (e.g., their peers or the teacher).
 reflect on, write about, and revise their thinking about the science concepts.
 analyze real data to make predictions, conclusions, or judgments.
 review or evaluate their own work or the work of peers.
 exhibit creativity, risk taking, and collaboration with each other and with the teacher.
 exhibit respect for each other and for the teacher.
 have the opportunity to design and conduct their own investigations.

Planning for Instruction
To successfully plan for the instruction of students, teachers must understand the content and
students they teach as well as how to most effectively communicate the concepts and processes.
There are two documents that will help teachers determine what concepts and processes should
be taught: the MCPS Science Curriculum Framework and the MCPS Science Curriculum
Blueprints. These two documents complement each other but contain different information.
 MCPS Science Curriculum Framework – lists the Maryland Content Standards, Maryland
Learner Outcomes, and MCPS Content Standards for each concept and process for each
grade level.
 MCPS Science Curriculum Blueprints – outline enduring understandings and essential
questions along with suggestions for methods of teaching each concept most effectively.
Teachers should use these documents to help guide their daily, unit, and yearly plans for
instruction. There are templates that can aid planning that reflect best teaching practices on the
MCPS Science web page (http://www.mcps.k12.md.us/curriculum/science).
Teachers should gather information both formally and informally. An understanding of the
students in your classroom, their learning styles, past performance, background, special needs,
work habits and abilities is critical in order to insure that every student is successful.
Teachers must understand the pedagogy of teaching to provide an effective instructional

program. An understanding of the knowledge base of teaching will help teachers effectively
communicate learning to students.
 Management
o Attention
o Momentum
o Discipline
o Space
o Time
o Routines
 Instructional Strategies
o Clarity
o Principles of Learning
o Models of Teaching
 Motivation
o Expectations
o Personal Relationship Building
o Class Climate
 Curriculum Planning
o Assessment
o Learning Experiences
o Objectives
o Curriculum Design
o Overarching Objectives
(Saphier and Gower, 1997)

Dimensions of Learning
The Dimensions of Learning (DOL) (Marzano et al, 1992) is a framework for instruction that
divides successful learning into five critical-thinking processes (dimensions). The MSPAP and
HSA were designed and organized around these thinking processes. It is important for teachers
to understand the DOL to understand why and how students process new information and to
understand the philosophy and ideas behind the MSPAP and HSA. This summary of DOL was
taken from the MCPS State of the Art: Toward Ensuring Classroom Success for Every Student, A
Handbook for Educators.
 Dimension 1: Positive Attitudes and Perceptions about Learning

Attitudes and perceptions affect students’ ability to learn. A key element of instruction is
establishing positive attitudes and perceptions about learning.
 Dimension 2: Thinking Involved in Acquiring and Integrating Knowledge

Helping students acquire knowledge is an important aspect of learning. When content is
new, students must be guided in relating the new knowledge to what they already know,
organizing or shaping that information, and then making it part of their long-term
memory – internalizing it.
 Dimension 3: Thinking Involved in Extending and Refining Knowledge

Learners extend and refine their knowledge by making new distinctions and reaching
conclusions. While extending and refining knowledge, learners commonly engage in
comparing, contrasting, classifying, making inductions and deductions, analyzing errors,
creating and analyzing perspectives, and creating and applying abstractions.
 Dimension 4: Thinking Involved in Using Knowledge Meaningfully

The most effective learning happens when we use knowledge to perform meaningful
tasks. In the Dimensions of Learning model, there are five types of tasks that encourage
the meaningful use of knowledge: decision making, investigation, experimental inquiry,
problem solving, and invention.
 Dimension 5: Productive Habits of Mind

The most effective learners have developed powerful habits of mind that enable them to
regulate their behavior, think critically, and think creatively.

Changing Emphasis
The National Science Education Standards envision change throughout the system. The
science content standards encompass the following changes in emphasis.
Less Emphasis On More Emphasis On
 Knowing scientific facts and information  Understanding scientific concepts and
developing abilities of inquiry
 Studying subject matter disciplines  Learning subject matter disciplines in the
(physical, life, earth sciences) for their context of inquiry, technology, science in
own sake personal and social perspectives, and
history and nature of science
 Separating science knowledge and science  Integrating all aspects of science content
process
 Covering many science topics  Studying a few fundamental science
concepts
 Implementing inquiry as a set of processes  Implementing inquiry as instructional
strategies, abilities, and ideas to be learned
Changing Emphases To Promote Inquiry

Less Emphasis On More Emphasis On
 Activities that demonstrate and verify  Activities that investigate and analyze
science content science questions
 Investigations confined to one class period  Investigations over extended periods of
time
 Process skills out of context  Process skills in context
 Emphasis on individual process skills such  Using multiple process skills-
as observation or inference manipulation, cognitive, procedural
 Getting an answer  Using evidence and strategies for
developing or revising an explanation
 Science as exploration and experiment Science as argument and explanation
 Providing answers to questions about Communicating science explanations
science content
 Individuals and groups of students  Groups of students often analyzing and
analyzing and synthesizing data without synthesizing data after defending
defending a conclusion conclusions
Doing few investigations in order to leave  Doing more investigations in order to
time to cover large amounts of content develop understanding, ability, values of
inquiry and knowledge of science content
 Concluding inquiries with the result of the  Applying the results of experiments to
experiment scientific arguments and explanations
 Management of materials and equipment  Management of ideas and information
 Private communication of student ideas  Public communication of student ideas and
and conclusions to teacher work to classmate
(Taken from National Science Education Standards, 1996, page 113)

Constructivism
Constructivism is an approach to education that provides students with opportunities to

“construct” personal meaning to learning. Rather than the idea of telling students information, it
provides a set of experiences in which students develop and integrate understandings of the
topic. It often begins by having students access any prior knowledge they have about the subject
and sequencing the learning experiences to build the knowledge or skill in an age appropriate
and conceptually appropriate manner. For example, in a middle school class, rather than lecture
to the students about the causes of Moon phases, students might be directed through a set of
naked-eye observations of the Moon’s position and shape at sunset, starting two days after the
New Moon. Over the course of two weeks students observe that the Moon’s direction is actually
westward, not eastward with the Sun, and that the whole lunar cycle takes about four weeks.
Constructivism is one of several strategies science teachers should use with students. It
should not be used exclusively. It would be inefficient to have students “discover” everything
they are to learn about science. It is important however to be selective in the timing and pacing
of constructivism in the curriculum so that students build accurate conceptions of science
knowledge and processes, not misconceptions.
Twelve Descriptors of a Constructivist Science Classroom
1. Encourage and accept student autonomy and initiative.

2. Use raw data and primary sources, along with manipulative, interactive and physical
materials.
3. When framing tasks, use cognitive terminology, such as: classify, analyze, predict, create,
etc.
4. Allow student thinking to drive lessons, and shift instructional strategies or alter content
based on student responses.
5. Inquire about students’ understandings of those concepts.
6. Encourage students to engage in dialogue, both with the teacher and with one another.
7. Encourage student inquiry by asking open-ended questions of students and encouraging
students to ask questions of others.
8. Seek elaboration of students’ initial hypotheses and then encourage discussion.
9. Engage students in experiences that might engender contradictions to students’ initial
hypotheses and then encourage discussion.
10. Allow wait time after posing questions.
11. Provide time for students to construct relationships and create metaphors.
12. Nurture students’ natural curiosity through frequent use of the 5E’s Learning Cycle.

Mastery Objectives
“Where are the objectives? My principal tells me I have to post objectives. Do I just write the
indicators? Standard, outcome, indicator, what’s the difference?” These are common questions in
these changing teaching times. The answers can be found in the important teaching skill of
developing mastery objectives. Outlined below are MCPS expectations for developing mastery
objectives as well as an explanation of the standards terminology. For a thorough explanation of
mastery objectives be sure to review Chapter 13, Objectives, in The Skillful Teacher, 5th Ed,
Saphier and Gower, Research For Better Teaching, 1997.
Expectations and Explanations
The MCPS curriculum guides do not contain objectives with each session. Why? It is
expected that teachers will develop mastery objectives by drawing on multiple sources. The
standard indicators and student needs are the most common sources of mastery objectives. The
resulting teacher-developed mastery objectives are student and standard specific. This
fundamental teaching task cannot be prescribed in a guide. For the same reason, the MCPS
curriculum guides contain “sessions,” not lessons. A lesson plan is a highly specific charting of
expectations, instruction, and assessment developed by a particular teacher tailored to a
particular set of students. The district-wide curriculum guide serving hundreds of teachers cannot
predict the needs of thousands of students. Lest the guide become a script, it is essential that
teachers hone the skill of converting student needs and standard indicators into compelling
instruction.
How do I develop mastery objectives?
Like any essential skill, the development of mastery objectives takes time and practice. There
are several samples of mastery objectives in this guide that may serve as a starting point in your
development of mastery objectives. However, to fully develop your skill, you may consider
registering for the course Studying Skillful Teaching (SST). SST not only explores the skill of
mastery objective development, but also connects this skill to the web of skills teachers must
possess for successful student learning.
Your school’s staff development teachers are another great resource. If you are unable to
immediately take SST, the staff development teacher can begin your practice of mastery
objective development. Use the following guidelines as a place to begin.

When developing mastery objectives for each class be sure that...
1. The mastery objective is derived from the standard indicator.
The MCPS curriculum is broken up into broad statements of student expectations called
standards. Each standard has a subset of narrower student expectations called indicators. The
indicators are the basis for the development of instruction and assessment. MCPS and MSDE
assessments are developed from the indicators. (Note: All assessed MSDE standards and
indicators are directly included in MCPS standards.) The indicators for a unit are stated at the
beginning of the unit, the beginning of a lesson sequence, and the beginning of a session.
It is important that science teachers clearly understand that science content combines
process skills (goal one) and concept skills (goals two - six). They are always taught and
assessed together, not in isolation. Students must use the process skills to develop an
understanding of the concept. For example, data collection techniques would be done within
the context of authentic data from biological topics or one of the other disciplines, or students
would learn the principles of Newton’s Laws through the laboratory manipulation of
variables such as force, mass and acceleration. All instruction should lead to the
understanding and attainment of a simultaneous pair of indicators.
A difficulty in developing mastery objectives is that the indicators, while a narrowed

form of the standard, are often too broad to effectively teach in a single session. Often the
indicator must be broken down into smaller instructional pieces. In addition, students must
develop substantive content understanding before attainment of the indicator can be
achieved. For example, the following indicators must be broken down into several
components. Students can only demonstrate mastery of these indicators through substantive
content.
 analyze and extend patterns. (Process Skill)
 apply concepts of rotation, revolution, and alignment to explain the predictable
pattern of apparent/actual movement for the Sun, planets and their moons (i.e. length
of years, phases of moons and planets, causes of eclipses). (Concept)
A teacher will need to be able to specify content information, as well as student skills,
that will lead to student understanding of the indicator. The parts of the indicator that need to
be taught or retaught before building up to a final understanding of the entire indicator must
be broken down. Examples of this can be found as 5E’s sessions build up to become 5E’s
lesson sequences.
The development of mastery objectives first requires that teachers know the indicators
“cold.” Once teachers feel comfortable with their knowledge of the indicators, the process of
writing mastery objectives can begin.
An example of a mastery objective leading to the indicators above might be:
 in a written response and using a diagram explain the phase of the Moon during a
solar and a lunar eclipse.

2. Examine the needs of your students.
Purposefully evaluate the needs of the students in each class to determine what skills and
knowledge are needed and how to take students on a pathway to achieve them. This can be
done through an analysis of student data and/or of previous student work or pre-assessments.
Mastery objectives may vary from class to class, depending on such variables as curriculum,
class and individual student needs and background knowledge and skills, but all mastery
objectives are connected to indicators.
3. The mastery objective answers:

 What do I want students to know and be able to do?
 How will I know if they know it and can do it?
The language of the mastery objective should use active verbs to state what students
should know and be able to do in a lesson. The language should also include how you will
know (what proof) that students truly understand the objective.
4. The attainment of the knowledge and skills of the mastery objective leads students to the
attainment of the indicators.
The mastery objective must be clearly linked in language and concept to the indicators
that will ultimately be assessed. As stated previously the mastery objective does not have to
state the indicator in total, but must in some way lead up to or encompass skill or knowledge
that is necessary for mastery of the intended indicators.
5. Lessons should include at least one mastery objective that connects back to the “why,” big
idea, or essential questions, that organize the unit.
The content and skills of each MCPS curricular unit is organized around a conceptual
framework usually referred to as “the why.” The why is usually expressed in enduring
understanding statements and extended through essential questions. Mastery objectives
should reflect the wider scale and sequence of instruction to help students make meaning of
what they are learning.
6. The “posted” mastery objective is written for the student in “kid friendly” terms.
Mastery objectives should not be a simple restatement of the indicator. They should be
task and lesson specific - and written in language students can understand. This guideline
should not be construed to mean use of slang or “street” language. In fact, the technical
language of the content used on assessments should be used once students have been
introduced to this vocabulary.

Bloom's Taxonomy
Verbs for Writing Objectives
Bloom's Taxonomy provides a way of categorizing thinking and reasoning into a

hierarchy of skills. Good instruction will engage students in a variety of these behaviors.
Effective science instruction will emphasis the higher order thinking skills associated with
application, analysis, synthesis and evaluation. This list is a useful guide for selecting verbs for
writing objectives for the classroom.
SAMPLE
LEVEL DEFINITION SAMPLE OBJECTIVE
VERBS
Student recalls or Write
recognizes information, List
ideas, and principles in Label Students will list the
Knowledge
the approximate form in Name organelles of a cell.
which they were State
learned. Define
Student translates, Explain
Students will explain the
comprehends, or Summarize
relationship between structure
Comprehension interprets information Paraphrase
and function of cell
based on prior learning. Describe
organelles.
Illustrate
Student selects, Use
transfers, and uses data Compute Students will apply the
and principles to Solve principles of vector analysis
Application
complete a problem or Demonstrate to a two-dimensional
task with a minimum of Apply collision.
direction. Construct
Student distinguishes, Analyze
classifies, and relates the Categorize
Students will contrast the
assumptions, Compare
Analysis geocentric and heliocentric
hypotheses, evidence, or Contrast
models of the Solar System.
structure of a state or Separate
question.
Student originates, Create
Students will develop a well-
integrates, and combines Design
designed investigation to
Synthesis ideas into a product, Hypothesize
explore the period of a
plan or proposal that is Invent
pendulum.
new to him or her. Develop
Student appraises Judge
Students will critique the
assesses, or critiques on Recommend
Evaluation well-designed procedures of
a basis of specific Critique
other teams.
standards and criteria. Justify

The 5 E’s Lesson Organizer
ENGAGE:
EVALUATE: EXPLORE:
EXTEND: EXPLAIN:

Inquiry

Inquiry in Science Instruction
Effective science instruction incorporates a student-centered learning cycle where the teacher
works to help students to use their curiosity and creativity to solve problems and discover
science concepts. Student learning is most effective when students discover science truths and
concepts not told about science through lecture and bookwork. The lectures, bookwork and other
models of teaching should be used in conjunction with inquiry not as a substitute for it. Students
should be actively engaged in science learning, not just hearing about it. In scientific inquiry the
learner engages in investigating scientifically-oriented questions, justifies explanations based on
evidence collected and connections to previously acquired scientific knowledge, then
communicates and justifies their proposed conclusions (NCR, 2000, page 25). Therefore,
teachers need a purposeful plan to provide opportunities for students to ask their own testable
questions and conduct activities to answer them. When using this approach students generally do
not know the answer or outcome of the investigation before it is begun. Teachers need to assess
student perceptions about scientific concepts and guide students to master the essential
understandings of each unit. Science instruction needs to be more than “hands-on”; it needs to be
“minds-on.” Inquiry is students asking testable questions and trying to answer them. The
following chart outlines many of the changes a teacher needs to make to make their classroom
more inquiry based.
A Description of Inquiry
"Inquiry is an approach to learning that involves a process of exploring the natural or

material world that leads to asking questions and making discoveries in the search for new
understandings. Inquiry, as it relates to science education, should mirror as closely as possible
the enterprise of doing scientific research." (The Exploratorium, 1998) In inquiry-based
instruction, the teacher creates a classroom where students are engaged in essentially student-
centered, hands-on/minds-on activities.
The three levels of inquiry, structured, guided, and open, can be used in varying degrees of
teacher and student responsibility and may or may not be linear in sequence. Each method is
appropriate at certain stages of concept development and may be used in combination. "Students
should have the opportunities to participate in all three types of inquiries in the course of their
science learning." (National Research Council, Inquiry and the National Science Education
Standards, National Academy Press, 2000) The level of inquiry selected depends on the expected
learning outcomes. Inquiry may vary in the degree of structure and guidance by the students and
teachers.
The inquiry process is driven by one's own curiosity, wonder, interest, or passion to
understand an observation or solve a problem.
The process begins when the learner notices something that intrigues, surprises, or
stimulates a question—something that is new, or something that may not make sense in
relationship to the learner's previous experience or current understanding.

As the process unfolds, more observations and questions emerge, giving occasion for deeper
interaction and relationship with the phenomena—and greater potential for further development
of understanding.
The next step is to take action—through continued observing, raising questions, making
predictions, testing hypotheses, and creating theories and conceptual models.
The learner must find her or his own pathway through this process. It is rarely a linear
progression, but rather more of a back and forth, or cyclical, series of events.
Along the way, the inquirer collects and records data, and makes representations of results
and explanations and draws upon other resources such as books, videos and the expertise or
insights of others.
Making meaning from the experience requires reflection, conversations and comparison of
findings with others, interpretation of data and observations, and the application of new
conceptions to other contexts. This serves to help the learner construct new mental frameworks
of the world.
Teaching science using the inquiry process requires a fundamental reexamination of the
relationship between the teacher and the learner whereby the teacher becomes a facilitator or
guide for the learner's own process of discovery and creating understanding of the world. (The
Exploratorium, 1998).
Three Levels of Inquiry
Teachers should employ a variety of structured, guided, and open activities to help students
construct meaning about scientific ideas and concepts. The terms “structured,” “guided,” and
“open” may help you understand how an activity can be organized differently along the
continuum from completely teacher directed to completely student directed.
 Structured Inquiry – The teacher provides hands-on problems to investigate where
procedures, materials, and data tables are outlined or given. These inquiries are very
teacher directed.
 Guided Inquiry – The teacher provides materials and guiding questions. Students plan
their own experimental procedures and record-keeping tools. These inquiries balance
being teacher and student directed.
 Open Inquiry – The students formulate their own testable questions to investigate and
follow the outline of a well-designed science investigation. These inquiries are very
student directed.
(Colburn, 2000)

The 5E’s Inquiry Learning Cycle
The 5E’s Learning Cycle is a method of structuring a science lesson that is based upon
constructivistic learning theory, research-based best practices in science pedagogy and cognitive
psychology. It is a recursive cycle of distinctive cognitive stages of learning that include: engage,
explore, explain, extend, and evaluate. The science lesson often takes several days or weeks to
complete.
The first stage is the "engage." This is the introduction to the lesson that motivates or hooks
the students’ interest in the learning to follow. It can be a demonstration, a discussion, a reading
or other activity used to tap into prior knowledge about the lesson and engage the students’
curiosity. It is used to uncover what students know and think about the concept or topic.
This is followed with an "explore" activity that allows the students to have experiences with
the concepts and ideas of the lesson. Students are encouraged to work together without direct
instruction from the teacher. They observe, question, and investigate the concepts to develop
fundamental awareness of the nature of the materials and ideas.
The "explain" stage encourages students to explain concepts and definitions in their own
words. Students are asked to justify and clarify their ideas. Formal definitions, explanations and
labels are provided. This is done through such activities as discussions, chalk talks, films, etc.
and can be didactic in nature.
The "extend" stage allows students to apply their new labels, definitions, explanations and
skills in new, but similar situations. It often involves experimental inquiry, investigative projects,
problem solving and decision-making. Lab work is common. Students frequently develop and
complete their own well-designed investigations.
The "evaluate" stage assesses both learning and teaching and can use a wide variety of
informal and formal assessment strategies. Teachers frequently observe students as they apply
new concepts and skills to assess students’ knowledge and/or skills, looking for evidence that the
students have changed their thinking or behaviors. The opportunity to allow students to assess
their own learning and group-process skills is often provided.
Even though the 5E’s were just described in a linear order, there are times when it is
appropriate to loop back into the cycle before going forward. For example several
explore/explain loops may need to occur before students have the full ability to move forward
into an extend session. Or, it may be that during the extend stage, the teacher may find students
who need to revisit an engage activity. Evaluation is an ongoing process and is not generally left
for the end activity. It is helpful to think of the 5E’s Learning Cycle as recursive and looping
back on itself. It is also possible for a single E activity to have all of the other E’s embedded
within it. For example, an extend session may well begin with engage, followed by brief
explore/explain and be embedded with informal evaluations along the way. The idea of the 5E’s
cycle being somewhat like a fractal with mini 5E’s building upon one another to create a 5E’s
lesson can be an appropriate analogy.

Diagram of the 5E’s Inquiry Cycle
Engage
Evaluate Explore
5 E’s
Science Lesson
Extend Explain

5E's Strategies for Teaching Science
1. Engage
 Observe surroundings for points of curiosity
 Ask questions about the real world
 Consider possible responses to questions
 Note unexpected phenomena
 Identify situations where student perceptions vary
2. Explore
 Engage in focused play
 Brainstorm possible alternatives
 Experiment with materials
 Observe specific phenomena
 Design a model
 Collect and organize data
 Employ problem-solving strategies
 Select appropriate resources
 Discuss solutions with others
 Design and conduct experiments
 Evaluate choices
 Engage in debate
 Identify risks and consequences
 Define parameters of an investigation
3. Explain
 Communicate information and ideas
 Construct and explain a model
 Construct a new explanation
 Review and critique solutions
 Utilize peer evaluation
 Assemble multiple answers/solutions
 Determine appropriate closure
 Integrate a solution with existing knowledge and experiences
 Analyze data
4. Extend
 Make decisions
 Apply knowledge and skills to other disciplines
 Transfer knowledge and skills
 Share information and ideas orally and in writing
 Ask new questions
 Develop products and promote ideas
 Use models and ideas to illicit discussions and acceptance by others
 Conduct more investigations
 Conduct activities in other disciplines
5. Evaluate
 Journals, Logs, etc.
 Portfolios
 Constructs mental and physical models
 Student data sheets
 Performance assessments
 Produce a Product
 Rubrics and Scoring Tools
 Tests (SR, BCR)

Designing a Science Lesson Using the 5E's Model
1. Identify the Scientific Concept for the Lesson

What scientific principle should students learn from this lesson?
2. Identify a real-world or practical application related to the concept.

This can be:
 a problem students can solve, or
 a decision students can make, or
 a question students can answer with information collected from the activities in the
lesson.
This application will be presented during the Engagement and will be completed during the
Extension.
3. Provide Opportunities to collect information from:

 the media center and /or
 the internet and/or
 lab work
This will become the Exploration.
4. Develop a series of Questions (using a SR, BCR, and/or ECR format):

a. For independent reflection for students to:
 help students analyze the collected information
 guide student thinking
b. For class discussion to:
 compare data and ideas
 critique conclusions
This makes up part 1 of the Explanation.
5. Provide explanations that will increase the student's understanding of the concept.
Formative assessment is appropriate after the completion of this second part to the
Explanation.
6. Evaluation occurs throughout the lesson.

The Evaluation of all important concepts, skills, and processes concludes the lesson.

5E’s Activities
5E’s Suggested Activity What the Teacher Does What the Student Does
 Demonstrate
 Creates interest.
 Reading  Asks questions such as, “How did this happen?”
 Generates curiosity.
 Free write “What do I already know about this?” “What can I
Engage  Raises questions.
 Analyze a graphic organizer find out about this?”
 Elicits responses that uncover what the students know
 KWL  Shows interest in the topic.
or think about the concept/topic.
 Brainstorming
 Encourages the students to work together without direct  Thinks freely, but within limits of the activity.
 Perform an investigation
instruction from the teacher.  Tests predictions and hypotheses.
 Read authentic resources to
 Observes and listens to the students as they interact.  Forms new predictions and hypotheses.
Explore collect information
 Asks probing questions to redirect the students’  Tries alternatives and discusses them with others.
 Solve a problem
investigations when necessary.  Records observations and ideas.
 Construct a model
 Provides time for students to puzzle through problems.  Suspends judgment.
 Encourages the students to explain concepts and

 Student analysis & explanation
definitions in their own words.  Explains possible solutions or answers to others.
 Supporting ideas with evidence
 Ask for justification (evidence) and clarification from  Listens officially to others’ explanations.
 Structured questioning
students.  Questions others’ explanations.
Explain  Reading and discussion
 Formally provides definitions, explanations, and new  Listens to and tries to comprehend explanations the
 Teacher explanation
labels. teacher offers.
 Thinking skills activities:
 Uses students’ previous experiences as a basis for  Uses recorded observations in explanations.
compare, classify, error analysis
explaining concepts.
 Expects the students to use formal labels, definitions,  Applies new labels, definitions, explanations, and
and explanations provided previously. skills in new, but similar situations.
Problem solving
 Encourages the students to apply or extend the concepts  Uses previous information to ask questions,
Decision making
and skills in new situations. proposes solution, makes decisions, and designs
Extend  Experimental inquiry
 Reminds the students of alternative explanations. experiments.
 Thinking skills activities:
 Refers the students to existing data and evidence and  Draws reasonable conclusions from evidence.
compare classify, apply
asks, “What do you already know?” “Why do you  Records observations from evidence.
think…?”  Checks for understanding among peers.
 Observes the students as they apply new concepts and
skills.  Answers open-ended questions by using
 Any of the above
 Assesses students’ knowledge an/or skills. observations, evidence, and previously accepted
 Develop a scoring tool or rubric
 Looks for evidence that the students have changed their explanations.
 Test or quiz (SR, BCR, ECR)
thinking or behaviors.  Demonstrates an understanding or knowledge of the
Evaluate  Performance assessment
 Allows students to assess their own learning and group- concepts or skill.
 Produce a product
process skills.  Evaluates his or her own progress and knowledge.
 Journal entry
 Asks open-ended questions such as, “Why do you  Asks related questions that would encourage future
 Portfolio
think…?” “What evidence do you have?” “What do you investigations.
know about…?” “How would you explain…?”

Well-Designed Science Investigation
The Well-Designed Science Investigation Charts outline for students the processes of three
styles of scientific inquiry: experimental investigation, observational exploration and information
search. The Experimental Investigation is the most significant model in the MCPS Science
curriculum. They provide a structure and common language for what has been traditionally
called the “scientific method.” The terms on the charts are taken from vocabulary used on state
and local assessments. They also show that the inquiry process does not stop with forming a
conclusion; it also includes the “real-world” processes of communication of findings and critical
analysis of results by others.
These documents are available in K-3, grades 4-5, and 6-12 versions.
Using the Components of A Well-Designed Investigation
Background information
The Components of the Well-Designed Investigation is a summary of the Maryland State Science
Content Standards related to Inquiry. These standards are used by test developers to design
questions for the M.S.A. and the H.S.A. The vocabulary serves as a cue for students to respond
to specific questions relating to experimental investigations. Students are required to know and
effectively use the five components and vocabulary of the well-designed investigation.
An Assessment Checklist
The Components of the Well-Designed Investigation is an assessment checklist for students and
teachers. It is designed to be flexible. Scientists recognize that science inquiry can start at any
step and that investigations rarely follow a linear path. Teachers may teach components of the
list in isolation or choose to teach specific components based on their instructional needs. It is
not meant as a procedural document, or as a format for lab reports.
Types of Investigations
There are many models of scientific inquiry including: Information Search, Observational
Exploration, and Experimental Investigation (See website for details). Each of these has a
separate Components of the Well-Designed Investigation chart. The Experimental Investigation
is the most significant model in the MCPS Science curriculum and includes five components: 1)
Testable question, 2) Prediction or Hypothesis, 3) Well-Designed Procedure, 4) Conclusion, and
5) Communication and Discussion.

Using the Components of the Well-Designed Investigation in the Classroom
Each component of the well-designed investigation requires routine instruction and practice. It
also provides authentic opportunities for writing and integrating ideas. Teachers are expected to
provide repeated opportunities for student mastery. Suggestions include:
 Focus student interest to develop a testable question.
 Discuss predictions and hypotheses routinely during investigations.
 Identify independent, dependent variables, and controls within inquiry activities.
 Practice the skills of collecting data, making charts and interpreting trends.
 Provide repeated opportunities for students to analyze and synthesize findings.
 Provide differentiated opportunities to communicate results.
Instructional Considerations
 The Components of the Well-Designed Investigation chart for experimental investigations is
designed to determine the effect of a single variable. For example, this model is useful if you
are testing the effectiveness of the color of light on plant growth. It is not useful for
investigating topographic features of a coastline or conducting an insect survey of a field
plot. The observational exploration chart would be more appropriate.
 Some instruction may require students to use isolated components of the well-designed
investigation. Investigation often begins with observation that leads to active questioning.
For instance, observing the Moon for a month requires students to focus on the skill of data
collection and observation. This process may lead to additional inquiry.
 Teachers are reminded that the language of this document is used on local, state, and national
assessments and should be used correctly and repeatedly during instruction.
 Reflective reasoning including analysis and synthesis are significant components of inquiry
that should be emphasized.
 The size and scope of an investigation should consider manageability, available resources,
time constraints, etc.
Recommended Frequency of Use:

It is important for teachers to provide instruction and consistent opportunities to practice each
component of the well-designed investigation so students are proficient in their use. Students
are to have a minimum of one opportunity each year to develop, create and carry out their
own complete well-designed investigation.

Experimental Research
Components of a Well–Designed Investigation, Grades K-3
TESTABLE QUESTION
Questions:
Who, What, Why, Where, When, How?
Testable Question:
A question that can be answered through an investigation.
PREDICTION OR HYPOTHESIS
Prediction:
A statement about what may happen in the investigation based on prior knowledge, research, and/or
evidence from previous investigations.
WELL-DESIGNED PROCEDURE
Variable(s):
The factors in an investigation that could affect the results. Controls and control groups are used for
comparisons.
Materials:
All materials needed for completing the investigation are listed.
Directions:
A logical set of steps to complete the procedure.
Repeated or Multiple Trials:
Repeating the procedure several times for validity and reliability.
Data Collection:
The results of the investigation, usually recorded as observations, table, graph, chart, diagram, etc.
CONCLUSION
Conclusion (or Summary):
Form a Conclusion:
A statement, supported by evidence, identifying the pattern (repeating cycle) or trend (general drift,
tendency, or direction of a set of data) based on an analysis of the data collected during the investigation.
Write a Conclusion:
The closing paragraph of a report which addresses the investigative question, critiques the hypothesis,
and explains the results. It demonstrates a full and complete understanding and includes the synthesis of
information, supporting details, accurate use of terminology, and application of information.
COMMUNICATION AND DISCUSSION

Communicate and Discuss Results:
A presentation of your findings to others for critical analysis (peer review, conference, presentation,
etc.), followed by a discussion of your conclusion/summary and supporting evidence. Discussion leads
to the identification of more testable questions, clarifies understanding, and addresses misconceptions.
Components of a Well–Designed Investigation, Grades 4-5
TESTABLE QUESTION
Testable Question:
Prediction:
Hypothesis:
A testable explanation (if-then statement) based on an observation, experience, or scientific reason. It
includes the expected cause and effect in a given circumstance or situation.
Variable(s):
The factors in an investigation that could affect the results. The independent variable is the one variable
the investigator chooses to change. The dependent variable changes as a result of, or in response to, the
change in the independent variable. Controls and control groups are used for comparisons.
Materials:
Directions:
Data Collection:
CONCLUSION
Form a Conclusion:
Write a Conclusion:

Components of a Well–Designed Investigation, Grades 6-12
TESTABLE QUESTION
Testable Question:
Prediction:
Hypothesis:
A testable explanation (if-then statement) based on an observation, experience, or scientific reason. It
includes the expected cause and effect in a given circumstance or situation.
Variable(s):
The factors in an investigation that could affect the results. The independent variable is the one variable
the investigator chooses to change. The dependent variable changes as a result of, or in response to, the
change in the independent variable. Controls and control groups are used for comparisons.
Independent variable labels the horizontal or x-axis of a graph.
Dependent variable labels the vertical or y-axis of a graph.
Materials:
Directions:
Data Collection:
CONCLUSION
Form a Conclusion:
Write a Conclusion:
Observational Exploration
OBSERVATION
Observation(s):
Information gathered by the senses that is unbiased and may be extended with the use of tools.
QUESTION FOR OBSERVATION

Question for Observation:
A question that can be answered through observations.
PREDICTION
Prediction:
A statement of anticipated results in advance of the investigation based on prior knowledge, research,
and/or evidence from previous investigations.
Materials:
All materials and/or information sources needed for completing the investigation are listed.
Directions:
A logical set of steps to complete the procedure. Consideration should be given to seek out repeating
situations of the phenomena.
Data Collection:
The results of the investigation, usually recorded as observations, a table, graph, chart, diagram, etc.
CONCLUSION
Form a Conclusion:
A statement supported by evidence identifying the pattern (repeating cycle) or trend (general drift,
Write a Conclusion:
The closing paragraph of a report which addresses the investigative question, critiques and interprets the
findings. It demonstrates a full and complete understanding and includes the synthesis of information,
supporting details, accurate use of terminology, and application of information.

etc.), followed by a discussion of your conclusion/summary and supporting evidence. Discussion often
leads to the identification of testable questions, clarifies understanding, and addresses misconceptions.
Information Search
RESEARCH QUESTION
Research Question:
A clear and explicit question or problem that focuses the inquiry.
Multiple Sources:
A variety of reputable resources including primary sources. Consideration should be given to
maintaining a manageable scope to the inquiry.
References:
A thorough documentation of information sources, using an approved format.
Data Collection:
The results of the investigation, usually written as a report, or recorded in table, graph, chart, diagram,
etc.
CONCLUSION
Form a Conclusion:
Write a Conclusion:
The closing paragraph of a report which addresses the investigative question, critiques and intreprets the
findings. It demonstrates a full and complete understanding and includes the synthesis of information,
supporting details, accurate use of terminology, and application of information.

etc.), followed by a discussion of your conclusion/summary and supporting evidence. Discussion often
leads to the identification of testable questions, clarifies understanding, and addresses misconceptions.
Confusion Over Controls
One unique element that makes Science different than any other discipline is the controlled
experiment. Children clearly understand and appreciate the basic principles of fair testing and their
importance in a scientific investigation. Asking testable questions, identifying variables and designing
hypotheses to investigate cause/effect relationships center upon understanding the need to control
variables. After all, experimental design includes controls, control groups, and controlled variables.
With the multiple use of the word “control,” there can be confusion for students and teachers alike.
Add “independent and dependent variables” to this and there is a recipe for misconceptions. This is
especially true if the teacher uses these terms indiscriminately. It is important to use this terminology
accurately in the science classroom and be consistent across the grade levels. The “cueing” that
teachers use to elicit student thinking and learning should contribute to reasoning, not confuse it.
Here are some definitions:

Variable: a single factor that is isolated and tested in an experiment
Control: A variable in an investigation that is kept constant.
Control Group: A trial in an experiment where the independent variable is kept constant or at its
standard value or condition. The experimental group is compared to the control group when
analyzing data.
Controlled Experiment: A repeatable investigation where the researcher tests a hypothesis by
changing the independent variable and noting the effect on the dependent variable(s). This
includes forming conclusions based on comparing an experimental group with the control group.
Independent Variable: The one variable the investigator chooses to change. Usually graphed on the
horizontal or x-axis.
Dependent Variable: A variable that may change as a result or response. Usually graphed on the
vertical or y-axis.
One element that sometimes leads to confusion is that the word “control” can be used as a verb,
noun, or adjective. As a verb, “controlling” or manipulating a variable is just the opposite of the
noun, “control,” which is the variable that is kept constant during the investigation. In this sense, as a
verb it implies change while as a noun it implies constancy. As an adjective, the “control” group is
kept constant during the investigation and is a different concept from the adjective “controlled”
experiment, in which the experimenter adjusts the independent variable. How these terms are used
can foster confusion or clarity for students.
Try this question as a formative assessment with your students: “Should controls be controlled in
a controlled experiment? Explain your reasoning.” The answer lies in understanding that during a
controlled experiment all the variables are kept constant except the variable being tested. When a
control group is used, it remains unaltered for comparison with any effects created in the
experimental group(s).
On local and state assessments, students will be faced with interpreting various uses of the word
“control.” Take time to discuss the precise meaning of the terminology. Identify for students possible
areas of confusion and how to negotiate through them. Practice precise use of the terms and model a
clear understanding of the vocabulary. Control your use of the word “control.”

Student
Inquiry
Projects

Overview Student Inquiry Projects
Student Inquiry Projects are opportunities for students to ask and answer their own
testable questions. These projects are extensions of the grade or course curriculum. They are
encouraged in elementary and should occur in middle and high school at least once each
semester. They are standards-based and follow the Well-Designed Investigation. Students are
invited to share their research in the Student Inquiry Conference.
Science is a combination of two key factors: a body of knowledge and the process used to
develop that body of knowledge. This process is commonly called the “scientific method.” In
reality there is no one “scientific method,” and it does not necessarily follow prescriptive steps.
There are however key aspects of sound inquiry that are described in the Well-Designed
Investigation charts. In order for students to truly understand this process aspect of science, the
MCPS Science curriculum has students undertake Student Inquiry Projects.
The MCPS Science Program Rationale, which was developed by our professional
community of science stakeholders, clearly delineates the value and role of Inquiry in
instruction.
There is a gradual shift in the balance of science content with the
focus on process skills in the elementary years and the emphasis on
concepts in the secondary years. Instruction incorporates an
inquiry learning cycle using engage, explore, explain, extend, and
evaluate to provide a student-centered approach to instruction
where the role of the teacher is as a fellow investigator and
facilitator. An emphasis is placed on laboratory and fieldwork,
critical analysis, and the understanding that students can contribute
new ideas to science. Students synthesize knowledge in real-world,
problem-solving situations that deal with local and global issues
and decision-making.
Student Inquiry Projects become a key expression of students’ opportunities to develop

inquiry skills. Teachers should plan for and integrate these projects into their instruction. This
emphasis on inquiry shifts instruction from the traditional teacher-centered classroom to a
student-centered classroom. Time is provided in the curriculum guides for projects. At the
middle and high school level this is equivalent to about one period per week. In order to assist
teachers with adjusting the curriculum for this approach, the concept indicators have been
prioritized into categories: essential, important and supplemental. Students and teachers are
accountable to all the indicators; however, all indicators do not carry the same weight. Teachers
will get more instructional mileage from the essential indicators, of which many incorporate the
process skills of science. This approach “allows time” for projects. It is not a matter of adding
something and taking something else away, as much as it is changing the emphasis to include a
key role for inquiry.

Instructional planning for the projects is essential. Teachers should develop a semester or
yearly plan for them. Significant class time, at appropriate times, needs to be planned. A typical
instructional plan for Student Inquiry Projects should be focused around a 5E’s model and
include:
Engage – Challenging the students with inquiry, presenting the assignment, modeling
previous successful projects from other students.
Explore – Providing opportunities for students to develop topics of interest, guiding
students through thinking about extending course topics into projects by asking, “What if…”
questions about the material, providing a series of instructional activities that allow students to
master the components of a well-designed investigation.
Explain – Providing clear and steady targets on projects expectations, format, grading,
etc, and providing opportunities for students to become “experts” in their topic of interest
through information research, experimentation, etc, and providing checkpoints for self-reflection,
peer-review and teacher consultation along the inquiry journey.
Extend – Creating a classroom environment that encourages inquiry, providing time and
assistance for student research, assisting with data collection and interpretation, assisting with
analysis, synthesis and summary of information learned
Evaluate – Celebrating student inquiry and communicating results, by participation in
class presentations, science fairs, and student inquiry conferences, publishing student research in
abstracts, journal, online, etc.
Project checkpoints should be integrated into the course plans with entire periods
dedicated to self-reflection, peer-review, and teacher consultation. A variety of resources
including rubrics and forms are provided to assist with this. Students may not be ready to jump
into their projects at the start of the course. You likely will need to plan a variety of explorations
that provide opportunities for students to learn and acquire the various skills of the well-designed
investigation. Collecting project data may not start for a month or so, but selecting topics,
focusing testable questions, generating hypotheses may start right away. Plan ahead for final
celebrations. Get dates and logistics worked out ahead of time.
One challenging management aspect of projects is getting students to come up with their
own project ideas. Ideas should come from the student, not necessarily be assigned by the
teacher. There are several ways to generate ideas. Model asking “what if…” questions during
laboratory and class discussion. Demonstrate the kind of reasoning that goes into “wondering
why,” by thinking aloud. Once this idea is clear, encourage students to exercise this kind of
thinking through the course when different topics and issues come up. Encourage students to
record their questions in a journal or notebook and develop a collection of potential research
topics. Another approach to generate project ideas is to provide students with a list of suggested
topics or research question. Encourage students to use these as stepping-stones to their own
ideas, rather that research someone else’s idea. Develop a collection of books and journals that
are available to students. You may want to require students to complete weekly or monthly
critique cards of science articles they read. See Sound Off On Science (SOOS) and Article
Critique Cards. These can often be springboards to research ideas.

Help students identify a clear and focused testable question. The first ideas that come up
are often so wide that they do not fit within the time constraints of the course or the resources
available to the students. If the topic is too broad, students will become frustrated by the
overwhelming scope of it all. Help students narrow their inquiry into a clearly defined testable
question that focuses on a single concept and identifies one independent variable. This will keep
the projects within the appropriate scope. The total amount of time spent on the project is not the
issue. Some testable questions can be asked and answered within a brief time frame. The key
component is student learning and the acquisition of inquiry skills.
Keep projects focused on topics within the curriculum and ones that are clearly aligned to
the curriculum concept indicators. The main ideas should be to provide opportunities for
students to develop and/or extend mastery of the course targets. Course-based Student Inquiry
Projects are not intended to be internships or mentor relationships, where students assist
someone. There are other opportunities set up for this. See internships and student opportunities
in the MCPS Science website.
Students will have a variety of ability levels coming into the projects. It is important for
you to provide appropriate differentiation and considerations for this. Using one of the Three
Levels of Inquiry is a sound approach. Some students will need “structured” experiences, others
will succeed with “guided” activities, and some will flourish with “open-ended” challenges.
Find the right balance between student ability and challenge. You may find a unique situation
where a student has done exceeding well on a unit pre-assessment and needs opportunities to
enrich and extend their learning beyond your expected plan for the unit. Student Inquiry Projects
become an excellent alternative pathway through a unit and provide opportunity for students to
become “experts” in a topic.
Projects can be individual or team efforts, just as scientific research can be done by
individuals or research teams. However individuals are assessed on their individual attainment
of the process skill indicators for the course. Groups are not given a group grade. Individuals
are given a grade, based upon their mastery of these inquiry indicators. When using a team
approach be sure to use effective cooperative learning strategies, not simply having students
work cooperatively in groups. Caution should be taken to insure each individual student is
demonstrating performance achievement and that the work is not dominated or completed by one
individual. See cooperative learning strategies.
Student Inquiry Projects are important. They provide a powerful vehicle for students to
learn to think and act like scientists. They require careful planning and commitment on the part
of the teacher.

How to Conduct Research
Determine the Research Problem

Begin with a complex problem. The problem should not just be a lack of information, but a gap
in your understanding. You need to be able to answer the question, “What is the problem that
you are investigating?”
Examine the Evidence

Gather and review the available evidence related to your research problem. Good research
requires considering the usefulness of what others have found out about this topic and how it
might help you understand what you need to study.
Devise a Plan
As a researcher, you will need to make decisions as to how you will collect your data. You may
use interviews, surveys, historical documents, observations, or questionnaires. In some instances
you may need to conduct an experimental research study. Based on the research problem, you
will need to determine the most effective method for investigating your problem.
Carry Out the Investigation

By now, you will be collecting and recording data. You will need to do some self-evaluation of
your research, making decisions as to how you are doing on your research and whether you will
need to gather more information.
Analyze the Data

After gathering the evidence, you will need to identify patterns in your research. You will use
the information you found to answer your research question.
Report the Findings

You will need to decide how you will report your results. In order to share this information with
others, choose a product that will best communicate your findings.
Adapted from The Parallel Curriculum by Tomlinson et al.

Student Inquiry Projects
Student Inquiry Projects are opportunities for students to ask and answer their own testable
questions. Students are to design and complete a well-designed investigation. These semester-long
projects are a major component of the course and will require time both in and out of the classroom.
Days are provided in class for project work, self-reflection, peer and teacher progress conferences.
Students will be invited to apply to present their research at the Student Inquiry Conference. Students
may investigate their own testable question or modify a project from a suggestion list.
Projects may be done at home or school.

Projects must have advanced approval of the teacher.
Project topics are due: _____________________.
Project outlines are due: ___________________.
Final Project is due: ______________________.
Projects are worth ______% of your total grade.
Projects should be completed in a journal.
Use proper checkout procedures for all equipment.
Observing Projects will be evaluated on:

Originality of research
Use of journal
Scientific accuracy
Completeness
Depth of Research
Proper use of the Well-Designed Investigation
Proper use of format
FORMAT:
I. Introduction
The introduction tells a few words about the project. It should tell what you hope to prove or
your reason for doing the project. You should clearly state your testable question.
II. Hypothesis
Before you begin an experiment, you should always have a clear idea of what you wish to
show or hope to prove with your experiment. This statement is called your hypothesis. A
hypothesis is an educated guess as to what you think might happen in the experiment. It is an
"If. . . then . . . " statement. The “if” requires an understanding of the independent variables
and the need for controls and the “then” identifies the dependent variable. For example, "If I
count shooting stars each hour during the night, then the largest number will be seen at
midnight." In your project you will be trying to prove or disprove your hypothesis.

III. Materials
You should have a complete list of all the materials used in your project.
IV. Procedure
You should include a clear, numbered, step-by-step description of how you do the experiment.
It should follow the guidelines of a well-designed procedure. In some cases you may want to
include pictures or diagrams of the apparatus and set-up. Variables should be identified and
carefully controlled. You should explain how you control your experiment using well-
designed procedures. The procedure is your directions to someone else of how to perform the
experiment by themselves.
V. Results
Any information you gather during your project goes under this heading. Results should be
organized in the form of data tables and graphs. Units of measure should be included for each
numerical value.
VI. Conclusion or Summary

Your conclusion or summary is the best, most truthful response to your original question. It
should explain the reason for your response and be based entirely on the results you get during
your experiments. The conclusion is to show how you proved or disproved your hypothesis.
The conclusion should not only summarize your results, but give some sort of account for
them. You should also discuss the weakness of your project and possible sources or error. It is
valuable to include any questions that remain. Your conclusion should be 1 or 2+ paragraphs.

Student Inquiry Project Hints
1. Begin early. The Inquiry Project counts for a large part of your grade so plan well.
2. Be original. Try exploring some topic that is new and of interest to you. There are a lot of ways
to find project ideas. Consider the topics from class that you found curious or intriguing. Ask
yourself a series of “what if” questions about these topics. You may find many ideas by simply
questioning ideas you hear from family, friends, readings and TV. Your textbook and lab
manual have many good ideas. Feel free to modify any ideas on the list of suggested topics.
3. Choose a topic that is sophisticated enough so that you do not know the results ahead of time.
4. Be sure to narrow the scope of the project so that it is answerable and manageable within the
timeframe of the assignment. Consult with your teacher about the appropriateness of your
testable question.
5. Keep in close contact with your teacher throughout your project. This will not only insure you
are using appropriate methods, but will also help you avoid errors in math, data presentation and
summaries. Such conferences often save your time and help insure a better grade.
6. Follow the guidelines from the Well-Designed Investigation Chart carefully.
7. Follow the format carefully. Be sure to include all project parts.
8. Be fair in your testing. In your procedure be sure to include a description of how you kept all
variables constant, except the one variable you are testing. To see the Moon rises at the same
time each day, it would not be fair to observe from different spots.
9. Use as many tests or trials as possible. To base the results of an experiment on only 1 trial is
seldom scientific. Just because something happens once, you may not and probably will not get
the same exact results each time. To help verify your results you should make many trials and
average your results. Ten observations may be good for measuring the length of a meteor trail,
but a month or more worth of data would be better for measuring the changing place of sunset.
10. When appropriate include a control group in your experimentation. This is a group or trial,
which is not experimented with. It is left alone during the entire project and is used as a
comparison to see what changes may have occurred to your experimental groups. A control is
essential for scientific accuracy.
11. Do not "fudge" results to get an expected answer. There is no right or wrong answer to
experimentation. You get the results you get. It is ok to disprove a hypothesis. It is your
interpretation of these results that counts the most.
12. Be mathematically accurate. Check for calculation correctness. Do they make sense? Be sure to
include units with all numerical data. To say the Moon bulges 5 is silly. 5°? 5 miles? When
graphing, be sure to include such appropriate details as: a graph title, axis title and units, and a
best-fit curve (one that shows general trends rather than a line connecting each data point).
13. Be neat and well organized.
14. Record your results as you get them. Do not rely on your memory. Label things to help identify
them and to help keep track of groups and variables.

Self-Review Form
Student Inquiry Project
Student Researcher________________________________________________________
Project Title _____________________________________________________________
The task I worked on today:
Next time I plan to:
Materials or resources I will need:
Evaluation:
__________ I used my time wisely.
__________ I completed my goals.

Peer Review Form
Student Researcher________________________________________________________
Peer Evaluator ___________________________________________________________
Component of Well-Designed Investigation Critiqued ____________________________

(question, hypothesis, variables, materials, directions, data, conclusion/summary, communicating results)
Identify strengths:
Identify areas for improvement:
Suggestions for improvement:

Teacher Conference Form
Student _________________________________________________________________
Component of Well-Designed Investigation Critiqued ____________________________

(question, hypothesis, variables, materials, directions, data, conclusion/summary, communicating results)
Identify strengths:
Identify suggestions or areas for improvement:
Next steps:

Student Inquiry Projects
Oral Report
Student/Teacher Evaluation Form
Student ___________________________________________________________ Score ______
Your Name ___________________________________________________________________

Evaluate each student in the following categories on a scale of 1-5. 5 being the highest possible
number of points. Comments are required.
DELIVERY: voice, eye contact, ability to stimulate interest.

CONTENT: logical progression, covered in proper depth, lasted appropriate length of time, all
material relevant to topic.
COMPREHENSION: how well does student understand his material, field questions and lead
discussion.
USE OF MEDIA: Charts, models, handouts, blackboard, power point, overhead, etc.
OVER ALL: Your gut reaction to the presentation.
Categories Points Comments
Delivery _____ ____________________________________________________
____________________________________________________
Content _____ ____________________________________________________
____________________________________________________
Comprehension _____ ____________________________________________________
____________________________________________________
Use of Media _____ ____________________________________________________
____________________________________________________
Over All _____ ____________________________________________________
____________________________________________________
Total Points _____ ____________________________________________________
____________________________________________________

Scoring Tool
Student Researcher__________________________________ Date ________________________________
__________ Testable Question (5 points) Clear, well-focused, testable, manageable

Comments:
__________ Hypothesis (10 points) If-then format, appropriate role of variables, controls, cause/effect
Comments:
__________ Variables (10 points) Appropriate, correctly identified, complete

Comments:
__________ Controls (10 points) Appropriate, correctly identified and managed

Comments:
__________ Materials (5 points) Appropriate, complete

Comments:
__________ Procedure (10 point) Clear, logical, controls and variables managed appropriately
Comments:
__________ Multiple Trials (10 points) Sufficient numbers, establish validity, reliable
Comments:
__________ Presentation of Data (20 points) Appropriate, logical, clear, complete, effective
Comments:
_________ Summary/Conclusion (20 points) Critiques hypothesis, includes synthesis, supporting details,
accurate terminology, identifies errors, considers further questions.
Comments:
__________ Total (100 points)

Comments:

Teaching
Strategies

Best Practices in Science Education
ERIC Review, Volume 6, Issue 2 Fall 1999, pp 30-35.
 Student Centered Instruction
 Hands-On/Minds-On Learning
 Authentic Problem-Based or Issue-Based Learning
 Inquiry Approaches
 Emphasis on Communication Skills
 Ongoing, Embedded, Authentic Assessment
Curriculum Update, ASCD, Winter 2002 pp 4-5.

 Identifying Similarities and Differences
 Summarizing and Note Taking
 Reinforcing Effort and Providing Recognition
 Homework and Practice
 Nonlinguistic Representations
 Cooperative Learning
 Setting Objectives and Providing Feedback
 Generating and Testing Hypotheses
 Cues, Questions, and Advance Organizers

Organizing Materials
Managing materials is important to an orderly, efficient and safe laboratory experience that
will maintain teacher sanity. It is important to establish a system for the storage and distribution
of materials that becomes routine and orderly for students.
Consider setting materials upon a distribution center such as a table or counter that is easily
accessible for students and one that remains set up during the entire unit. Some items remain at
the distribution center while others are added or removed as needed. Placing items in distribution
boxes or trays helps maximize efficiency. Look over each session ahead of time and be sure the
necessary items are prepared and available and that you are familiar with any safety concerns
that may be associated with the items or procedures of the day. Arrange the items cafeteria-style
so that students can walk past the station and quickly gather the items necessary for the daily
session and easily return them, as appropriate. Items should be clearly labeled with a small sign
that includes the name of the material and the amount necessary for the activity. For example, a
small folded card placed on the distribution center might read, “Equal-arm balance, one per
student.” A box of scissors might have a sign on it that says, “Take one.”
Usually, it is necessary for only one student per group to gather and return the materials. Be
sure to allow time for this in your daily plans. Clean up is an important routine, not only for
safety, but also to insure the clean and complete return of all materials. Students that are
expected to clean up and are provided time to do so, will help keep an orderly and safe
classroom.
Classroom Discussion
Carefully planned and well-managed discussions are one of the most powerful vehicles for
learning. For the student they can initiate inquiry, review material, clarify concepts, predict and
summarize laboratory experiments, solve problems and allow for planning. For the teacher they
can serve as valuable formative assessments to diagnose and steer instruction. Using a variety of
questioning styles and providing “wait time” can significantly enhance the learning value of a
discussion.
Unfortunately, some teachers use the term discussion when they engage students in any type
of verbal interaction. Frequently the pattern of “teacher question-student answer-teacher
reaction” centers on information recall and is probably best referred to as a recitation rather than
a discussion. This is one method to determine whether or not students have learned the material,
and is typically fast-paced. It misses the opportunity to foster learning. True discussions are more
slowly paced, engage students in higher-level reasoning and provide opportunities for students to
construct meaning. Two fine examples are the guided discussion and the reflective discussion.
The guided discussion is a useful vehicle to help students understand knowledge that is
already established or agreed upon. Students must be prepared with some basic prior knowledge
or experience with the topic. In guided discussion the teacher plays the role of the guide or the
primary questioner and structures the pathway of conversation to lead to specific conclusions or
understandings. Questioning requires students to interpret, explain, apply, generalize, synthesize
and summarize. The teacher invites all students into the discussion.

Reflective discussions typically begin with the teacher introducing the topic with a leading
question that challenges students to think creatively and critically. Topics are typically
controversial in nature or deal with a contemporary issue. After the initial leadoff the students
interact with one another and the role of the teacher shifts to moderator. Questioning usually
leads to original and evaluative thinking. Participation by all students is not critical; some may be
very verbal, others may be reflective listeners.
The quality of the discussion depends upon the quality of the questions. Plan your discussion
carefully. Think about what should be achieved and how the discussion will help students reach
your instructional targets. Use a variety of questioning styles dominated by open-ended, probing,
and guiding questions with less emphasis on yes/no and recall questions.
Wait time is good practice and simply involves allowing time for students to reflect and
respond before the teacher speaks again. Provide at least five seconds of thinking time after a
question and after a response. It encourages broader participation and more thoughtful responses.
It gives the message that speed does not count here, fastest is not smartest. It is okay if there is
silence in the classroom. Some teachers count to themselves from one to fifteen to formally
structure wait time. This practice helps reduce spontaneous, poorly reasoned responses. Once
students are accustom to this practice, it works well and provides richer, more meaningful
discussions.
Strategies to Extend and Refine Discussions
Remember "wait time"

±Five seconds. Fastest is not smartest.
Ask "Follow-Ups"
e.g., "Why? How do you know? Do you agree? Will you give an example? Can you tell me
more?"
Cue responses to "open ended" questions
e.g. "There is not a single correct answer to this question. I want you to consider
alternatives."
Use "think-pair-share"
Allow individual thinking time, discussion with a partner, and then open up for class
discussion.
Call on students randomly
Avoid the pattern of only calling on those students with raised hands.
Ask students to "unpack their thinking
e.g., "Describe how you arrived at your answer."
Ask for summary to promote active listening
e.g., "Could you please summarize our discussion so far?"
Play devil's advocate
Require students to defend their reasoning against different points of view.
Survey the class
e.g., "How many people agree with the scientist's conclusion?" (thumbs up, thumbs down)
Allow for student calling
e.g., "Lori, will you please call on someone to respond?"
Encourage student questioning
Provide opportunities for students to generate their own questions.

Questioning
Questions are central to Science. Teachers that use a wide variety of questioning techniques
provide for deeper, more meaningful learning for students. There are many categories of
questions. The simplest questions center on recall information and ask what-where-when and
yes-no. More complex questions focus on guiding and probing learning. Open-ended questions
are some of the most complex.
Probing Questions
 clarify vague language
 explore details
 generate examples
Open-Ended Questions
 reach beyond yes/no answers
 lead to elaboration
 have more than one possible answer
 allow for creative thinking
Effective questioning can be structured around cognitive theory. A series of questions

aligned to Bloom’s taxonomy— knowledge, comprehension, application, analysis, synthesis and
evaluation can provide a useful framework for teachers as they plan for or implement discussion.
Another organizational structure for questioning involves the well-designed investigation—
prediction, hypothesis, variables, controls, procedures, and summaries. An additional effect
framework for questions focuses on inquiry reasoning— observing, inferring, summarizing.
Age appropriateness is an important consideration when planning questions. Typically, pre-

schoolers manage who, what and when questions effectively. Kindergarteners begin to respond
well for how and why questions. First and second graders show ability to convert their questions
of wondering into “testable” question so important to scientific reasoning. Intermediate students
can handle the transition from “testable” questions to hypothesis formation quite well. Middle
and high school students negotiate theoretical questions with increasing sophistication.
A testable question is one that is answered by experimentation, not by the turning of pages in
a book. The answer to a testable question is typically developed by identifying and controlling
variables and reflects the elements of a well-designed investigation including multiple trials.
Asking “how” is a better way to form a testable question than asking “why.” It is easier to
answer a question of how with trials and results and avoid placing a purpose or value to the
answer.

Helpful Tips When Asking Questions
1. Ask clear specific questions. If students have to guess at what you are asking, they are
likely to remain quite and not engage in the thinking you are expecting.
2. Use cueing vocabulary familiar to students. Sometimes students know the answer to your
question, but they have the information mentally filed away under different key words or
concepts. By using the vocabulary they are use to will allow they to express their
reasoning more readily. Consider for example asking students for the “best-fit curve” in
science, when they are accustomed to this concept as “line of regression” in Math class,
or asking them to develop a convincing argument when they are use to the expression
“persuasive” argument from English class. It is important to have consistent vocabulary
across the grades and course.
3. Ask follow up questions to get at students real understandings. Often the student’s first
response is a parroting of what they think you expect or have remembered. Asking a
second question can reveal the difference between a student’s accurate understanding and
misconceptions.
4. Remember, "wait time." Provide at least five seconds of thinking time after a question
and after a response. It gives the message that speed does not count here, fastest is not
smartest. Silence in the classroom is okay. Students need time to think and organize their
response. Waiting lets students know that you are serious about wanting an answer to
your question.
5. Call on students randomly and avoid always selecting those with raised hands. Try
techniques such as table groups numbering each member and calling on numbers
randomly from a hat. Ask the person answering to select the next number. Use colored
handouts and ask the "red" or "blues" to answer the question. Ask for the person with the
most recent birthday, but then have the person to their right or left answer the question.
When students perceive a pattern to your approach to soliciting responses that provides a
way for them not to engage in thinking, some will not bother to participate in thinking.
6. Create a climate that supports risk taking. Establish eye contact and withhold judgment.
Let students know that there is not a single correct answer for some questions.
7. Allow students to ask their own questions. This often will further develop a topic and let
students know you are interested in their reasoning.
8. Move closer to students who do not usually respond. Your proximity will encourage their
participation.
9. Consider Bloom's taxonomy. The key words you use in your questioning can elicit
higher order thinking.
10. Do not ask questions that you know the answer to.
11. Listen to the answer.
12. Use connecting questions such as: How does ___ lead to ___? or How is ___ similar to
___?
13. Turn the question back to the person to answer: Have you ever tried ___? or What if ___?
or How might things be different if ___? Or What would be the next question for you?

Questioning For Quality Thinking
Recalling
Who, what, when, where, how _____?
Comparing
How is _____ similar to/different from_____?
Identifying Attributes and Components
What are the characteristics/parts of _____?
Classifying
How might we organize _____ into categories?
Ordering
Arrange _____ into sequence according to _____.
Identifying Relationships and Patterns
Develop an outline/diagram/web of _____.
Representing
In what other ways might we show/illustrate _____?
Identifying Main Ideas
What is the key concept/issue in _____?
Retell the main idea of _____ in your own words.
Identifying Errors
What is wrong with _____?
Inferring
What might we infer from _____?
What conclusions might be drawn from _____?
Predicting
What might happen if _____?
Elaborating
What ideas/details can you add to _____?
Give an example of _____.
Summarizing
Can you summarize _____?
Establishing Criteria
What criteria would you use to judge/evaluate _____?
Verifying
What evidence supports _____?
How might we prove/confirm _____?

Testable Question
A testable question is one that is answered by experimentation, not by the turning of pages in
a book. The answer to a testable question is typically developed by identifying and controlling
variables and reflects the elements of a well-designed investigation such as multiple trials.
Asking “how” is a better way to form a testable question than asking “why.” It is easier to
answer a question of how with trials and results and avoid placing a purpose or value to the
answer.
A testable question can often be written in the form "How does _____ affect ______?" The
blanks represent the independent and dependent variables. A testable question can lead to
experimentation that can be done in the time provided with available materials and resources,
and in a safe manner.
A testable question can be generated from a non-testable question by scanning the question
for possible variables that can be tested. A student may ask, "How does an airplane fly?" By
listing the variables involved with flight like wing shape and body shape, this non-testable
question can be changed to "What is the effect of different wing shapes on flight?" Frequently,
changing the question words "why" or "how" into "what " is necessary to turn a question into a
testable one.
Wait Time
Wait time is good practice and simply involves allowing time for students to reflect and
respond before the teacher speaks again. Provide at least five seconds of thinking time after a
question and after a response. It encourages broader participation and more thoughtful responses.
It gives the message that speed does not count here, fastest is not smartest. It is okay if there is
silence in the classroom. Some teachers count to themselves from one to fifteen to formally
structure wait time. This practice helps reduce spontaneous, poorly reasoned responses. Once
students are accustom to this practice, it works well and provides richer, more meaningful
discussions.
Brainstorming
Brainstorming is a whole class activity in which students contribute their ideas to an idea,
problem or challenge. It is an effective engagement activity to motivate students at the beginning
of a unit. It can be used as a formative assessment to get a sense of the level of understanding for
the class on a particular topic. It is a great vehicle to generate ideas for topics of inquiry,
identifying variables, raising testable questions, devising procedures, identifying data collection
and organization techniques, and identifying resources for projects. Frequently poster paper is
displayed in front of the group and ideas are recorded with large color markers.
It is important to select a topic that is clearly focused and manageable by the students. Take
time to carefully explain the topic to the students and be sure they understand the ground rules.
This will allow for a more productive and respectful experience. The rules are straightforward. 1)
All contributions are accepted without judgment. 2) All contributions are accepted without
comments or contributions by others. 3) Students should try and connect their ideas to those of
others.
The moderator can be either a student or the teacher. Sometimes it is a good idea to keep a
separate sheet of poster paper available as a “parking lot” or “bin.” This can be used to record
ideas that surface that are not directly related to the task at hand, but are worth addressing at a
later time.

Structured Brainstorming
Structured brainstorming is a variation that provides for a more controlled process and a
reflective period. Before the sharing begins, students are asked to joint down their ideas on a
sheet of paper. The facilitator calls on students one at a time going around the group in order.
Students can contribute one idea at a time. Anyone can “pass” at anytime. The basic rules of no
comment and criticism are followed. The facilitator continues around the group until everyone
has contributed all the ideas they care to share.
Carousel Brainstorming
Carousel Brainstorming allows students to brainstorm a variety to topics individually or in small
groups. First individuals brainstorm and jot down on paper their ideas. Allow just a minute or
two for this. When time is up, students rotate their papers within their group and repeat the
brainstorm process by adding to the new paper. Continue this process until students have hand
an opportunity to add to each paper at their table.
Weighted Voting
There are times when it is valuable to distill the brainstormed list down to a few items that
reflect the consensus of the group. Weighted voting provides a quick and democratic process for
this that is based on the belief that a collective judgment provides the best selection for the
group. This is a great vehicle for narrowing down a large collection of ideas and prioritizing
them for collective decision-making.
There are two basic steps that include combining similar ideas when appropriate and then
voting on them. Begin by numbering all of the ideas in consecutive order. To combine similar
ideas ask students to review the numbered list and suggest any items that basically say the same
thing. Have the group suggest which item more clearly states the idea. Ask the originator of the
unselected item, if his/her idea or intent would be lost if it were eliminated. If so, the ideas
remains separate and is not eliminated. If the originator agrees that another ideas more clearly
states or includes his/her idea, then it is crossed through with a single line, but not erased. Other
possible reductions in the list are considered and processed. When the list is narrowed down to
its simplest form, weighted voting can begin. Each student is given 3 to 5 colored dots, which
will be placed on the poster board next to the items of their choice. Voting does not begin
immediately. Students are asked to write one of the numbers of the remaining items on each of
their colored dots. They may chose to place all of the votes on one item or divide their votes
among several items. Students than approach the poster paper list and cast their votes in a
controlled manner. Tallies are made of the votes and the top item(s) is (are) selected. The number
of “winning” items depends upon the needs of the group. Usually there is a natural and large
division between the popular and less popular items.

Reason with Caution
Science is rich with examples of the value of reasoning to understand the biological and
physical world. Galileo’s revolutionary concepts of the motions of celestial bodies were
presented in a conversation of reasoning between three characters in Two New Sciences.
Einstein’s Theory of Relativity is a classic example of a thought experiment based on logical
reasoning. Many advances in science come to us through the careful application of reasoning to
problem solving and the search for patterns of regularity. Science class should provide ample
opportunities for students to develop and apply skills in reasoning. It is worthwhile helping
student understanding how reasoning can be compromised in a variety of ways. These can
involve faulty logic, confusing correlations with cause/effect relationships, bias,
anthropomorphism and teleology to name a few.
Deductive/Inductive Error
Deductive and inductive reasoning are two distinct types of reasoning. In deductive
reasoning the conclusion necessarily follows from the premise. General principals from one
situation are applied to another situation. (All birds can fly. An ostrich is a bird. Therefore an
ostrich can fly.) Notice that a false premise can lead to a valid, but false conclusion. In inductive
reasoning explanations are developed from a series of facts. (Bats have wings. Bats fly in the air.
Therefore a bat is a bird.) Faulty or incomplete facts can lead to incorrect conclusions. Inductive
conclusions are never absolute only probable.
Correlations versus Cause and Effect

It is natural for people to make connections between events and situations. Some of these are
linked by simultaneous occurrence others are linked by cause and effect. Care should be taken
not to assume one or the other, or to confuse them. Correlations are found when items are linked
to one another, such as long necks in giraffes and the giraffes’ preference for leaves in trees. To
suggest that giraffes’ necks are long because they eat tree leaves is a faulty argument, and one
that is representative of a phenomenon that leads to misconceptions in the study of evolution.
Bias
Bias is a form of prejudice that can be subtle and unrecognized. It can produce a faulty
influence on reasoning. Propaganda is a classic example. It can influence a summary or
conclusion in a deliberately intended direction. Commercials that popularize smoking as a
“manly” thing to do can influence decision making in the purchase of cigarettes. Systematic error
can be introduced into sampling or testing if a certain aspect is favored. An experimenter that
constantly rounds up measurements can generate inaccurate averages.
Anthropomorphism
Anthropomorphism is the projection of human qualities onto nonhuman things. Second
graders that put smiles on their drawings of a mealworm are demonstrating this influence on
reasoning. Looking for explanations in nature based on human expectations is another example.
The interpretation of the appearance of a tear in a dog’s eye to mean that the dog is sad is an
anthropomorphic and likely invalid conclusion.

Teleology
Teleology is the belief that there is design and purpose to the events of Nature. This concept
can introduce error in reasoning. The suggestion or interpretation that natural events are directed
toward an end or shaped by a purpose is often difficult to isolate from observations and
conclusions. For example, suggesting there is a reason for growth may cause the experimenter to
misinterpret the influence of temperature or auxins (growth hormones in plants). Teachers should
be cautious not to use teleological arguments in their explanations of natural phenomena. One
obvious area would be in the suggestion that life evolves from simple to complex forms because
of a divine plan. Teleology can be inadvertently introduced into class discussion in more subtle
ways, such as remarking that a moving object “prefers” the path of least resistance or that plants
lean towards the light because they “like” sunlight. Help students understand how teleology can
lead to erroneous reasoning.

Cooperative Learning Groups
Arranging students in small groups is an excellent way to teach inquiry-based instruction. It

is also an accurate model of how scientists work. Thomas Edison’s research team approach to the
development of the light bulb is a well-know example. There are many advantages to this
instructional strategy. It allows students to share their ideas, learn from one another and support
each other’s skills and reasoning. It helps develop interpersonal skills that serve many aspects of
life. It provides a forum for expression, debate and feedback as students formulate the
understandings. It is an efficient vehicle to share responsibility and divide up complex activities.
It often stimulates involvement and sustains inquiry to a much greater degree than individual
work.
Cooperative groups are not the same as students working cooperatively in groups. In
cooperative groups each member has a valued role in the learning and everyone is responsible
for each other’s learning. Students take time to reflect on their personal contributions to the
group, how members are performing and how the group may improve. Group “business
meetings” discuss progress, goals, challenges and solutions to the tasks at hand.
Core Components of Cooperative Learning

 Positive Interdependence
 Group Processing
 Appropriate Use of Social Skills
 Face-to-Face Interaction
 Individual Accountability
 Group Accountability
Teachers should be take care to create authentic learning activities for the teams, so that
students can solve real world problems, not artificial or academic ones. It is important to monitor
the group and their activities, taking care to insure that the groups are functioning as groups and
that one student is not dominating the work. Teams should receive credit for their collective
work, not the work of one individual.
A variety of roles can be assigned in small group work. A leader organizes the investigation
and keeps it on track. A manager gathers and maintains equipment and materials. A recorder
seeks information and records data. A reporter prepares written and oral presentation. Roles can
be shared or rotated, as circumstances require.
It is good practice to create new groups every now and then, perhaps at the start of a new unit
or grading period. There are several ways to assign students to groups including the thoughtful
assignments by the teacher that provides a good mix in gender, culture and ability. One random
method is to have the students arrange themselves in chronological order by birthdays without
speaking to one another and then to have them count off by fours. Another technique is to make
four identical lists of students that are staggered vertically next to each other so that student A
from list 1 lines up with student B on list 2, who lines up with student C on list 3, etc. To create
new group assignments, simply shift each list down one row.

3-2-1
3-2-1 is a strategy for quickly assessing student attainment of concepts during a lesson. Ask
student to capture or summarize their thinking about a main idea by writing down three ideas
about one aspect of the concept, two aspect of another related aspect of the concept and one idea
of a third aspect. For example after a class discussion of food webs, ask students to write down:
Three examples of consumers that live in the ecosystem.
Two examples of producers that live in the ecosystem.
One way consumers are affected by the population of producers.
Another version of this is a writing activity where students write: 3 key terms from what they
have just learned, 2 ideas they would like to learn more about, and 1 concept or skill they think
they have mastered.
10 + 2
Direct instruction variation where the teacher presents for ten minutes, students share and
reflect for two minutes, then the cycle repeats.
Acronyms
This is a memory devise that helps organize ideas and assists with storing and recalling
memorized information. Use the first letters of the item to be memorized and create a clever
sentence to memorize.
Examples:
ROY G. BIV = Red, Orange, Yellow, Green, Blue, Indigo, Violet
My very educated mother just served us nine pizzas. = Mercury, Venus, Earth, Mars, Jupiter,
Saturn, Uranus, Neptune, Pluto
Kenny popped corn on Farmer Green’s stove = Kingdom, phylum, order, family, class,
genus, species
CROWN
CROWN is a closure technique that encourages students to reflect on the completed lesson.
CROWN = Communicate what you learned. Reaction. Offer one sentence that sums up what the
whole lesson was about. Where are some different places you could use this? Note how well we
did today.
Four Corners
Four Corners is a strategy to assess student opinion or formatively assess knowledge using
selected response questions. Designate each corner of the classroom as an answer to the question
posed. Give student time to decide on their answer, then go to the designated corner. Students
can discuss the reasoning for their answer in their group.

Find the Fib
Team activity where groups of students write two true statements and one false statement,
then challenge other teams (or the teacher) to "Find the Fib."
Fishbone
An organizing tool to help students visualize how many events can be tied to or contribute to
a result.
Gallery Walk or Museum Walk
This strategy is a vehicle for sharing student or group work. Once students prepare a project
or summary of discussion perhaps on chart poster paper, they are posted about the room.
Students travel around the room and visit each of the charts. It is often helpful for students to
take notes on the charted information. In some cases you may ask students to add their edits or
ideas to the chart using a different color of marker.
Idea Spinner
In this strategy the teacher creates a spinner marked into four quadrants and labeled "Predict,
Explain, Summarize, Evaluate." After new material is presented, the teacher spins the spinner
and asks students to answer a question based on the location of the spinner. For example, if the
spinner lands in the "Summarize" quadrant, the teacher might say, "List the key concepts just
presented."
Jigsaw
Jigsaw is a cooperative activity. The basic steps include reading, meeting with expert groups,
report back to main team, demonstrate knowledge through a test or report.

Luck of the Draw
This strategy is meant as a review of what was studied during the day before. It provides an
excellent transition from one day to the next and is best done during the “engage” stage of the
lesson.
Luck of the Draw is designed to insure that each class period will begin with a three to five
minute summary of what happened in, and what was important from, yesterday’s class. Put all
student names on cards in a container. On the first day of instituting the routine, the teacher does
the summary at the beginning of class to model the performance expectation. Then the teacher
reaches into the fish bowl, pulls out a name and announces which student won the “Luck of the
Draw.” This student will begin tomorrow’s class with a summary of today’s class. On the next
day, after summarizing, this student will select the next person to win the Luck of the Draw.
(Activity from Summarizers by Saphier and Haley.)
Paired Verbal Fluency

Paired Verbal Fluency is a strategy where students work with a partner to summarize a lesson
or concept. Students take turns listening and talking to each other’s ideas. It can also be used to
"warm- up" students before a whole class discussion. Student 1 in pair remembers while student
2 listens. Roles switch. Repeat twice.
Reciprocal Teaching
Students take turns being the teacher for a pair or small group. The teacher’s role may be to
clarify, ask questions, ask for predictions, etc.
Share-Pair Circles
Divide the class into two equal groups and each group forms a circle. The inner circle faces
outward and the outer circle faces inward, to form pairs of facing students. In response to the
teacher’s questions, each pair of students discusses their ideas, and then one of the circles rotates
to create new pairs. This is repeated until the original pairs are again facing one another.
Telephone
One student is chosen to leave the room while the teacher teaches a short lesson to the rest of
the class. The absent student returns and is taught the lesson by the students. The student who
was absent is given a non-graded quiz. Results of the quiz are used for re-teaching.

Think-Pair-Share
Think-Pair-Share is an excellent activity to elicit prior knowledge and provide better and
more contributions to class discussion. Begin by asking your question of the class. Rather than
immediately responding, ask students to take a minute and think about the question and jot down
a few of their ideas on paper. Next, ask the students to turn to a neighbor and exchange their
ideas with one another. Allow only a minute or two for this. Finally, students can raise their
hands and share their ideas.
Think-Pair-Share provides time for students to reflect before responding. It provides a
vehicle to put extroverts and introverts on the same playing field. Introverts have time to think
on a topic and respond before the introverts burst out and it allows them to test their ideas with a
peer before sharing them and thus building their confidence in the idea. Extroverts often speak
out before reasoning an idea through and can change their mind in the middle of their speaking
or end with incomplete thoughts. Think-Pair-Share puts introverts and extroverts on the same
playing field.
Word Splash
Word Splash is a strategy that helps the teacher informally assesses student knowledge, and
provides a vehicle for students to access and share prior knowledge. Introduce a topic and ask
student to think about what they know about the topic and perhaps why it is important. After
allowing students a minute to think, write down the key words about the topic on the board, chart
paper, or overhead transparency. "Splash" refers to the random arrangement of the key terms
around the topic at the start of the activity.

Reading
In
Science

Reading in Science
Reading is an integral part of good science instruction. All science teachers should promote
effective reading strategies as one of the tools of inquiry. Reading instruction involves teaching
the skills and strategies to decode and comprehend text by helping students develop effective and
efficient processing systems. Strategy-based reading instruction provides students with a plan
for monitoring and solving difficulties with text before reading, during reading, and after
reading.
Students read for a variety of purposes: Reading for Literary Experience involves reading
stories, plays, or poems. In Science, Reading to Be Informed is more prevalent. Informational
text consists of many forms that include textbooks, trade books, journals, magazine articles,
newspapers, letters and the internet. These forms of text present many challenges for science
readers. The content, structure, and text features require the reader to use numerous cognitive
strategies before, during, and after reading in order to construct meaning. These strategies
include: setting a purpose for reading, linking background knowledge to new information, asking
questions to clarify or analyze or answer, determining important information, and formulating a
big idea to retell important information from the text. Interpreting charts and graphs, as well as
identifying and using common text features such as labels, headings, bold print, captions, table of
contents, and index, are necessary to fully understand informational text. Additionally, readers
use illustrations and photographs to enhance information found in the text. Determining and
understanding the text structures of informational text is also essential for gaining meaning,
predicting, and monitoring comprehension. Those text structures include sequence or explaining
a process, compare and contrast, classification, description, problem and solution, and cause and
effect.
An important component of Reading to Be Informed is Reading to Perform a Task. Reading

to Perform a Task is essential in science in order for students to complete a Well-Designed
Investigation. Reading to perform a task is a complex process that requires not only an
understanding of informational text, including its structure and organization, but also the ability
to act upon this comprehension. Texts used for performing a task explain how to do something,
describe how something was accomplished or answer the question, “How did it happen?”
When Reading to Perform a Task, first establish a purpose for reading. Once the purpose is
established, preview each step in order to get a general overview of the selection. Pay attention
to the sequence, process, transition words, and text features such as illustrations and labels.
Since well-written procedural texts use clear, straightforward language, every word may be an
important signal. After reading, be sure to revisit the text to check for purpose and procedures.
 Instructional activities for Reading to Perform a Task include: Graphic Organizers;
Highlight, Underline, and Take Notes; Questioning; Written Reflection; Journaling; Pre-
reading/Skimming Text; Summarizing; Semantic Mapping/Concept Mapping;
Discussion.

When teaching Reading to Be Informed, activating prior knowledge is an effective way to
support a reader’s comprehension. It is important to share with students that before reading,
good readers think about things they already know about a topic. As they read the text, students
will confirm or question prior knowledge. After reading, they check their understanding by
revisiting the text. Students may use checklists to monitor comprehensive of informational text.
 Instructional activities for Reading to Be Informed include: Graphic Organizers; Directed
Reading/Thinking Activities; Written Reflection; Journaling; Anticipation
Guides/Prediction Guides; Summarizing; KWL; Highlight, Underline, and Take Notes;
Questioning; Pre-reading/Skimming Text; SQ4R; Semantic Mapping/Concept Mapping;
Discussion.
Student Checklist for Reading to Be Informed
Before Reading
o I think about what I already know about the topic.
o I preview the text features.
o I set my purpose for reading.
During Reading
o I use the text features to help me understand what I read.
o I form a picture in my mind about what I read.
o I reread when I am confused about what I read.
After Reading
o I think about the purpose I had for reading.
o I check to see what I remember from the reading.
o I revisit the text to check my understanding.
Student Checklist for Reading to Perform a Task
Before Reading
o I determine my purpose for reading.
o I preview the text features.
o I preview the directions to see what, if any, materials and equipment I need.
During Reading
o I read each step carefully.
o I look for numbers or order words.
o I try to picture each step in my head.
o I reread when I am confused about a step.
After Reading
o I reread the directions in order to do the task.
o I check to see if I completed each step.
Reading in Science: Checking For Understanding
Below is a list of items that teachers might use to check for understanding when
engaging students in Reading to Perform a Tack. These items might be included in lab reports,
class discussion and assignments. Teachers may modify these items as required by instruction.
Reading to Be Informed
1. What was the purpose for this article?

2. In your journal, summarize the information from the article.
3. Develop a graphic organizer to display the important ideas in the article.
4. What information from this article supports what you read from …?
5. What ideas about the topic are made clearer by the illustrations in this article?
6. Use information from the article to explain how someone could use this information in a
practical way.
7. How did reading this article help you better understand the topic?
8. What other information would help you better understand this topic?
9. Look back at the article you just read. Write a new title that would give someone a clearer
idea about the information in the selection.
Reading to Perform a Task
1. Write a question that describes the purpose of this investigation.

2. Select one of the materials listed for the investigation. Explain why it was selected for
this investigation.
3. Predict the outcome of the investigation. What will cause the effect you described?
4. What trends or patterns do you think the recorded data will reveal?
5. What are the independent variable and the dependent variable?
6. Design a chart that could be used to record the data from this investigation.
7. What part of the procedures makes this a well-designed investigation? Explain why this
is important to the investigation.
8. Identify something in this investigation that is similar to something that you have
experienced.
9. What information could the author add to make the investigation easier to understand?
Explain how this addition would make the investigation easier to understand.
10. Draw and label an illustration that would help other students understand the investigation.
Explain how this illustration would help them.
11. How could someone use the information form this investigation?
12. Construct a line graph to display the collected data.
13. How do your predictions compare with class results?
14. Write a conclusion/summary to communicate the results of your investigation. Be sure to
include:
 The question that was being investigated.
 The prediction you made.
 The data that was collected and an explanation of those results.

National Reading Panel Report
Scientifically-Based Reading Research
The National Reading Panel has reviewed a variety of reading research studies and has drawn
several conclusions that are significant to the teaching of reading, as well as the use of reading in
Science. Their findings are summarized below. A complete copy of the NRP report Teaching
Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on
Reading and Its Implications for Reading Instruction-Reports of the Subgroups is available on
line at www.nationalreadingpanel.org.
Five Areas of Reading Instruction

 Phonemic Awareness
 Phonics
 Fluency
 Vocabulary*
 Text Comprehension*
* Areas supported in Science Instruction
Types of Vocabulary
 Listening Vocabulary
 Speaking Vocabulary
 Reading Vocabulary
 Writing Vocabulary

Vocabulary Instruction
What does Scientifically-Based Reading Research (SBRR) tell us about Vocabulary

Instruction?
1. Most vocabulary is learned indirectly when students:
a. engage in oral language
b. listen to adults read to them
c. read extensively on their own
2. Some vocabulary must be taught directly
a. specific word instruction
b. word-learning strategies
c. direct instruction aids reading comprehension
d. before, during and after reading of a selection
Specific Word Instruction

1. Teaching specific words before reading helps both vocabulary learning and reading
comprehension.
2. Extended instruction that promotes active engagement with vocabulary improves word
learning.
3. Repeated exposure to vocabulary in many contexts aids word learning.
Word Learning Strategies

1. Use of dictionaries and other reference aids
2. Use of word parts to figure out meanings of words in text
3. Use context clues to determine word meaning
4. Use graphic organizers to determine how words are related
What does SBRR tell us about effective text comprehension instruction?

1. Teaching specific text comprehension strategies improves text comprehension.
2. Students can be taught to use comprehension strategies.

Text Comprehension Instruction
What does Scientifically-Based Reading Research (SBRR) tell us about Text

Comprehension Instruction?
Five Promising Strategies to Improve Text Comprehension

1. Monitoring Comprehension
2. Using Graphic and Semantic Organizers
3. Answering Questions
4. Generating Questions
5. Summarizing
1. Monitoring Comprehension Instruction teaches students to:

 Be aware of what they do understand.
 Identify what they do not understand.
 Use appropriate “fix-up” strategies to resolve problems in comprehension.
Comprehension Monitoring Strategies

 Identify where the difficulty occurs.
 Identify what the difficulty is.
 Restate the difficult sentence or passage in their own words.
 Look back through the text.
 Read a section of text, sentenc, paragraph, page or larger section of the text.
 Look forward in the text for information that might help them to resolve the
difficulty.
2. Graphic Organizers
 Help students focus structure.
 Provide students with tools to examine and visually represent relationships.
 Help students write well-organized summaries.
3. Answering Questions
 Give students purpose for reading.
 Focus students’ attention on what to learn.
 Help students think actively as they read.
 Encourage students to monitor their comprehension.
 Help students review content and relate it to prior knowledge.
 Help students draw inferences, using text clues, to think ahead, discern a theme, speculate
what is to come.
 Help students to determine important ideas.
 Require students to support an answer by revisiting text to state support.

4. Generating Questions
 Teach students to ask their own questions about the text.
 Promotes comprehension.
 Helps students integrate information from different parts of the text.
 Helps students synthesize information, combining new information with existing
knowledge.
 Sets a purpose for reading
5. Summarizing helps students:

 Identify or generate main idea.
 Connect central ideas/synthesize information.
 Eliminate repetitive or unnecessary information and focus on key concepts.
 Remember what was read.
What’s the best way to teach Comprehension Strategies?

 Provide explicit instruction.
o Show students how instead of telling them what to do. Model instruction using
“Think Alouds.”
o Demonstrate how to solve the task cognitively (scaffold instruction).
o Use a before, during and after reading format.
 Gradually release responsibility.
o Teacher Modeling
explain the strategy
demonstrate how to apply the strategy successfully
think aloud to model the mental processes used during reading
o Guided Practice
after explicit modeling, gradually give more responsibility to students
practice strategy with students
scaffold independence with feedback, conferring and discussion
have students share their thinking process in pairs, small and large groups
o Independence Practice
after working with teacher and other students, they try on their own
students receive regular feedback from teacher and peers
o Apply Strategy to Real Reading Situations
apply to a new genre, format or situation
apply to more difficult text
A complete copy of the NRP report Teaching Children to Read: An Evidence-Based

Assessment of the Scientific Research Literature on Reading and Its Implications for Reading
Instruction-Reports of the Subgroups is available on line at www.nationalreadingpanel.org.
Authentic Reading in Science
1. Newspaper stories about new developments in science and technology (Science News,
National Geographic, Natural History, Discover, and Smithsonian)
2. Trade books on a variety of science topics
3. Different textbooks as references, comparing their explanations of topics.
4. Biographies of scientists, particularly of those from groups that have been traditionally
underrepresented in science.
5. The award-winning prose of scientists. (Lewis Thomas, The Lives of a Cell, 1974)
Highly acclaimed science fiction stories. (Isaac Asimov, Arthur C. Clarke)
Effective Reading Strategies
SQ4R (E.L. Thomas & H.A. Robinson, 1972)

S Survey: Preview text, using headings as content guides.
Q Question: Form questions about text content.
R Read: Read the text, using questions as guides.
R Relate: Consider what has been read, relating text content to prior knowledge.
R Recite: Answer questions posed, relating answers to headings.
R Review: Organize text information, rereading difficult content.
Reciprocal Teaching (Palincsar, 1986)

1. Summarize: Summarize the main idea from a text paragraph.
2. Construct: Construct a question that sums up the paragraph.
3. Clarify: Clarify any confusing content in the paragraph.
4. Predict: Predict what information will occur in the next paragraph.
Effective Reading Strategies continues on the following pages.

Science Article Critique Cards
The well-informed student is aware of current happenings in the world around him. Science
and Technology have played major roles in shaping our society and are the tools of inquiry by
which we enter the future. Keeping aware of current science topics is an objective of this
assignment.
Students submit 5x8 index cards which critique magazine and newspaper articles related to
Science. One side of the card includes the student’s name, class, and date in the upper right-hand
corner; the magazine/newspaper title, issue date, and page is placed in the upper left-hand corner;
the article title appears in the top center of the card. On the same side, students summarize the
article, explaining the main ideas in their own words. On the other side of the card, students write
one or two paragraphs which detail their reactions and/or impressions to the article. The writing
should be concise, yet detailed.
 A minimum of eight critique cards are due each grade period.
 There is no limit to the number of cards that can be handed in.
 Each critique can earn up to 5 points.
 Total points cannot exceed twice the points earned by the end of the fifth week.
 Critiques count 10% of the class grade.
 Grades are evaluated on the following scale:
40 points = A
36 points = B
32 points = C
28 points = D
Articles may be critiqued from the following list:

Astronomy Audubon Discover
Gazette International Wildlife National Geographic National
Wildlife Natural History Newsweek
Omni Scholastic Science World
Science Science Digest Science News
Science Teacher Scientific American Sky and Telescope
Smithsonian Time Washington Post
Other magazines and journals may be approved with the instructor's permission.
Use proper checkout procedure for classroom magazines.

1. Magazines should always be checked out no matter how long the use period, two
minutes or two weeks.
2. Only check out magazines on shelves. Do not take magazines from the return basket.
3. A student may check out a limit of three magazines at any one time.
4. Remove the white slip from the second page of the magazine.
5. Fill out the white slip; your name and today's date should be on the slip.
6. Place the white slip in the magazine section of the lab check out box.
7. Loan period is two weeks from check out date.
8. Return magazines to the lab return basket.

Interactive Reading Strategies
All too often, having students read doesn't result in the learning we want. They go over the
words but they are unable to remember what they read or do anything with the material. Nothing
sank in. Why not?
The key to effective reading is interaction with the text. Not just decoding the words on the
page, interaction requires the reader to do something with what is on the page. That activity can
take different forms, but it is more than just filling in the blanks. We need to help students learn
how to read actively rather than passively.
Instructions:
Listed below are several methods that provide a structure for interactive reading. Choose
what you think will work for your students and then model the procedure until they are
comfortable with your expectations.
1. Text Explanation: (This works well as a preliminary to any of the following strategies.)
Make the obvious even more obvious. Explain why text appears in different colors,
shades, and sizes.
Identify context clues to recognize transition, comparison, contrast, cause and effect.
Model the process of establishing relationships in what you read. Make your silent
interior commentary come alive by telling students what you are thinking as you read the
text aloud.
2. Using the DOT: (Because this method of analyzing text for its Topic, Organization and
Development adapts well to many reading and writing strategies, students may be very
comfortable with using it. When written vertically, the "T" for "Topic" becomes the
foundation.)
a. Identify the Topic: (The idea of "topic" is expanded here to include the author's main
idea and purpose.) What the author wants to say? What is the point the author wants
to make?
 Highlight or list the idea of "Topic."
b. Identify the Organization the author uses:
What are the categories of information about the topic the author uses to support the
main ideas? What is the body of the author's message? Does the combination of all
the categories add up to the total of the expanded topic (the main idea and purpose)?
 List or put a checkmark next to each of the subtopics, or categories of information
that support the main idea.
c. Identify the Development: How does the author provide a mind-picture for the
reader? Are there explanations or examples that focus the image for the reader?
 List, number, or otherwise mark the chunks of text that develop the ideas into
specifics.

3. Reader's Response Log: (This activity can serve as a preview or a review of teacher-
presented material.)
1. Students make two columns on their paper.

2. In the first column, list phrases from the text that seem significant, interesting, or
confusing.
3. In the second column they list comments, connections, or questions. Recording page
numbers in the margin helps as a study guide.
Text-----------------------Comment
4. KWL:
This is a great all group activity to activate prior knowledge and model active thinking
during reading. Students construct a chart with three columns to fill in as they read:
What you KNOW---What you WANT to know---What you LEARNED
5. KWLH:
This all group strategy starts with KWL, but continues with H, HOW can we learn more?
6. SQ3R:
Students follow several steps to interact with the text:
Survey - students develop an overview from skimming:

introduction
headings
chapter titles
bold-faced type
graphics
conclusion
Question - students identify what they can expect to learn as they survey, using: headings
subheadings bold-faced text
Read - students make sense of the content in an active manner: visualizing what the
author is stating taking notes or highlighting paying attention to charts and illustrations
clarifying confusing terms or parts
Recite - students talk out loud, either to themselves or to another, providing a different
learning modality: recalling what they have read
Review - use the information by transforming it and not just repeating it:
graphically organizing material (concept map, web, flow chart, outline, etc.)
paraphrasing
summarizing
(Too often, textbook review questions lend themselves to just regurgitation; assigning
different kinds of responses from students may well be worth the time.)

7. SQ4R
This version of SQ3R adds a third R for Relate, which asks students to relate their
reading to prior knowledge, things already personally known.
8. Text-Marking for Short-Term Use:

Students make the text their own by:
 underlining
 colormarking
 starring or asterisking
 numbering
 drawing arrows
This works particularly well when the purpose is not long-term retention, but rather just
reference to the text to perform a task or do other MSPAP-like activities.
Careful highlighting focuses the important elements in the text.
Why Use Highlighters For Instruction?
Using highlighters
1. Separates multi-faceted directions into individual steps.
2. Focuses the key parts of an assignment.
3. Provides a starting point for students.
4. Gives a sense of order or empowerment in tackling the assignment.
5. Correlates the "do it" in the directions with the "did it" in the response.
6. Provides a visual approach for verbal information.
7. Makes evaluating EASY.
Suggestions for teaching how to use highlighters

1. Highlight as few words as possible.
2. Use an overhead or chalkboard to model breaking apart directions.
3. Pair students for initial highlighting use.
4. Provide incentives for correct highlighting.

Selecting Books for Science Instruction
Developing scientific literacy is a primary engine of the MCPS Science Program. A key
component of this is the understanding that science content is an integration of the concepts and
process skills of science. The 5E’s Inquiry Model of instruction incorporates curiosity and the
need to seek information, some of which comes from experimentation, and some of which comes
from reading.
There are four primary ways that reading is used in science: developing prior knowledge,
seeking information about a topic, comparing results to published information and of course,
reading to perform a task.
The selection of reading materials for use in science instruction should keep in mind the
goals and nature of the Science Program and the 5E’s Inquiry Model of Instruction. The
following criteria are important in this selection process.
1. demonstrate inquiry
2. portray scientists as real people engaged in the work of science
3. provide accurate and appropriate information
4. provide current information
5. use text features that include: glossary, index, labeled diagrams
6. include photographs
7. include scientific accurate illustrations and diagrams
8. contain data
9. contain charts
10. contain graphs
11. employ reading to be informed
12. employ reading to perform a task
13. use appropriate readability
14. use colorful
15. include web references
16. accurately portray animals and plants
17. include additional reference lists
Avoid:
1. bias
2. anthropomorphism
3. teleology
It is important to be cautious of bias, which can be subtle and prejudicial. Propaganda

and commercialization are common examples. Anthropomorphic texts that project human
qualities onto nonhuman organisms and things may be cute, but do not support scientifically
accurate information. Teleology is the belief that there is design and purpose to the events of
Nature, for example, plants “like” light or evolution has a reason. These can lead to poor science
instruction and books with these qualities should not be selected.

Where to Find Appropriate Book Lists for Science
MCPS Approved Instructional Materials Database

The Office of Evaluation and Selection of Instructional Materials maintains an extensive
and comprehensive database of approved instructional materials including those for the
Science Program. This can be accessed contacting their office and requesting a list. Be
sure to provide appropriate criteria such as grade level, topic, etc. They can be reached at
301-279-3272 or my email: Lizabeth_A_Jones@mcpsmd.org.
MCPS Elementary Science Kits

Each Science Kit contains a selection of trade books related to the topics of the kit.
These approved texts can be ordered in larger quantities for flexible classroom use. The
lists are available online at
http://www.mcps.k12.md.us/curriculum/science/instr/readbook.htm.
National Science Teachers Association

NSTA maintains a list of Outstanding Science Trade Books for Students K-12. A book
review panel appointed by the National Science Teachers Association (NSTA) and
assembled in cooperation with the Children’s Book Council (CBC) selects the books.
NSTA and CBC have cooperated on this bibliographic project since 1973. It is available
online at http://www.nsta.org/ostbc.
The Elementary Science Integration Project (ESIP)

ESIP is an NSF funded project that promotes connections between language arts
instruction and inquiry-based science in grades K-8. The project maintains libraries of
science trade books and an online search engine of the library. It is available online at:
http://www.esiponline.org/books/index.html.

Writing
In
Science

Writing in Science
Reading and writing in science are very closely related. You can think of it as “what goes in
(reading), must come out (writing).” Assessing communication of ideas through writing is one
of our most widely used methods for evaluating what a student knows. There are several reasons
for writing in the science classroom. Two common purposes are Writing to Inform and Writing
to Persuade. When students write to inform, students share what they know about a topic or
subject with another person. When writing to persuade, student try to convince someone else to
do or think something the way the writer does. Here is an example of how to structure this for
students.
 Writing to Inform*
The writer should be able to:
o think about what the audience already knows about the topic or subject;
o think about what the audience needs to learn about the topic or subject;
o put information in a logical order;
o use examples, definitions, and descriptions to make the information clear to the
reader.
 Writing to Persuade
The writer should be able to:
o decide what his/her position or stand is on the topic or subject;
o think about your reasons for that position or stand;
o think about the reasons against that position or stand;
o organize the reasons for your position or stand in a logical way;
o invite your reader to understand and share your position or stand.
*Assessments on the MSA and HSA ask for students to Write to Inform. Students should
remember that assessment writing, such as the BCR, is scored using the Science Rubric. Student
are scored for supporting details, synthesis of information, accurate use of terms and
completeness.
Just as reading encompasses more than decoding words, successful writing requires more
than simply jotting down ideas on paper. Teachers need to help students structure their thinking
and writing so it accurately reflects the students’ best attempt to communicate what they know.
Before writing, students should engage in pre-writing activities that help them identify the form,
topic, audience, and purpose (FTAP) for their writing. This may include discussion and analysis
of ideas and concepts in pairs and groups, use of graphic organizers, and participation in
activities that help clarify student thinking. For longer writing pieces, students may revise drafts
before producing a final copy of their work. After their initial draft, students should review and
revise their work, correct grammar and writing mechanics, and get input from others (teacher,
peers, etc.) for editing before the document is considered final.
The Writing Process
Prewriting - thinking and planning to get ready to write, collecting details
Drafting - writing your piece for the first time
Revising - adding, deleting, or changing ideas; making sure your writing makes sense,
contains all the important information, is clear and complete
Editing - correcting mistakes in spelling, usage, mechanics, and grammar
Publishing - preparing your writing to be read by others
Prewriting
Drafting
Revising Editing Publishing

Six Traits of Writing
Writing in Montgomery County Public Schools is based on instruction and assessment of six
essential features: ideas and development, organization, voice, word choice (diction), sentence
fluency (syntax), and conventions. These are traits of effective writing in all types of discourse,
whether the purpose is to persuade, to tell a story, or to explain an idea. This approach implies
that teachers at every grade should design and implement instruction on these aspects of writing
and consistently assess student writing in terms of these six traits.
Developed, researched, and field-tested by the Northwest Regional Educational Laboratory

since 1982, the Six-Traits writing approach is assessment-based and is consistent with the MSDE
Content Standards for writing. Since students can revise what they can assess, they learn to
discuss writing in terms of these six features at an early age and continue to do so through high
school. The Six-Traits approach and rubrics offer a clear vocabulary for students and teachers to
discuss, develop, and assess writing in all content areas, empowering students to become
confident communicators.
1. Ideas and Development

This includes the theme or purpose of a piece of writing, the thesis and insights of the
author, the information, elaboration, images, and carefully selected details that build
understanding and hold the reader’s attention.
2. Organization
This refers to the overall structure of a piece, the introduction or lead, the sequence of
ideas and details, the conclusion or ending, and transitions and other features used to keep
the writing moving with purpose.
3. Voice
At times an elusive quality to describe in a piece of writing, this includes the writer’s
sense of both self and audience. Voice indicates the way the writer brings together all
aspects of writing, suggesting the person and personality behind the words.
4. Word Choice (diction)

More than merely vocabulary, this indicates precision in language, the careful
selection of words with a sense of purpose.
5. Sentence Fluency (syntax)

Refers to the way sentences have been put together and ordered to create a rhythm
and flow, the sophistication of how sentences are varied in length and structure to achieve
the writer’s purpose.
6. Conventions
This characteristic includes punctuation, spelling, grammar, usage, capitalization, and
paragraphing, the overall clarity and correctness of written expression.

Six Trait of Writing Rubric
IDEAS & DEVELOPMENT ORGANIZATION
6 The paper is forceful and convincing. The writer’s insights and 6 The organization provides a compelling framework to fully support
evidence are accurate and compelling. the specific type of essay. The writing is organized in such a way
that it greatly enhances meaning or helps to fully develop the central
5 The paper is clear and focused. idea.
4 The paper generally maintains focus on the topic. 5 The organization provides an effective framework to fully support
the specific type of essay. The writing is organized in such a way
3 The paper has a recognizable topic, even though development is still that it enhances meaning or helps to develop the central idea.
basic or general.
4 The organization provides a framework to support the specific type
2 The paper lacks a clear topic. Details do not develop with a clear of essay. The organization helps to develop the central idea.
direction.
3 The organizational structure requires effort on the part of the reader
1 The paper has such few ideas, it lacks a clear purpose or central to move through the text.
thesis/theme.
2 The writing lacks organizational structure. Ideas, details, or events
seem strung together in a loose or random fashion.
1 The writing has such few ideas, there is no obvious organizational

pattern.
WORD CHOICE (diction) SENTENCE FLUENCY (syntax)
6 The language and phrasing are precise and ideally suited to the 6 Sentences are well-crafted and structured to create a rhythm and
writer’s purpose. flow that resonate with the reader.
5 Words convey the intended message in an engaging, specific, and 5 The writing has an effective flow, rhythm, and cadence. Sentences
natural way. are well developed, with strong structure.
4 Words convey the intended message in a natural, effective, and 4 The writing has an effective flow, but tends to be more business like
appropriate way. than fluid.
3 Words sometimes convey the intended message, but are general and 3 The writing sounds mechanical.
lack precision.
2 The writing reflects a lack of understanding of sentence structure.
2 The vocabulary is limited or vague and often interferes with the
intended message. 1 The development of writing is so limited that sentence fluency is not
apparent.
1 The vocabulary is limited or inappropriate and fails to convey the
intended message.
VOICE CONVENTIONS
6 The writer’s voice is authentic and engaging. The writing clearly 6 The writing seems mechanically flawless. The writer uses standard
demonstrates the author’s awareness of and respect for both writing conventions effectively and purposefully.
audience and purpose, leaving the reader with a sense of connection
to the writer. 5 The writer demonstrates a good grasp of standard writing
conventions and uses conventions effectively to enhance meaning.
5 The writer’s voice is individual and engaging. The writing
demonstrates the author’s awareness of and respect for both 4 The writer demonstrates a reasonable grasp of standard writing
audience and purpose. conventions and uses them effectively to support meaning.
4 The writer’s voice demonstrates awareness of the audience and 3 The writer shows limited control of standard writing conventions.
purpose of the writing. At times errors are distracting and may interfere with meaning
3 The writer’s voice does not demonstrate an awareness of the 2 Errors in standard writing conventions repeatedly distract the reader
audience or the purpose for the writing. and interfere with meaning.
2 The writer’s voice reflects indifference to the topic and the audience. 1 The development of writing is so limited that standard writing
conventions are minimal.
1 The development of the writing is limited; no voice is evident.

Science Writing: Holistic Rubric
Developed by Science Department at Gaithersburg High School
A paper earning the score of FOUR does most or all of the following:
 Clearly states the purpose and previews the structure of the writing.
 Has all the required parts, in logical order, of the style of writing requested.
 Gives support that is clearly relevant to the purpose of the writing and the nature of the
audience.
 Has clearly organized and labeled data tables; has graphs set up according to convention;
uses other visuals that are clearly labeled and matched with the text of the writing.
 Includes a clear summary of the purpose and supporting details of the writing; when
requested, includes thoughtful questions for further investigation.
 Attributes credit to sources within the writing, and include a works cited according to the
APA format.
 Uses scientific terminology that is both technically correct and enhances the quality of
the writing.
 Has a title that clearly encapsulates the purpose of the writing; has no errors in grammar,
punctuation, or spelling that interferes with the meaning of the writing.
 Communicates knowledge or experience with the content that shows the author has made
the ideas of the writing his/her own.
A paper earning the score of THREE does most or all of the following:
 Clearly states the purpose of the writing.
 Has all the parts of the writing requested.
 Gives support that is related to the purpose of the writing.
 Has labeled data tables and graphs; uses appropriate visuals.
 Includes a summary of the purpose of the writing with brief supporting details; when
requested, includes questions for further investigation.
 Attributes credit to some sources within the writing, and includes a works cited organized
according to Writers Inc.
 Uses scientific terminology that is technically correct and strengthens the quality of the
writing.
 Has an appropriate title; contains few errors in grammar, punctuation, or spelling that
interfere with the meaning of the writing.
 Communicates that the author has drawn on knowledge or experience without clear
ownership of the topic.

A paper earning the score of TWO does most or all of the following:
 Adequately states the purpose of the writing.
 Has most of the parts of the writing requested.
 Gives adequate, functional support that is mostly related to the purpose of the writing.
 Has data tables and graphs that are adequately but not clearly labeled; uses visuals that
are appropriate but not clearly labeled or explained.
 Includes a summary that is simply a restatement of the purpose of the writing.
 Includes a works cited organized according to Writers Inc.
 Uses scientific terminology that is somewhat correct but may interfere with the quality of
the writing.
 Has a title; contains some errors in grammar, punctuation, or spelling that interfere with
the meaning of the writing.
 Communicates that the author has some knowledge or experience, but it adds nothing to
the topic.
A paper earning the score of ONE does most or all of the following:
 Causes the reader to say, “Where in the world is this writer going?”
 Has enough missing parts to interfere with the meaning of the writing.
 Gives shallow, incomplete support to the purpose of the writing.
 Has data tables and graphs that are unclear and distracting; uses visuals that are
distracting or irrelevant to the purpose of the writing.
 Has a summary that is not clearly tied to the purpose of the writing.
 Has a works cited that is incomplete, unclear, and poorly organized.
 Uses little scientific terminology or employs terminology incorrectly or in inappropriate
ways.
 Has a title that is not matched with the purpose of the writing; contains enough errors in
grammar, punctuation, or spelling that the reader is distracted from the meaning of the
writing.
 Communicates only that the ideas contained in the writing belong to someone else.
A paper earning the score of ZERO does most or all of the following:
 Has no discernible purpose or organization to the writing.
 Has provided no support.
 Has omitted data tables, graphs, and visuals that are clearly required.
 Has no summary.
 Has omitted a works cited.
 Makes no attempt to use scientific terminology.
 Has no title; has many so many errors in grammar, punctuation, or spelling that the
writing is impossible to understand.
Communicates no ideas of any consequence.

Writing in Language Arts Versus Writing in Science
Writing is an important and critical tool in science and students should be expected to
express themselves in high quality use of the Six Traits of Writing. However, there are
significant differences in the use of writing in a Science class versus a Language Arts class. The
big difference lies within the idea of learning to write versus writing to learn. In the Science
classroom writing is a tool to help students gather their thoughts, polish their reasoning and
demonstrate their learning. Science teachers should assist students in the craft of writing, and
refresh student learning on how to write. However, the science teacher should not grade science
work based on the student's skill of writing. It is often a challenge to separate the expression of
student learning from their actual writing, since writing is the vehicle the student uses to
demonstrate their reasoning. Science teachers should not hold students in double jeopardy by
letting their writing skills affect the science understandings. Good science understandings can be
expressed in poor writing, just as bad science understandings can be expressed in good writing. It
would be inappropriate to use the Language Arts rubrics for writing to determine a grade in the
science class. The Science Rubric would be the appropriate assessment tool. It is worth pointing
out that the Science Rubric includes elements of writing such as: synthesis of information, use of
supporting details and use of accurate scientific terminology. Additionally, there are specific
grade/course level indicators that address writing. "1.X.9 interpret and communicate findings
(i.e., speaking, writing, and drawing) in a form suited to the purpose and audience, using
developmentally appropriate methods including technology tools and telecommunications."
Writing in English Language Arts Writing in Science

Learning to write Writing to learn
Writing standards set by county and state Writing standards set by county and state
curriculum curriculum
Use of Six Traits to provide a common Use of Six Traits to provide a common
language, guide instruction and guide self- language, guide instruction and guide self-
assessment assessment
Use Developing Writers Rubric K-2 and Selective use of Six Traits Rubric, use one
Six Traits rubric 3-12 for assessment or a few traits as they support Science
Teach Maryland writing test format and Teach Science HSA, AP, and IB rubrics for
HSA rubrics for ECR (but go beyond!); science specific content and skills (DO
teach AP and IB rubrics NOT use HSA Rubric to teach writing.)

Writing Opportunities in Science
1. Testable questions
2. Hypothesis
3. Observations
4. Well-designed procedures
5. Drawing conclusions
6. Communicating results
7. Experimental Abstracts
 Lab reports
 More
Writing is like the Scientific Method
Writer . . . Scientist . . .
Jots ideas down Hypothesizes
Writes several drafts Experiments
Develops appropriate final form Revises Thinking
Writing process Scientific Method 5E’s Lesson

Pre-write Testable question Engage
Draft Hypothesis Explore
Revise Experiment Explain
Edit Summarize findings Extend
Publish Communicate results Evaluate
Learning to write prepares students for writing to learn.
Writing in Science:
 Clarifies thinking.
 Identifies what you do not know or misunderstand.
 Allows greater detail for observations, manipulations and findings.
 Allows better organization of thinking.
 Sharpens interpretation and argument.
 Allows for the discovery of new ideas.

Hypothesis is like a topic sentence
If . . . then . . .
The hypothesis is the heart of the well-designed investigation. It sets the stage and outlines
the parameters of the experimentation. The “if . . . then . . .” format is the expectation for
hypothesis writing in the MCPS Science Program. Though scientists may or may not use this
format, for instructional purposes it is ideal. It forces the identification and control of variables
for student thinking. The “if” requires an understanding of the independent variables and the
need for controls and the “then” identifies the dependent variable.
The hypothesis also suggests the methods to be used. If we do this, then this will happen. If
the temperature of a gas is increased, then the volume will increase. If the length of a pendulum
increases, then the period of swing will decrease.
K-8 MSDE Assessments asks children to justify their thinking when stating hypotheses.
Therefore it is helpful to think of the hypothesis structure as “If . . . then . . . because . . .”
Teachers should be cautious with this since the explanation is sometimes cued for as part of the
expected response and sometimes cued for separately following the stating of the hypothesis and
is not a specific component of the hypothesis itself.
MSDE Assessments Example:

1. State your hypothesis for Jill’s investigation of ice balloons.
2. Explain your thinking.
3 Parts of a Conclusion
1. Best, most truthful response to original question

2. Reason for response
3. Questions that remain

Authentic Writing in Science
1. Explanatory essays in which students describe a complex science concept

(photosynthesis) in depth.
2. Field trip notes in which students record their observation of, and reactions to flora and
fauna.
3. Laboratory logs in which students report their observations, hypotheses, methods,
findings, interpretations, and mistakes—particularly mistakes—as these are a normal part
of the scientific process.
4. Science journals or diaries in which students describe their participation in science
activities, such as fairs and competitions, and reflect on their actions and experiences.
5. Environmental action letters in which students –under the teacher’s guidance—write to
politicians, newspaper editors, and companies to promote positive environmental actions.
6. Newspaper accounts in which student write stories on science and technology topics for
their school or town newspapers.
Effective Writing Strategies
Self Guiding Strategies (Graves, Writing: Students and Teachers at Work, 1983)
1. Write on several topics, not just one, because it’s harder to choose one topic than several.
2. Decide what to write first, second, and so on.
3. Put one’s feelings into writing.
4. Write about what you know.
5. Decide why not to write something.
Writing Conference (Graves, Writing: Students and Teachers at Work, 1983)

Writing Conferences are short meetings between teacher and one or more students with the
purpose of facilitating the students’ current writing assignments. Conferences use guided
questions:
1. Opening questions, such as “Where are you at, Jill, in your lab report?”
2. Focusing questions, such as “If you were to include that in your lab report, how would it
be helpful to the reader?”
3. Development questions, such as “What changes have you made in your lab report since
we last spoke?”
4. Structure questions, such as “Where should you include that new information in your
report?”
5. Reflection questions, such as “What do you think is most important in your report?”

Assisted Monologue (Bereiter & Scardamalia, The Psychology of Written Composition, 1987)
Students learn to prompt themselves with “thinking cues” when writing. The thinking cues
fall into five categories:
1. New idea: “ A cause of this effect is …” and “A practical benefit is …”
2. Improve: “I could add interest by explaining…” and “To put it more simply…”
3. Elaborate: “An explanation would be…” and “An example of this is…”
4. Goals: “My purpose is …” and “This paper is about…”
5. Putting it together: “I can tie this together by…” and “I can show a relationship by …”
Model and Value Writing as a Teacher

To show students the importance and value of writing, model writing yourself. When a
writing assignment is given, sit down and write on the same assignment. Share your writing with
your students to model your writing expectations, quality and value of importance you give to
writing.
A Classroom Log
This is a great writing activity that will also save you time when explaining to students what
happened during their absence. It is also a great aid to share with parents the details of daily
instruction.
1. Use a different student each day.
2. Offer as homework for credit.
3. Write a 1-page summary of the day’s activity.
4. The audience is students that have been absent and parents.
5. Place current log on bulletin board.
6. Accumulate previous logs in a three-ring notebook.
7. Use several binders, one for each class.
8. Used by students that have been absent and parents.
Exit Cards
1. Summarize in one clear sentence the main idea of the lesson.
2. Collect cards as students leave.
3. Check/comment as appropriate.
4. Place asterisk on 5 cards.
5. Students with asterisk write their sentence on board at the beginning of the next day.
6. Discussion follows:
 Is this what the class was about?
 Is anything important left out?
 Are the details in proper order?
 Are they an accurate reflection of detail?
Fast Write Paragraph

1. During the last 5 minutes of class.
2. Students write anonymously.
3. Students describe what they learned from the lesson.
4. Scoring/comments optional.
5. Teacher reflects on instruction and student comments.
6. Adjust teaching as appropriate.

The Interactive Student Notebook
The interactive student notebook has specific guidelines that student and teacher follow to
ensure that students are internalizing the facts and concepts taught. The notebook can serve as
an excellent pre-writing basis for writing to inform.
 Right Side “input” Pages: The right side is where common information is recorded
that all students must know. The right side provides an opportunity for the teacher to
model for students how to think graphically and how to organize information.
 Left Side “output” Pages: The left side is where students interpret right side
information into graphics, other writing forms, new ideas, and questions. The left
side stresses that just copying lecture notes s not learning. Students must internalize
and re-express the information in another format on the left side.
ACE Strategy
ACE is a strategy to help students when answering questions about reading. They should
support their answer with information from the text and extend their answer by:
 Backing up information from the text with their personal experience or prior
knowledge they have about the topic
And/or
 Explain why this information is important or significant: “This means… In other
words… I know this because…
ACE Strategy
Answer the question
Cite evidence from the text to support your answer
Connect: Text-to-text, text-to-self, text-to-world
Explain your answer
Extend your answer
CUCC Strategy
The CUCC Strategy is a task analysis strategy. Students use it to analyze the prompt or
question before beginning writing.
Circle the direction words.

Underline all important information after each direction word.
Count the actual number of directions.
Check off each item as it is completed.

Science Comic Strips
Duration: Homework, class starter, or up to 1 class period
Materials: Comic strip or single-frame comics (pre-selected by teacher or student)

Lined paper
Procedure: Give students a selected comic strip. Have students study then write about all the
scientific inconsistencies found in the comic.
Evaluation: Students are graded according to correct interpretation of scientific knowledge

and use of complete sentences.
Science Writing Center
Purpose: Designate a special section of your science classroom that is devoted to assisting
students with all writing assignments. This section reinforces the contents of students’ Language
Arts classes.
Contents: This section contains samples of Science and Language Arts materials focusing on the
writing process.
Examples:
 Well-Designed Investigation Charts
 Science Rubric
 Graphic Organizers
 Visual maps
 Transition Words and Phrases
 Persuasive Writing Format
 Persuasive Writing Signal Words
 Proofreading
 And so on . . .
Organization and visual display of this area:

 Banner identifying the area ("Science Writing Center”)
 Reference books (dictionary, thesaurus, composition books)

Writing a Science Newspaper
(Example: Genetics: Life Science)
This example is a culminating activity for a unit on heredity. Students research, analyze and
present opinions on findings through the format of a newspaper.
Duration: Five class periods
Materials: Textbook, science notebook, genetic research notes on their assigned disease
(teacher- or student-derived)
Pre-writing activity: (Approximately 20 minutes) Put students into small groups (2-3 students).
Ask students to brainstorm reasons why the local newspaper is designed the way it is. Example:
Why is one article a headline story while another is found on page 3? What are the sections of
the newspaper? What is the purpose of the editorial page?
Procedure: Students assume the roles of a newspaper office staff. Their task is to produce a
newspaper designed to convey information on topics studied in the genetics unit. Parameters for
the newspaper include:
1. (30 points) Headline Story. Write a story describing research on the genetic disease. The
article must be at least two pages long.
2. (20 points) Letter to the Editor. Compose a letter to the editor that summarizes the
student’s opinion of two articles (in the textbook or from readings) that the student feels
(opinion) must be understood by all readers. The letter must contain 4-5 facts
summarized from the articles.
3. (20 points) Editorial. Write a persuasive essay on a topic of the student’s choice
(example: human cloning, cloning of animals for purpose of organ donation, etc.). This
becomes the feature editorial in the student’s newspaper.
4. (10 points) Comic strip(s). Students compose comics that convey information on why
understanding genetics is so important to everyone. Students must have 20 frames in their
newspaper but the frames can be split into numerous comics (3 frames, 5 frames, etc.,
totaling 20) or one long 20-frame comic.
5. (10 points) Illustrations. Create illustrations for each article that provide visual
representations of the important points of the article (example: deformed frog, caricature
of a scientist, Punnett square, etc.).
6. (10 points) Advertisements. Students compose five advertisements based on genetic
themes. (Example: "Buy our genetically engineered cow. Milk yield 20% higher than
normal.")
Before starting, students must consult "Science Writing Center."

Peer Editing of Scientific Literature
(Any Area)
Students demonstrate editing skills throughout the year using scientific literature. Students
summarize article information and restate into their own words.
Duration: 3 class periods and homework (one article per making period)
Materials: Non-fiction books, newspaper and magazine articles, etc. on topics studied in class
throughout the year.
Procedure:
1. Students select and read articles about “current events” in science (first night’s
homework). Students summarize the article using a graphic organizer.
2. Students write a 3-5 paragraph summary of the article in their own words. Summary must
include at least three key facts about the article.
3. During class, students exchange papers and edit each other’s work. Peer editors should
look for complete sentences, noun-verb agreement, logical order, missing information,
and so on. This activity could be coordinated with the Language Arts teacher.
4. Students write the final copy for homework.
5. Students also complete a journal entry by writing their reaction to the information from
the article.
Evaluation: Student grade consists of completion of the following:

1. Accurate summary—up to 25 points.
2. Complete sentences—up to 25 points.
3. Correct summary form (introductory paragraph, body, and conclusion)—up to 25 points.
4. Journal entry—up to 25 points.

Slide Show of Scientific Topics With Writing Activity
(Any Area)
Using their skills of observation, students view slides and describe what they see on each slide.
Duration: One class period

Materials: slides on topic on interest, such as pictures of recognizable scientists, DNA strands,
classical paintings or sculptures (e.g. Michaelangelo’s David for human body), Norman
Rockwell’s doctor’s office, pictures from textbook, etc.
Procedure:
1. Teacher shows each slide for approximately 3-5 minutes. Students observe slide and
identify as much detail within the slide as possible. (Students should take notes on their
observations during this time. They do NOT need to rely only on memory.)
2. Provide time for students to individually brainstorm key words and scientifically
descriptive terms to express their observations. (Word choice is “everything” in this
assignment.) This can be recorded on a chart or in a science notebook if you want to
grade this section of the activity.
3. Students discuss their observations as a large group.
4. Continuing the discussion, students answer as a group “What does this have to do with
the topic we are studying now?”
5. Students write in their journal their reaction to the activity (journal response).
Evaluation: According to teacher choice—as in-class participation grade, written journal entry,
or check science notebook.
How to Create a Comparison Framework

This framework can be used to compare two or more individuals or items.
Duration: One class period

Procedure:
1. Pick a category that you wish to use as your basis for your comparison framework. An
example might be “Cells.”
2. Choose two or four persons or items that you wish to compare within your category from
step one. Example: “plant and animal.”
3. Have the class brainstorm six to ten characteristics that they believe are common to plant
and animal cells.
4. Have students create a chart on their own paper.
5. Place the names or organelles to be compared along the top of the chart.
6. Place each of the characteristics from step two down the left side of the chart.
7. Have the students research and place a checkmark in the box of a characteristic/organelle
that applies.
TIPS:
 The completed chart is a great jumping off point for comparison essays.
 Make sure to choose subjects that have a lot of points that are similar and different.

How to Write a Five Paragraph Persuasive Essay
Duration: 45 minutes
Procedure:
1. Before writing, decide on the answer to the question asked. This is the basic thesis.
2. Before writing, decide on what three pieces of evidence/support will use to prove the
thesis.
3. Write the introductory paragraph. Place the thesis, along with three pieces of evidence in
order of strength (least to most) at the end of this paragraph.
4. Write the first paragraph of the body. Begin by restating the thesis, focusing on the
support of the first piece of evidence.
5. End the first paragraph with a transitional sentence that leads to paragraph two.
6. Write paragraph two of the body focusing on the second piece of evidence. Once again,
make the connection between the thesis and this piece of evidence.
7. End the second paragraph with a transitional sentence that leads to paragraph number
three.
8. Repeat step 6, using the third piece of evidence.
9. Begin the concluding paragraph by restating the thesis. Include the three points that have
been used to prove the thesis.
10. End the concluding paragraph with a statement of extension, which will (hopefully) cause
the reader to look beyond what has been written. You do not include new evidence in
your last paragraph.
TIPS:
 Never use “I” or “you” (unless specifically told that it is allowed).
 Do not use contractions in formal writing.
 Organization is one of the most important parts of good writing. Make sure to organize
from the first paragraph one.
 Use Persuasive Writing: Signal Words List to assist with vocabulary.

Persuasive Writing: Signal Words
Introductory Phrases
In my opinion There is no doubt that I question whether
I believe From my point of view I (dis)agree
It is my belief that It seems to me that I maintain that
Concluding Phrases
For the reasons To sum up In short In brief
above
As you can see To be sure Undoubtedly In any event
As I have noted Without a doubt In conclusion In any case
In other words In summation Obviously Concluding
On the whole Unquestionably Summarizing
Supporting Opinions
First Furthermore Besides Further
Second In addition Next Again
Third Also Moreover Similarly
Finally Last
Introducing Details
For example For instance In support of this
In fact As evidence
Cause and Effect

Since Caused by In effect
Because of This results in Brought about
Due to Consequently Made possible
For this reason Accordingly As might be expected
Therefore As a result of Give rise to
If…then Leads to Was responsible for
Compare and Contrast

Similarly Likewise As well as Whether or not
Compared to In the same way Have in common Even though
In like manner Contrasting All are Rather than
On the other hand On the contrary The same as Never the less
Although As opposed to Conversely In spite of
Countering
I realize you Believe But
I understand you Feel Yet
Even though you Maintain However
Although you Want I doubt
Some people Favor I question
It may be that you Support Let me explain
Your ideas to ___deserves some merit Argue On the other hand
Nevertheless State On the contrary

F-TAP
Consider the Form, Topic, Audience, and Purpose of writing assignments. Identify the F-
TAP during reading each writing assignment, and make note of it before beginning.
When writing is complete, use the F-TAP information as a checklist to see if you have met
the requirements of the writing prompt for the assignment.
F-FORM
 What form should my writing take?
 Should it be a paragraph?
 Should it be a business letter?
 Should it be a friendly letter?
 Should it be a multi-paragraph essay?
 Should it be a list?
T-TOPIC
 What did I write about?
 Did I use purposeful and specific information?
 Did I fully explain the topic?
A-AUDIENCE
 Who is the designated reader?
 According to the prompt, to whom am I writing?
 Did I write for the designated audience?
 Did I adjust my content, style, tone, and expression of meaning?
P-PURPOSE
 What is my assigned purpose in writing?
 Writing to Inform (Narrative, Expository)
 Writing to Persuade, Writing to Persuade-Argumentation
 Writing for Personal Expression
 Did I accomplish my purpose?

FAT PIG
Before students can write effectively, they must clearly understand what they are expected to
do; they must be able to "decode" the assignment. While the idea of using the "FTAP" to analyze
writing assignments is familiar to many teachers, extending the necessary elements into the
"FAT PIG" supplies a missing link. Writing assignments that spell out exactly what the student
should do make life easier for the teacher and the student. Note: FTAP is preferred over FAT
PIG, as a writing strategy in Montgomery County Public Schools.
Instructions:
Take the time to review any writing assignment you give to be sure it has all the necessary
ingredients listed below.
F-form: what the piece of writing should look like (letter, essay, and poem)
A-audience: who the reader will be (teacher, classmates, outsiders)
T-topic: what the piece of writing is all about
P-purpose: why the writer is writing (to describe, persuade, tell a story, and inform)
IG-information guide: how to organize the topic (beginning, middle, end; causes and effects)
The IG is a crucial element often overlooked. It can be implied, as it might be for

experienced storywriters who realize that their work needs to contain a problem, a climax, and a
resolution. Generally, your assignments will be more effective if they explicitly state the
"Information Guide."
Whatever you expect the writer to include should be stated forthrightly in the assignment.
The FAT PIG clarifies what's expected for the students.
For revision, FAT PIG also provides a starting point for students to look at their work and
analyze what they've written to determine if it really is in the specified form, appropriate for the
identified audience, clearly focused throughout on the topic, effective in fulfilling its purpose,
and organized and developed to meet the stated information guide.

Colormarking for Self- and Peer-Analysis
Colormarking consists of using crayons or markers to highlight some aspect in the writing, making it
easy to see how that element fits into the whole writing piece, because of the variety of colors readily
available. Colormarking also allows combining related elements more easily than merely underlining or
circling with pencil or pen. It focuses not only the writer, but also the evaluator. Only a teacher's
imagination limits the variety of elements for student focus.
Instructions:
To check for organization:

Assign different colors for the different sections the writing should have. This could be as elementary
as having a beginning, a middle, and an ending, or as complex as establishing a thesis and developing its
supports.
Using the different colors, have students draw a box around each of the specified sections. Then have
them determine how much development they have provided for the designated section, either by
"eyeballing" the amount or by counting the actual number of sentences. They should then note the
adjustments needed for paragraphing and development.
To analyze an essay:
Colormarking shows if students have organized their essays with sufficient development for each
part.
Specify one color for a thesis statement and different colors for each category of supporting details for
students to use in analyzing and marking their own papers. The DOT can also be incorporated by having
students count the elements of development they've included for each of the areas of support, such as the
number of sentences, examples or other details.
A. Traditional essays:
1. introduction includes thesis statement and the categories to be developed.
2. supporting categories organized into own paragraphs or segment of several sentences.
3. conclusion restates thesis and categories
B. Comparison/contrast essays generally follow one of two formats:
1. separation into similarities and then into differences
2. separation into the aspects being compared, with similarities and differences of one and then of
the other.
C. Persuasive essays:
1. establish a position
2. support that position with arguments usually organized from most to least important
To analyze a term paper's structure:

When critiquing the rough draft of a term paper, a combination of the DOT and colormarking
highlights the organization and development of the paper for the required elements. Instruct students to
underline the controlling idea in the thesis in one color, with that same color used whenever that central
idea appears throughout the paper.
Then students should use different colors for each of their stated subtopics, boxing in those parts of
the paper. Specify other markings, such as asterisks and squiggly lines for other requirements, such as
quotes, examples, critical citations, etc. Whatever color has been used to box in that subtopic is then used
for those markings.
The possibilities for colormarking are limited only by your imagination. Whatever aspects of writing
you want to highlight jumps to the foreground with colormarking.

Colormarking for Sentence Structure
Colormarking consists of using crayons or markers to highlight some aspect in the writing,
making it easy to see how that element fits into the whole writing piece. Because of the variety
of colors readily available, Colormarking also allows combining related elements more easily
than merely underlining or circling with pencil or pen. It focuses not only the writer, but also the
evaluator. Only a teacher's imagination limits the variety of elements for student focus.
Instructions:
For students who have problems with run-ons or fragments, colormarking can help them
"see" the problem.
After they number each sentence in a paragraph, instruct students to underline the first letter
of each sentence in green and to underline ending punctuation with red. Comma splices are a
common problem, as are rambling clauses connected by "and," so have students highlight
commas and "and's" by circling them in yellow. The sentence structure of the piece becomes
immediately apparent.
To verify that each "sentence" is actually one complete sentence, students need to focus on
those words without the context of what comes before or after. Have them read the sentences out
of their usual order by starting with the LAST sentence, then reading the second-to-last, and so
on.
For students whose recurring problem is run-ons or rambling sentences, have them isolate the
ideas. Have them place a finger over all the words in the part of a sentence on first one side of a
comma or an "and" to decide if that words constitute a good sentence. Then they cover up the
other part of the sentence on the other side of the comma or "and" to decide if those remaining
words constitute a complete sentence. Students then need to make decisions about combining
ideas and style, but at least they will have identified some problems that need fixing.
The possibilities for colormarking are limited only by your imagination. Whatever aspects of
writing you want to highlight jumps to the foreground with colormarking.

The DOT
For revision to take place, students need to be able to see their writing—not only what's
actually on the paper, but also what is needed to improve that writing. We all tend to develop
"foggy vision" when it comes to looking at our own writing—we see the time and effort we've
expended rather than what a reader will actually find on the page itself. Using the acronym DOT
can lead students through a process to evaluate objectively what they have written and to identify
how they can improve their own writing. Also, this method can be applied to many other reading
and writing strategies.
Instructions:
T represents the foundation for any piece of writing—staying on Topic. Have students
underline the topic sentence(s), which may include an introduction and/or conclusion (or perhaps
just the title for a poem or short story). In more sophisticated writing, the idea of "topic" may
need to be expanded to include the point the author wants to make, including main idea and
purpose.
Organization guides the reader to understand what the writer intends, so it's the second aspect
to review. Have students identify their organizational pattern by boxing in the parts of the topic,
whether it's a simple "beginning, middle, end" or a more complicated information guide, such as
a subdivision into a series of causes and effects. Colormarking the various parts in different
colors dramatically highlights their balance (or lack thereof!)
Development makes the difference between writing that merely "tells" and writing that really
"shows" what the author wanted to communicate, so look for it next. Direct students to number
the sentences (or details) in each of the parts and then determine if that's an adequate amount for
each. Just having a certain amount of sentences isn't enough. Those sentences need to present the
specifics that will crystallize the image the writer wants to show the reader. "Trash can words"
such as "large" or "nice" or "many" don't create the same picture in any two readers' heads.
When students become familiar with using the DOT to check their own (or a peer's) writing,
they become independent revisers, able to view their writing objectively and identify what they
need to do to improve. It provides an objective, quantifiable way to view a piece of writing.

Proofreading
Proofreading saves teachers time and effort. Getting your students into the habit of
proofreading everything and anything before they turn it in will prove well worth the few
minutes and class management it requires. Generally, at least 75% of a class will find and make
necessary adjustments.
Do not expect students to proofread on their own. They need you to provide the expectations
and the structure for them to do this activity successfully. (Their success means more time and
less aggravation for you, so it's well worth it.) Lead the class through the proofreading process
numerous times, going step by step, before simply providing the time and the reminder to
proofread.
Instructions:
To check for logic:

1. Students read the question silently, asking themselves: What does the answer need to look
like? How many parts should the answer have?
2. Students then read their answer and envision what the answer actually would appear to be.
Do they see meters when something the size of centimeters is more logical?
3. They make any necessary adjustments, making sure everything is labeled.
4. Ask for a show of hands to see how many people made adjustments. This reinforces the
importance of proofreading.
To check the writing:

1. As a group, have students follow your directions to check for whatever aspects you specify:
introduction, conclusion, paragraphs, etc.
2. Encourage students to ask each other for assistance and to consult dictionaries and
thesauruses.
3. Students take pen or pencil in hand, ready to make necessary changes.
4. Students read aloud, softly to themselves, which forces them to concentrate on each word.
(Ignore the noise; you will get used to it.)
5. Students fix problems they find:
a. in words-
 missing
 repeated
 wrong
 imprecise
b. in sentences-
 incomplete
 run-on (Suggestion: have students read the last sentence, then the next one, etc.,
from end to beginning if they have an ongoing problem with incomplete or run-on
sentences. Colormarking for sentence structure works very well.)
c. with spelling
d. with capitalization
e. with punctuation
6. Ask how many people made adjustments, again reinforcing the importance of proofreading.

Peer Editing Conference
Name of author of this piece: __________________________________________

Title of this writing piece: ____________________________________________
The best part of this writing piece is: ____________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
This writing piece could be better if: _____________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Peer Editor: ________________________________________________________

Date: _____________________________________________________________

Sound Off On Science (SOOS) Oral Reports
For this assignment students give a ten-minute presentation on some aspect of science that
particularly interests them. They may perform a demonstration of some scientific principle,
present a hobby, discuss a science article critique, illustrate some puzzles, games or mind
benders, or present something related to current class work.
 SOOS presentation dates are assigned in advance.
 SOOS are generally given on Fridays.
 Topics must be approved on the Monday of the week for presentation.
 Each SOOS is worth 50 points. (10% of the class grade.)
SOOS evaluations are based on:

 Delivery
 Content
 Comprehension
 Use of Media
 Over all impressions

SOOS
Sound Off On Science Evaluation Form
Student ________________________________________________ Score __________
Your Name ___________________________________________________
Evaluate each student in the following categories on a scale of 1-5. 5 being the
highest possible number of points. Comments are required.
Delivery: voice, eye contact, ability to stimulate interest, lasted appropriate length
of time.
Content: logical progression, covered in proper depth, all material relevant to
topic.
Comprehension: how well does student understand his material, field questions
and lead discussion.
Use of Media: charts, models, hand-outs, blackboard, PowerPoint, etc.
Over All Impressions: your gut reaction to the presentation.
Categories Points Comments

Delivery
Content
Comprehension
Use of Media
Over All
Total Points

Journals
Journals encourage students to put thoughts onto paper, thereby making thinking visible. For
using writing as a tool for learning, journals are topnotch. They lend themselves to a variety of
purposes, with flexibility being one of their best features. They are an effective way to
incorporate writing into your curriculum and can be managed in a time sensitive manner.
Assessment writing often asks students to explain the process they used, to make connections
with prior knowledge or their own experiences, and to apply their knowledge to real-life
situations. You can't top journals for providing a convenient and organized way to include those
kinds of writing on a regular basis.
Instructions
You can use journals in a variety of ways:
1. Warm-ups:
Instruct students to write for a certain length of time or amount of space on a specified topic,
such as:
 Write what you already know about . . .
 Predict what you think will happen when . . .
 What is your response to . . .
2. Discussion generators:
Promote greater participation in class-wide discussions by having students read from their
journals. Everyone should have something to share, which empowers students to take part.
(Suggestion: Ask a non-writer to tell you what they are thinking.)
3. During class activities

Instruct students to:
 Predict what you think will happen . . .
 Jot down any questions/reactions you have.
 Respond to someone else's question.
 Explain the process you will use to . . .
4. Closure activities
It is here that journals provide perfect opportunities to incorporate the kind of MSPAP
writing students need to be able to do. Better yet, writing to make their own learning or
understanding visible to themselves is a great learning tool. Instruct students to:
 Summarize what you learned about . . .
 Explain how to.... (perhaps for an absent classmate or younger family member)
 Compare ____ with ____ (for example: texts, ideas, people or events from different times
or places, something from one's own experience)
 Explain how ____ connects to ____.
 List the questions you still have about....
 Using what you learned today, how could _____ solve the problem of _____?

You can have several students read their entries aloud, helping you determine how well they
learned concepts.
Sharing summaries the following day as a warm-up works to:

 spot check understanding
 provide a summary for the absentees
 link the new lesson with the previous day's
5. Process logs
Students state what they have accomplished in class or on a project and record their problems
or questions.
This provides clear-cut information on what you need to do to help them. (Imagine the
ammunition if you receive parental complaints and you can show them the entries-or lack
thereof!)
Journal Management
Make keeping a journal as easy as possible for yourself so you will see it as the aid it can be
and merely a bookkeeping task.
Considerations:
1. What form do you want for the journals?

composition or spiral notebooks?
part of the subject area notebook?
 individual sheets of paper that become part of a working portfolio?
2. How do you want to store the journals?

 Kept in the room?
 Carried to class daily?
3. How will you review the journals?

Writing needs an audience. Students like knowing someone has read their thoughts. An
occasional "Wow!" or "I know what you mean" suffices. Teacher response pays dividends,
so some review ought to take place.
4. How will you grade the journals?

 Participation grades are easiest and most flexible: As you walk around the room, record
participation in your grade book.
 Or, collect notebooks at intervals, based on seating arrangements or alphabet.
 Use individual sheets of paper, which are collected and then returned and put in working
portfolios.
A journal can be one of the most worthwhile tools you'll ever employ, both for instruction
and for developing a rapport with students. Careful planning can keep journals an awesome
experience.

Types of Graphic Organizers
Line Diagram
Specific Subject
Detail Detail Detail
W’s Chart
Who What When Where Why
Venn Diagram
1 3 2
Sensory Chart
Sights Sounds Smells Tastes Textures

Cycle Diagram
Flow Chart

Web
Concept Map
Concept
Concept
Main Concept
Concept
Concept
Concept
Concept
Concept

Cause/Effect Organizer Time Line
Assumption
cause
effect
cause
effect
cause
effect
Final Effect
Before/After
Subject
Before
After

Frayer Model
Word Categorization
The Frayer Model is a type of graphic organizer that helps students develop relationships and
categories associated with vocabulary. It provides students an opportunity to explain and
elaborate with examples their understandings of a concept, issue or word. The concept or word
is entered into the central circle and supporting examples, explanations, etc and written into the
boxes. The example below uses categories of definition, characteristics, examples and non-
examples. This can be modified with other categories appropriate to the concept.
Definition Characteristics
Word
Examples Non-examples

Mathematics
In
Science

Math in Science
Mathematics is the language of science. Without numbers we could not communicate science
very effectively. Mathematics helps scientists communicate patterns, trends, and relationships to
a variety of people, even if they do not speak the same language. Also, where appropriate,
students should use the metric system to collect and communicate data. We need to see ourselves
as math teachers as well as science teachers. Teachers need to support student achievement in
math by applying mathematical concepts such as using formulas, completing calculations,
estimation, measurement, algebraic expressions, and graphing.
Science teachers should regularly model and expect students to think mathematically. This
includes organizing and displaying data as line plots, stem and leaf plots, box and whisker plots
as well as bar, circle, scatter, and line graphs.
Students should provide a standard set of information when they develop graphs.
Remembering what to include on a graph is easy if they remember the acronym "TAILS."
T – title
A – axes
I – intervals
L – label
S – scale
On Which Axis Does the Dependent Variable Go?
One thing is certain. Data should be presented in the manner that is most meaningful to the
situation. There is no fast rule on dependent versus independent for either axis. The most
common expression of this is assigning the dependent variable to the vertical or y-axis and the
independent variable to the horizontal or x-axis. In suspected cause-effect studies, the expected
cause is on the x-axis and the effect is on the y. Consider a graph of velocity versus time. The
slope of the line gives an intuitive feel for acceleration or displacement for western readers used
to reading from left to right, top to bottom. This is also the way it is expressed in the "Well-
Designed Investigation" charts which is the basis for MSDE assessments of this indicator. Use
this as a guide not an absolute rule: dependent-y independent-x.

Guidelines for Constructing Data Displays
Line Plot Stem and Leaf Plot Box and Whisker Plot
Use a Line Plot when you want to organize a small Use a Stem and Leaf Plot when you have more data than Use a Box and Whisker Plot when you want to see how
amount of data quickly. you can comfortably put in a line plot. your data distributes about the median.
Components of the line plot: Components of a stem and leaf plot: Components of a box and whisker plot:
(A) Main title for the graph (A) Main title for the plot (A) Main title for the graph
(B) Line or line segment with a scale that accommodates
(B) Horizontal line of line segment (B) Values for the “stem” written vertically from least
(C) A scale of numbers below the line or line segment. (top) to greatest (bottom) values* the range of data
The greater and least numbers on the scale must (C) Values for the “leaves” written from least to greatest (C) Vertical line at the median (the middle value when
accommodate the range of values in the data set values as they are placed further from the “stem.” data is arranged in order)
(D) Each piece of data in the set represented by an “X” (Commas to separate the “leaf” values are not (D) Vertical line at the lower quartile (median of the
placed above the corresponding number or attribute necessary) lower half)
on the scale (D) A vertical line separating the “stem” from the (E) Vertical line at the upper quartile (median of the
“leaves” upper half)
(E) A key (F) Point at the lower extreme (the least value in the data
set)
(G) Point at the upper extreme (the greatest value in the
data set)
(H) Box connecting both quartiles and encompassing the
median
(I) “Whiskers” connecting the extreme points to the box
*This is the most-often-referenced way to organize data

for the stem.
MCPS Science Teacher’s Handbook133 133 July, 2004

Guidelines for Constructing Data Displays
Bar Graph Circle Graph Scatter Plot and Line Graph
Use a Bar Graph when you want to compare several Use a Circle Graph when you want to show your data as Use a Scatter Plot when you want to show a relationship
distinct quantities to each other. part of a whole. between two variables that are thought to be related.
Components of the axes: Components of a circle graph: Use a Line Graph when you want to show a trend
(A) Horizontal or x-axis: descriptive label that includes (A) Main title for the graph between related variables (usually change over time).
what you change or manipulate (independent (B) Descriptive label, or key, that identifies each section
variable) (C) Percent (%) value for each section Components of the axes:
(B) Vertical or y-axis: descriptive label that includes (A) Horizontal or x-axis: descriptive label that includes
what you observe or measure (dependent variable) Use a proportion (% of 360°) to find the what you change or manipulate (independent
(C) Range of the scale is appropriate for the data number of degrees in each section and then variable)
use a protractor to measure the central angle. (B) Vertical or y-axis: descriptive label that includes
(D) Scale has equal intervals (may include a break ) what you observe or measure (dependent variable)
(E) Grid lines are evenly spaced (C) Range of the scale is appropriate for the data
(F) Correct units are indicated
(D) Scale has equal intervals (may include a break )
Other graph components: (E) Grid lines are evenly spaced
(G) Main title for the graph (F) Correct units are indicated
(H) Origin is indicated by either a zero or an empty space
for the zero Other graph components:
(G) Main title for the graph
(H) Origin is indicated by either a zero or an empty space
for the zero
Line Graph
Scatter Plot
MCPS Science Teacher’s Handbook134 134 July, 2004

Common Mathematical Relationships in Science
As students explore the natural and physical world and begin investigating the cause and
effect or correlations between variables, it becomes clear that there are several common,
frequently occurring mathematical relationships. It is helpful for students to have a clear
understanding of these basic relationships and to recognize them in a variety of formats. This
also serves as valuable prior knowledge when students form hypotheses. Stating the hypothesis
in an “if---then” format structures thinking around not only identifying the independent and
dependent variables, but also what relationships exist between them. It is more scientific and
insightful to propose that “if volume increases, then pressure will decrease,” rather than “if
volume changes, then pressure will change.” Having experience with commonly occurring
relationships will provide a strong base for students to structure predictions or formulate
hypotheses.
The following table summarizes common mathematical relationships, their mathematical

equations, descriptions and examples.
Science Teacher’s Handbook 135 July, 2004

Common Mathematical Relationships in Science
Relationship Graph Equation Explanation Examples
As pressure
Direct As variable x
y = mx+b, increases,
or increases, variable y
where m>0 temperature
Direct Variation increases.
increases.
Inverse As variable x As volume

y = mx+b,
or increases, variable y increases, pressure
where m<0
Inverse Variation decreases. decreases.
As temperature
As one variable increases, the
Constant y=k changes the other number of
does not change. molecules remains
the same.
As one variable
Length of insect
changes the other
No Relationship y = random x body and number of
variable shows no
legs
pattern or change.
As variable x Increase in cell

Exponential
x increases, variable y numbers during
or y = ke
increases by its unrestricted cell
“J” Curve
square. division
As variable x
Periodic A swing pendulum,
increases, variable y
or vibrating bell, stable
y = AsinB(x-C)+D increases and
Sinusoidal predator/prey
decreases in a
Curve relationship
repeating pattern.
As one variable
Bell-Curve
2 increases the other
or y = e -x Natural distribution
increases to a
Normal of a character of a
maximum then
Distribution population
Curve decreases to a
minimum.
As one variable
Sigmoid
increases, the other
or Population growth
increases slowly at
“S” Curve y = a/(1+be-x) curve with limiting
first, then rapidly and
or factors.
finally reaches a
Logistics Curve
plateau.

Making Metric Meaningful
The International System of Units is officially known as the Systeme International (SI). It is
the official standard of measurement worldwide. The official physical standards reside in France,
and standards throughout the world can be traced back to these.
The National Institute of Standards and Technology (NIST), a U.S. federal agency, is
responsible for maintaining the official weights and measures standards for the United States,
which can be traced to the official world standards. The NIST does research and contributes to
the refinement of the world standards. The U.S. Naval Observatory does research and refines
time measurements and provides access to the U.S. master clock.
The SI metric system of measurement is a rationalized system of units, which links each unit
to others. The diagram shows relationships among the base units, derived units with special
names and supplementary units. Shown below is a list of some length, volume, mass and
temperature symbols and a list of some standard factor prefixes for SI units, which are
commonly used in every day life.
Detailed information about the SI metric system of measurement may be obtained from:
U.S. Department of Commerce U.S. Metric Association, Inc

National Institute of Standards & Technology 10245 Andasol Avenue
Gaithersburg, MD 20899-0001 Northridge, CA 91325-1504
http://www.nist.gov/metric http://www.usmetric.org
Selected SI UNIT SYMBOLS SI FACTOR PREFIXES
km = kilometer 1021 zeta Z

m = meter 1018 exa E
dm = decimeter 1015 peta P
cm = centimeter 1012 tera T
mm = millimeter 109 giga G
106 mega M
L=dm3 = Liter 103 kilo k
m3 = cubic meter 102 hecto h
101 deka da
Mg=T = megagram = Tonne (metric) 10-1 deci d
kg = kilogram 10-2 centi c
g = gram 10-3 milli m
mg = milligram 10-6 micro u
10-9 nano n
ks = kilosecond 10-12 pico p
s = second 10-15 femto f
ms = millisecond 10-18 atto a
From G. Stanley Doore

Writing SI Metric
Writing SI metric properly is important to avoid confusion, to promote understanding, to

avoid errors and to provide a common language and editing practice worldwide. Although there
may be differences in words because of national language, SI unit symbols and SI factor symbols
remain identical in all languages. The following are some common standard practices. Visit the
National Institute for Standards and Technology and the U.S. Metric Association web sites for
additional information.
1. Symbols are NOT abbreviations and therefore no period is used in conjunction with symbols.
2. A space always is inserted between the number and the symbol. A hyphen is NOT used
between a number and the symbol. Depending on context, a hyphen may be used between the
number and the word for the symbol: e.g. 2 m or 2-meter NOT 2-m.
3. No space is inserted between the symbol prefix (factor) and the symbol. The prefix is
considered part of the symbol: e.g. km = kilometer
4. Prefix factors are case sensitive. See Introduction. Symbols also are case sensitive; see
official publications for details.
5. No “s” is used with a symbol to indicate plural; however, “s” is used in words for units for
numbers greater than one or less than minus one: e.g. the symbol m = 0.6 meter and 1.3
meters.
6. Unit names are made plural by adding “s” except for hertz, lux and siemens. Henry becomes
henries.
7. A digit always precedes a decimal point: e.g. 0.33 NOT .33
8. Numbers are written in groups of three digits with no comma between groups: e.g. 123 456
789.987 654. This avoids confusion with other practices. A dot on the line is a decimal point
in North America whereas a comma is used as a decimal point in other parts of the world.
9. A slash (/) is used with symbols and NOT between words: e.g. km/h or kilometers per hour
NOT kilometers/hour. A raised dot is used between symbols to indicate multiplication. A
raised dot or slash is NOT used between a prefix and its associated unit symbol or between
words.
10. Superscripts are used to indicate powers of symbols: e.g. km2 = square kilometer(s).
11. Best practice is to use numbers in multiples of 1000: e.g. mm, km; mL, ML; mW, MW, GW;
kPa, Mpa; etc.
12. Decimal notation is preferred over fractions.


What’s a Liter of Water? (Mass & Volume)
In measurement terms, the mass of a liter of water is one kilogram (1 kg = 2.2 pounds). The
volume of a liter of water is one cubic decimeter (1 dm3). That’s a 10 cm x 10 cm x 10 cm cube.
A decimeter (10 cm or 100 mm) is a tenth of a meter.
How many liters would a cubic meter (1 m3) contain? Of course, 1 000. It is 10 dm3 x 10 dm3
x 10 dm3. Therefore, a cubic meter of water weighs 1 000 kg or a metric tonne (T)
See how SI metric units of ten and a liter of water can be used to give you an easy way to
understand the importance of water relative to the SI metric system of measurement in every day
life.
1 L = 1 dm3 = 1 kg 1 000 L = 1 000 kg = 1 T
Practical uses can be made of these relationships if you have a metric container:
 Estimating weight using a metric bottle of water without using scales

 Estimating the volume or size using a metric bottle of liquid
 Estimating sizes of containers, which people can carry
 Rain barrel capacity in liters since 1 mm of rain is 1 L/ m2 roof runoff
SI BASE UNITS
m meter
kg kilogram
s second
K kelvin
A ampere
mol mole
cd candela

Date and Time SI
ISO standard should be used exclusively. Since numbers are universal and the ISO standard is
numeric, the ISO standard overcomes international barriers.
DATE. The ISO standard date format is yyyy-mm-dd where yyyy is the four digit year, mm is
the two digit month of the year including a leading zero for single digit months and dd is for day
of the month.
For example, January 4, 2003 would be:

2003-01-04 or 20030104
US non-science and non-Internet date formats follow the same sequence:

2003 January 4 or 2003 Jan 4
The four-digit year at the beginning clearly identifies the format since no other date format in the
world begins with four digits. It avoids confusion between the US format of mm-dd-yyyy and the
rest of the world’s format of dd-mm-yyyy.
TIME. The ISO standard time format uses the 24-hour clock in the format: hh:mm:ss.xx. Time
zero is midnight or 00:00 h and goes through 24:00 h, also midnight. 9:15 pm = 21:15 h “h” is
the international standard symbol for hour.
hh = hours mm = minutes ss = seconds xx = decimal second
TIME ZONES. There is no international standard alphabetic time zone identification such as
EST, EDT etc. Therefore, numbers are used to tell the difference in time from time at the zero
meridian which passes through Greenwich, England. The time at the zero meridian is called
Universal Time Coordinated (UTC). A plus (+) indicates time in hours and minutes east of
Greenwich (UTC) and minus (-) indicates time west of Greenwich. For example, the following
are identical times:
Greenwich Time US Eastern Standard Zone Central European Zone

21:15+00:00 (UTC) 21:15-05:00 21:15+01:00
DATE-TIME. In science, numerical dates and times in UTC are combined to provide specific
dates and times on earth and in space. The following are examples of date-time formats for the
same time using the date and time above.
20030104 21:15 UTC

2003-01-04 21:15 UTC
2003-01-04 21:15-05:00 (16:15 EST US)
2003-01-04 21:15+01:00 (22:15 Central European)

Technology

Technology in Science
Technology should be used wherever possible in science instruction. There are three primary
modes for using technology in the classroom: organization and presentation of information, data
collection and experimentation, and assistive technology to help students with learning
disabilities. Both the teacher and the students should use technology. To organize and present
information, there are a wide variety of multimedia instructional materials identified at each
grade that are appropriate for both teacher and student use. Teachers can use videos, CD-ROMs,
laserdiscs, Internet web sites, presentation software, telecommunications, and interactive
software packages to engage students, explain and visualize concepts, and evaluate student
learning. Students can use computer applications like word processors for writing, presentation
and multimedia software to organize information for display, and spreadsheets for collecting and
graphing data. These experiences can be powerful classroom examples of real-world skills and
processes that students will use in the future. Most professions, both science and non-science,
will use computer applications of some kind. Using computers in the classroom will help prepare
students for using technology in their profession. Technology resources should not be limited to
computers. Technological devices such as microscopes, calculators, thermometers,
spectrophotometers, and electronic data collection devises (such as Ecolog, CBL, etc.) are just
some of the tools to make experimental data more accurate and reliable.
Using assistive technology (AT) to help students with educational disabilities can be a great
equalizer in the classroom. AT can address specific weaknesses of students, such as using word
processors for students with writing difficulties or providing books-on-tape to students who
struggle with reading. Some of these devises or strategies may be outlines in a student IEP or 504
Plan, but many potentially useful strategies are not. State of the Art, Appendix B (p. 91-92)
provides an overview of using assistive technology in the classroom.

Assessment
In
Science

Assessment and Student Evaluation Strategies
Teacher assessment and evaluation of student performance is an integral part of instruction.

Assessment strategies should be used throughout a unit and should include pre-assessments,
formative assessments, and summative assessments. The results of these assessments should be
used to guide, modify, and differentiate instruction to insure that the needs of students are being
met. Assessment questions should help the teacher collect data on student performance as related
to specific outcomes and indicators of the content of the class and focus on insuring that student
insights on the essential understandings of the current unit of study.
 Pre-assessment activities help the teacher determine what prior knowledge students
bring to the classroom before an idea, concept, process, or unit is taught. This data will
guide the teacher in planning what ideas and concepts to emphasize and which concepts
may be compacted or covered briefly. Since student scores on pre-assessments do not
reflect student mastery of content covered in the class, they should not be used to
evaluate (grade) students.
Forms may include KWL charts, pre-tests, checklists, observations, self-evaluation, and
questioning.
 Formative assessment activities help the teacher collect data on student mastery after a
concept or process is taught and while there is still time to explain an idea further, reteach
a concept, or extend thinking on a concept. Student scores for these assessments should
be used as only a small percentage of student grades, if at all.
Forms may include questioning students, conferencing, peer evaluation, observation,
performance tasks, exit cards, portfolio check, quizzes, journal entries, and self-
evaluation.
 Summative Assessment activities are used after teaching a concept, process, or unit, and
results are used to evaluate student achievement and teacher performance. Scores on
these assessments should be used to evaluate (grade) students.
Forms may include lab/science journal entries, performance tasks, portfolio review, unit
tests, semester exams, products/exhibits/displays, and demonstrations.
Assessment questions should focus on ideas, concepts, and process skills found in Maryland
Learner Outcomes, Indicators, and Core Learning Goals. The format of most assessment
questions (except for possibly those in primary grades) should require students to respond in
writing, using complete sentences, and should include mostly BCR (brief constructed responses)
and possibly ECR (extended constructed response) questions. The use of SR (selected response)
questions should be limited. These are the formats used on the MSPAP and HSA. If we want our
students to do well on the MSPAP and HSA, our locally developed tests need to mirror what
students will see on state and national tests (use the language, vocabulary, and format.) Since the
reliability and validity on true/false, vocabulary definitions, and matching type questions tends to
be low, these questions should not be used or these questions should be rewritten into one of the
other formats to provide more useful assessment data. Also, none of the standardized tests
students will take uses these formats for questions.

There are general rubrics that provide anchors (descriptions of performance) that can be used
by teachers to make assessment reliable and valid. The HSA Scoring Rubric uses a 0 to 4 scale
(proficiency level) and looks at student responses for four traits: 1) synthesis of information, 2)
use of supporting details, 3) use of scientific terminology, and 4) application of information.
Teachers can take these general rubrics and amend them to create scoring tools that are specific
to the question or problem asked by determining, for example, the specific terminology expected
to be used in an answer or the depth of supporting details required for an answer. Rubrics should
be used holistically, not as checklists for determining grade percentages such as 4 = 100%, 3 =
75%, etc. In most cases, a score of three out of four is considered a “Good Understanding” of a
question or problem. This holistic assessment needs to be converted to a letter grade or
percentage to be used for student evaluation. Although this rubric was developed for use for the
HSA, it can be used at any grade level. There are also many different rubrics available on 0-1, 0-
2, 0-3 point scales as well (available at www.kdk12.org/ and elsewhere).
When determining a student’s grade for a course or subject, teachers should base a student’s
grade on the proficiency level of the student progress in mastering the content (concepts and
processes) of that class. A teacher’s grading policy should be fair and accurate and should
reflect:
1. Awareness and knowledge about a student's progress are a shared responsibility
between the school and the home
2. A variety of assessments are used in determining a student's grades and progress
3. Grades are determined from assessments based on material and objectives that are
covered in each subject/class by the student's classroom teacher(s)
4. Teachers are responsible for the implementation of an equitable evaluation system that
reflects the progress of each student for the appropriate objectives
(MCPS Policy IKA: Grading and Reporting)
Specific requirements for reporting grades vary by grade level. See MCPS Policy IKA:
Grading and Reporting for more information.
Top Ten Assessed Science Vocabulary Words From Maryland State Assessments K-8
Analyze: Examine by part to determine the nature of the whole.

Classify: Separating into appropriate categories.
Design an action plan: List steps to solve the problem, with evidence of why you choose those
steps.
Explain: Define, justify, or offer reasons for an explanation.
Graphic organizer: A visual display put together in a desired pattern or an orderly manner.
Illustrate: Clarify by using examples.
Mean: Use the word mean in place of average.
Persuade: Convince or win over someone by means of an argument or reasoning.
Predict: Foretell or state in advance what will happen based on background knowledge.
Support: Provide evidence to defend one's point.

BCRs - Brief Constructed Responses
The Brief Constructed Response (BCR) is the HSA language for a special type of short
essay. BCRs are designed to be completed in about 8 minutes, have a specific format and require
the synthesis of at least two sets of information. They are intended to be scored using the Science
Rubric.
A distinction is made between the HSA use of BCRs and the instructional use of BCRs.
Although there may be variation in the HSA format for BCRs, the instructional BCR provides a
higher bar for student achievement while providing support to get there. The instructional use
provides scaffolding and more elaborate extension of the components of the BCR to help
students develop a complete response to the problem. This approach permits teachers to identify
areas that students can improve upon and modify instruction accordingly. This design
encourages student improvement and supports the student in developing complete responses to
BCRs on the HSA.
There are four components to the BCR:

 narrative or prompt
 graphics
 question
 scaffolding
The narrative or prompt sets the stage for the question to follow. It is structured to focus the
student's attention from the large arena to the specific area of the question. The text material
should have readability just below the student’s grade level. The graphic may contain a clearly
labeled diagram, an appropriately labeled table or graph, or a photograph related to the concept
or process skill measured by the item. The question must use the vocabulary of the indicator, be
concise and clearly written. The scaffolding generally begins with, “Be sure to include,” or
similar phrase and further focuses the student’s attention on specific components of their
response.
BCRs are scored using the Science Rubric and Student Anchor Papers (exemplar
responses).

Science Rubric
Brief Constructed Response
Use of Accurate
Level of Use of Supporting Application of Synthesis of
Scientific
Understanding Details Information* Information
Terminology
An effective application
The student has a
Pertinent and complete of the concept to a
full and complete The use of accurate The response reflects a
supporting details practical problem or
4 understanding
demonstrate an
scientific terminology
real-world situation
complete synthesis
of the question or enhances the response. of information.
integration of ideas. reveals an insight into
problem.
scientific principles.
The student has a The use of accurate The concept has been
The response reflects
good understanding The supporting details scientific terminology applied to a practical
3 of the question or are generally complete. strengthens the problem or real-world
some synthesis
of information.
problem. response. situation.
The student has The use of accurate The application of the

The response provides
basic understanding The supporting details scientific terminology concept to a practical
2 of the question or are adequate. may be present in the problem or real-world
little or no synthesis
of information.
problem. response. situation is inadequate.
The student has The use of accurate
The supporting details
some understanding scientific terminology The application, if The response addresses
1 of the question or
are only minimally
is not present in the attempted, is irrelevant. the question.
effective.
problem. response.
0 The student has no understanding of the question or problem. The response is completely incorrect or irrelevant.
*On the High School Assessment, the application of a concept to a practical problem or real-world situation will be scored when it is required in the response and
requested in the item stem.
MCPS Science Office as per MSDE February 2002

SCIENCE RUBRIC
LEVEL 4
There is evidence in this response that the student has a full and complete understanding of
the question or problem.
 Pertinent and complete supporting details demonstrate an integration of ideas.
 The use of accurate scientific terminology enhances the response.
 An effective application of the concept to a practical problem or real-world situation
reveals an insight into scientific principles. *
 The response reflects a complete synthesis of information.
LEVEL 3
There is evidence in this response that the student has a good understanding of the question
or problem.
 The supporting details are generally complete.
 The use of accurate scientific terminology strengthens the response.
 The concept has been applied to a practical problem or real-world situation. *
 The response reflects some synthesis of information.
LEVEL 2
There is evidence in this response that the student has a basic understanding of the question
or problem.
 The supporting details are adequate.
 The use of accurate scientific terminology may be present in the response.
 The application of the concept to a practical problem or real-world situation is
inadequate. *
 The response provides little or no synthesis of information.
LEVEL 1
There is evidence in this response that the student has some understanding of the question
or problem.
 The supporting details are only minimally effective.
 The use of accurate scientific terminology is not present in the response.
 The application, if attempted, is irrelevant. *
 The response addresses the question.
LEVEL 0
There is evidence that the student has no understanding of the question or problem.
 The response is completely incorrect or irrelevant or there is no response.
* On the High School Assessment, the application of a concept to a practical problem or

real-world situation will be scored when it is required in the response and requested in the item
stem

Example of a BCR*
GEL ELECTROPHORESIS
Scientists discovered a new species of fish. Using gel electrophoresis, they analyzed samples of
DNA from the new species and from four known fish species. The figure below shows the bands
of fish DNA from the gel electrophoresis.
Use the results of the gel electrophoresis to:

 identify which of the four known species is most closely related to the newly discovered
species of fish
 explain how the relatedness of the fish species can be determined by examining where the
bands are located in the electrophoresis gel
Write your answer in your Answer Book.
*From Public Release Biology HSA, Fall 2002, MSDE

Self-Assessment Bulletin Board
There are many good reasons to build students’ ability to properly and effectively self-
assess. Teachers who deal with large numbers of students and/or large numbers of materials to
grade will find this strategy very useful. It is also an extremely valuable tool for students that are
far below the expected learning target.
Create a bulletin board that students can refer to as a means of judging and correcting their
own work. In the center draw a bull’s eye that includes the indicators, standards or targets of
instruction. To the left of center include the scoring rubric that clearly defines the proficiency
levels (we will use 1-4 in this example) and the qualities of the work. On the bottom row place
two samples of work created by the teacher; one that includes the “1” score of the rubric and
another that includes the “2” score. In the top row include examples of actual student work with
student names removed. Provide 3 separate examples or “anchor” papers of a score of “3” and
three more that can serve as anchor papers for the top score “4.”
When student work is returned, have them use this resource to self-assess and correct
their work for resubmission. In order for this to work well, it is important that students are
trained on the criteria and have had guided practice with using it. There is value in providing
students with multiple opportunities to demonstrate their mastery of standards. Remember also
that there is great value in grading based on the mastery of the standard, rather than grading on
the student’s journey to mastery.
Student Student Student Student Student Student

Anchor Anchor Anchor Anchor Anchor Anchor
Paper Paper Paper Paper Paper Paper
Score Score Score Score Score Score
4 4 4 3 3 3
Rubric
4 - full and complete Bull’s Eye
3 - good List the standard
2 - basic
1 - some
Teacher Teacher
Anchor Anchor
Paper Paper
Score Score
1 2
Self-Assessment Bulletin Board

Differentiation
Of
Instruction

Differentiation of Instruction
When asked, “What do you teach?” most teachers will respond with an answer about content.
“Science,” “reading,” and “third grade,” are typical answers. It is important to remember that we
teach “children,” and the children we teach are a diverse group of learners. They come from
different socio-economic backgrounds and cultures, and they come with different learning styles
and background knowledge. To account for this diverse population in the classroom, teachers
must provide multiple paths to acquire knowledge. This is true for primary grade teachers where
some students may be reading while others do not know their letters, as well as teachers of
Advanced Placement students. The State of the Art: Toward Ensuring Classroom Success for
Every Student, a Handbook for Educators is an excellent resource containing strategies and
information on meeting the needs of all students. It gives specific suggestions for many groups
found in our classrooms. A summary of issues related to the education of gifted and talented
students, students with disabilities, and students with limited English language skills is outlined
here.
Gifted and Talented Students: Many students in Montgomery County come with a high
aptitude for formal learning and rich background knowledge. The process for meeting the needs
of these high-achieving and potentially high-achieving students is outlined in MCPS Policy IOA:
Gifted and Talented Education and State of the Art. In elementary and middle schools this is
addressed through GT classes and cluster groups, and in high school through the Honors
Program.
The following strategies and practices should be used with all students but particularly gifted
and talented students.
 Acceleration of instruction – students are offered greater challenge by presenting the
curriculum more rapidly and with more complex information. It is important to note that
this does not mean that curriculum units designated for a higher grade-level are used for
advanced students at a lower grade.
 Enrichment of instruction – students are provided with opportunities to pursue the rich
depth and breadth of a topic.
 Curriculum compacting – a challenging environment is created when students are pre-
assessed and the teacher determines how to use time effectively by streamlining or
eliminating work/concepts that students have already mastered.
 Grouping practices – the primary grouping practice used to insure appropriate instruction
is flexible grouping where students are pre-assessed, grouped according to their
performance, and complete learning activities in those groups. Groups can be for a single
lesson or over a longer period of time.
 Emphasis on critical thinking and process skills – the rigor of instruction is maintained by
focusing on students’ ability to think critically and analyze process skills.
 Greater opportunities for student choice and independence – students exert greater
control over their learning by have some choice in the process, product, or content of a
unit or topic.
 Tiered assignments – a variety of materials are offered with different levels of complexity
to allow for differences in the depth of understanding of a topic.

Students with Disabilities: Teachers should provide students with an educational disability
the same opportunities to learn that other students receive. For students with disabilities, teachers
should have a good understanding of a student’s Individual Education Plan (IEP) or 504 Plan.
Educators are required by federal and state laws to follow the accommodations of this plan once
established. It is important to note that teachers may use other strategies and accommodations in
addition to those outlined in the IEP or 504. For more information on addressing the needs of
these students see MCPS Policy IOB: Education of Students With Disabilities and State of the
Art.
Limited English Proficiency: Limited English Proficiency (LEP) students are those who do
not speak English as their native language and have not mastered English (written or oral.) These
students may be eligible for support from the ESOL/Bilingual Program. In ESOL, students may
be pulled out of classes or mainstreamed depending on the school and ESOL level of students.
Federal and state laws provide for the education of LEP students in order to rectify English
language deficiencies. It is important to note that ESOL levels can change drastically as students
acquire language skills and vocabulary. For many ESOL students, science classes that are
inquiry based are places they can excel because of the focus on processes and experimentation.
For more information on addressing the needs of these students see MCPS Policy IOD:
Education of English Language Learners and State of the Art.
Philosophy and Vision for Differentiation in MCPS Science (K – 8)
The standards for science education at the national level emphasize that everyone needs to
use scientific information to make choices that arise every day. They stress that students need to
be able to engage intelligently in public discourse and debate about important issues of science
and the natural world. Montgomery County Public Schools further believes that setting high
standards with challenging and rigorous expectations for highly able science students improves
science education for every student. These expectations define what students should know and be
able to do in all areas of science education.
A comprehensive science program must be both rigorous and flexible. Teachers need to be
adept in responding to all learners’ needs by differentiating their instruction. Several elements of
the MCPS science curriculum can be differentiated through adjustments to content, process, and
product. Content includes both the standards that need to be met and how students gain access to
more complex knowledge, understanding, and skills. Teachers can also differentiate the process
or activity through the level of difficulty, the amount of support, or the options they provide their
students. Students should be given opportunities to demonstrate their knowledge, understanding,
or ability in a number of differentiated products, including portfolios, exhibitions, performance
assessments, and authentic projects.
Differentiated instruction encourages highly able science students to excel through

opportunities that challenge their abilities and understandings. The goal in every MCPS science
classroom should be to maximize student growth and individual success. Differentiation is the
key to a student’s success in a responsive classroom.

These differentiated classrooms begin with ongoing assessment that is closely tied to
effective instruction. Results of the assessment should be used to determine readiness for
acceleration and enrichment by documenting what students already know and are able to do in
relation to the standards. A model differentiated classroom is flexible in terms of time, materials,
modes of teaching, grouping practices, ways students express their learning, and ways the
teacher assesses learning. Flexible grouping practices, for example, allow students to move
among heterogeneous whole group activities, homogeneous small group instruction and
independent research. Lastly, students are consistently working at a respectful level and learning
arrangement that challenges their creativity, originality, problem-solving ability, and content
depth and sophistication. This allows students the power to understand, apply, and move to the
next level.
Skillful teachers recognize that students vary in readiness, interest, and learning styles, which
makes flexibility an essential part of instructional decision-making. These teachers provide each
of their students with an appropriate level of challenge, allowing students to pursue topics that
intrigue them and addressing varying learning styles and talents. When they invite their students
to search for understanding, appreciate uncertainty, and inquire responsibly, teachers create a
powerful learning environment, one of discovery and interpretation through many schemes and
structures.
Using instructional strategies that promote inductive and deductive reasoning provides
exciting and enriching challenges at a level appropriate for highly able science students, while all
students continue to be engaged in acquiring new science concepts and skills. Other
recommended options are learning centers, interest groups, small group investigations, complex
instruction, compacting, learning stations, independent contracts, tiered activities, rubrics created
by both the teacher and students, and alternative forms of assessment.
Many students who exhibit characteristics of high ability in science will not necessarily
demonstrate high ability in other subject areas. However, this should by no means exclude them
from opportunities to accelerate and enrich their understanding of science. At the same time,
some students who do not exhibit general characteristics of being highly able in science may
possess advanced knowledge of a particular science topic. For these reasons, effective and
ongoing assessment should be used to guide planning, instruction, and the grouping of students
for success in science. A key to success for highly able science students is the personal reflection
and self-assessment of their work in science. Teachers should give students periodic
opportunities to critique their own science practices by using indicators to assess their own work,
reporting their strengths and weaknesses, and reflecting with their peers.
Lastly, inquiry is an essential component of the science classroom where all students are
engaged in open-ended, student-centered, hands-on activities. Through inquiry students develop
knowledge and understanding of scientific ideas as well as an understanding of how scientists
study the natural world. Three levels of inquiry—structured, guided, and open—provide teachers
and students with alternative approaches to solving science-based problems. In structured inquiry
a teacher provides students with a problem to investigate as well as the procedures and/or
materials, but does not inform them of the outcomes. Guided inquiry occurs as materials and a
problem or challenge are investigated, and students devise their own procedure and design to

solve the problem. Open inquiry involves students formulating their own problem to investigate
based on questions that they have on a specific topic. Highly able science students have the level
of inquiry skills that often leads to hypothetical or deductive reasoning and the understanding of
abstract concepts.
In inquiry-based instruction, the teacher becomes a facilitator by asking open-ended,

divergent questions, giving students think time, encouraging students to research answers for
themselves, and maintaining a disciplined multi-task environment. Teaching science using the
inquiry process requires a fundamental examination of the role between the teacher and the
student whereby the teacher is the guide for the learner’s own process of discovery and
understanding. However, science inquiry only becomes meaningful when reflection, comparison
and analysis of data and observations are shared with others. The application of new knowledge
to other contexts is an essential part of the learning cycle.
An effective science program will have rigorous standards that will respond to the needs of
all learners. Teachers will regularly incorporate ongoing assessment that will enable them to
differentiate instruction and flexibly group students so that all students can maximize their
learning.

Differentiated Instruction and Testing Accommodations for ESOL Students
The purpose of this chart is to demonstrate the parallel between differentiated instructional strategies for English language learners
and allowable testing accommodations for ESOL students. The chart includes a sample of essential strategies recommended for
providing differentiated instruction for English language learners across all content areas. This document may be useful in guiding the
discussions of the ELL committees to determine the instructional differentiation that relates to the applicable accommodations for
school-based and county- and state-mandated assessments.
Strategies for State Permitted

Category
Differentiated Instruction Testing Accommodations*
 Chunk instruction into shorter segments to allow for monitored  Supervised breaks during test session
breaks  Tests given regularly within a single day/session may be
 Expand assignments over a longer period administered over multiple days without exceeding total time
 Extend wait time for oral and written participation and responses Scheduling allowances
 Plan most challenging tasks and subjects earlier in the day or  Extra response and processing time
period—or other best time for student  Test at best time of day for student
 General education classroom, with special seating (front of
room, carrel, etc)
 Seat ELL close to speaker, screen or reader  General education classroom, with adjusted grouping
 Dedicate support staff to work with ELL in addition to classroom  General education classroom, with additional school support
teacher (instructional assistant, guidance, etc)
 Provide small-group instruction Setting  General education classroom, with ELL staff as support.
 Pair or group ELL with “buddies” who will assist with modeling  Small group setting
and explaining tasks  Small group setting with ELL or special education teacher as
 Work one-on-one with student examiner
 Individual administration within the school building
 Individual administration outside school
 Introduce and develop new vocabulary visually to the lower level
students by using a picture dictionary and other visual aids
 Use bilingual dictionaries during reading and writing assignments  Use of electronic devices
in order to clarify meaning when possible Equipment/  Published or electronic bilingual dictionary (a synonym
 Use leveled texts or adapt texts by shortening or simplifying Materials dictionary, without definitions, in the student’s native
language to make the content more accessible language)
 Use technology and multimedia (e.g., software such as inspiration,
books on tape, etc.) and graphic organizers

Differentiated Instruction and Testing Accommodations for ESOL Students Continued
Strategies for State Permitted

Category
Differentiated Instruction Testing Accommodations*
 Provide ample repetition of language and tasks: repeat, restate,  Verbatim repetition of scripted directions, as needed
rephrase, review, reread
 Written copies of orally presented materials that are found
 Keep explanations and directions brief and concise—focus on only in examiner's manual
key concepts and vocabulary
 Verbatim audiotape of directions
 Highlight and explicitly teach key vocabulary needed to
accomplish the assigned task
 Verbatim reading or audiotape of entire test for content
 Enhance oral presentations with nonverbal (e.g. visual) and Presentation areas other than reading
written support, graphic organizers, and modeling
 Verbatim reading or audiotape of entire reading test
 Allow students time to check and discuss understanding of  Verbatim reading of selected sections of test or
vocabulary for content areas other than reading
directions and material with peers
 Present material through multiple, diverse modes, using audio-  Verbatim reading of selected vocabulary words or
visual and other technology (e.g. audio-books) sections of reading test
 Encourage and allow for non-verbal responses such as pointing,
nodding, pictures, manipulatives, and graphic organizers
 For machine-scored tests, student marks answers in test
booklet. (Transfer to answer sheet completed by school
 Adjust expectations for language output (e.g. student speaks in personnel.)
words and phrases, simple present tense statements)  For selected response items, student indicates answers by
 Allow shortened responses pointing or other method
 Require fewer assignments (focus on the quality of a reduced  For constructed response (brief or extended) items,
number of instructional objectives) student tapes response for later verbatim transcription by
 Pair ELLs with strong speakers and writers (buddies) Response school personnel
 Encourage “buddies” to take a dictated response during pair  School personnel may check student’s transferred
work requiring explanations of concepts that ELLs can better responses (alignment and completeness of hand-filled
bubbles)
express orally
 Allow ELLs to dictate responses into a tape-player as evidence  For constructed response (brief or extended) items,
student dictates response to examiner for verbatim
of completion of assigned written work transcription by school personnel
*Additional accommodations may be provided for ESOL students with IEPs or 504 plans.

Before-During-After Reading Strategies for English Language Learners
Before Reading Students Should…

 Participate in a verbally interactive, multi-sensory experience related to the topic that
integrates key language items (vocabulary and sentence patterns) and concepts from the
text.
 Experience extended previewing activities, which include: a picture walk, predicting the
text, a summary of what will be read.
 Verbalize what they know and can say about the topic as they preview.
 Have set a specific purpose for reading that helps them focus on key language and
concepts in text.
 Restate the specific reading purpose/task (so the teacher knows that they have
understood).
During Reading, Students Should…

 Listen to text through read-aloud or shared reading
 Revisit the text e.g., shared reading or paired reading.
 Break reading into chunks: stop and retell or summarize parts as they read.
 Accomplish a reading task (e.g. complete a graphic organizer, respond to stance
questions, complete a simplified cloze summary of text).
 Respond to questions –adapted to the student’s proficiency level - posed by the teacher as
he/she checks for understanding.
After Reading, Students Should…

 Orally retell or summarize to review what was read.
 Use modeled writing strategies to create an adapted, readable, text.
 Revisit key vocabulary—identify new words and practice the words in context.
 Participate in a choral reading (or chanting) of selected passages —adding gestures or
movement when appropriate.
 Ask and respond to written questions about the text, including brief constructed response
and/or selected response items that have been adapted for the student’s proficiency level.
 Use and practice systematic Questioning strategies, such as QAR.

Strategies for Building Vocabulary for English Language Learners
Creating Opportunities for Interaction:
Tap Prior Knowledge

Assign students a question about the new unit/topic to ask about at home (in student’s native
language). For example, if the new unit is about the two houses of the legislative branch, send
home a slip of paper with a simple question to ask ESOL parents: Who represents the people in
the government of (home country)?
Word Splash
Create a creative visual of important words from the new lesson, as an overhead transparency
and as a handout, and discuss words students know and predict the meaning of new ones.
Retelling
After students have read the material, have them work in groups to create a timeline or outline of
important events or concepts, using short sentences or phrases. Call on a spokesman in each
group to contribute one item of the timeline or outline.
Native language support

Allow students to discuss or clarify new vocabulary items in their native language with same-
language peers.
Password
Students work in pairs. Student A gives a definition or describes a vocabulary word. Student B
tries to guess what the word is.
Word predictions
Before reading:
Whole class activity – Examine the text for pictures, charts, timelines and graphs. Have students
list the words they think might be in the text. Make a chart to record the word and a place to
mark if it appears.
During reading:
Students look for words from the list
After reading:
Use the chart/list to see if the predicted words were actually used.
Creating Opportunities for Critical Thinking:
Tiered lessons
Tiered lessons that address the same curriculum standard, essential question or indicator can be
built using texts at differentiated levels. ESOL teachers can help content teachers select
appropriately-leveled texts.

Questioning techniques
Simplify questions for ELLs by scaffolding complex questions into a series of simple questions
that can be answered with one-word answers or yes-no questions.
Semantic mapping
 Identify key concepts and vocabulary to be taught
 Select activities and resource materials that demonstrate the vocabulary and concepts.
 Construct with the students a semantic map by representing topics and subtopics as
branches radiating out from the central theme or topic. (See illustration.)
Make Material and Language Comprehensible:
Teaching text features

Help students learn where to find important vocabulary and concepts by pointing out paragraph
headings and important vocabulary in bolded or italicized type.
Highlighting text
When student receive text via Xeroxed or in other copied form, teachers can help their
comprehension by highlighting the main ideas and topic sentences before they receive it.
Graphic organizers
Graphic organizers provide visual reinforcement for new vocabulary items, as well as help
students organize and remember new material. (See attached examples.)
Label pictures and graphs

Use pictures, graphs and timelines form the text, delete significant text and have students label
them.
Bilingual dictionaries
Students who come to middle school from other countries are usually literate in their first
language and can make efficient use of bilingual dictionaries.
Pronunciation exercises
Give students the opportunity to hear and practice the pronunciation of vocabulary items. This
will build their aural as well as their visual memory of the word. In addition, many scientific or
academic words have cognates in other languages, and students may inadvertently say them with
their native pronunciation, causing students to laugh or make
Interacting with vocabulary in context

Use the target vocabulary word in three simple sentences, giving phrases that define the new
item. Write the sentences on the board or chart paper to post. For example, despot:
The despot ruled his kingdom by terror.
Despots are rulers who govern in a cruel way.
Write down the names of any despots governing in the world today.

Questioning Techniques for English Language Learners
The diagram below illustrates a continuum of question types that can be used to help teachers
adjust language for English language learners (ELLs). Questions at the top require the least
amount of language production and are appropriate for beginning ELLs. Questions at the bottom
require a high level of language proficiency and are appropriate for advanced ELLs.
As ELLs develop the ability to respond to simple types of questions, they should be
challenged to respond to increasingly more difficult questions. They should be given multiple
opportunities to practice asking various types of questions in different contexts.
A Hierarchy of Questions: From Least to Greatest Difficulty
Prompts requiring a non-verbal response:

Show me the dictionary.
Point to the dictionary.
Choice questions:
Is this a bilingual or an English definition dictionary?
Yes/No questions:
Does the bilingual dictionary have definitions?
Can you read this dictionary?
Did you have a dictionary in your country?
Wh- questions:
What is this?
Where is the dictionary located?
Who helped you learn to use a dictionary?
How have you used a dictionary?
Why do you need to use a dictionary?
Higher-order thinking questions*:

How would you find a meaning of a word if you forgot your dictionary?
Why is a bilingual dictionary allowed for ESOL students yet not for native Speakers of
English?
Describe an experience where using a dictionary did not help you complete an
assignment?
Embedded questions*:
Tell me how you can determine the pronunciation of a word by using a dictionary?
Could you explain how using a dictionary can help you better understand and answer a
question on a test?
*Questions using modal verbs (e.g. Could you…? How would you…?) typically are more
difficult than questions using simple present, past, and future verbs (e.g. Can you…?). The more
complex the sentence structure, the more difficult the question is.
ESOL Strategies in the Science Curriculum Guides
Consider changing the content, process, and/or product during the unit for students who have
strong background knowledge of unit concepts. Flexible grouping practices are important for
challenging these students and adapting the content and activities of other students.
Allow Level I students to answer questions by pointing, shaking a head yes or no or using a
single word.
Provide opportunity to have directions read aloud to assist with reading comprehension.
Students who are mastering English may need extra help when doing this investigation. Pair
students with volunteers and have students work with ESOL students.
Display session objective on transparency.
Provide checkpoints for long-term assignment.
Allow additional time to complete research assignments.
Use demonstrations to help students understand concepts.
Provide students with bilingual dictionaries.
Maintain supportive and predictable classroom procedures.
Pair ESOL students in diverse, cooperative learning groups consisting of different levels of
English fluency.
List step-by-step directions for the lab.
Maintain predictable classroom procedures: review instructions, summarize frequently,

check for comprehension at regular intervals, and build in classroom routines.
Pair ESOL students with English speaking partners to complete the mini activities.
Use the following differentiated materials (or assignment) to teach this concept.
Allow the ESOL students the opportunity to draw key concepts when possible.
Use a visual aid to present this concept. Present instructions from the concrete to the
abstract.
Safety
In
Science

Safety
Student safety must be the primary concern of all science teachers. There are many liability
and tort (wrongful acts or damage) issues that are associated with teachers not insuring proper
safety procedures being used in the classroom. Legally the classroom teacher, Interdisciplinary
Resource Teacher, Resource Teacher, School Safety Officer, Principal and/or designee may be
liable if proper safety procedures are not insured and safety equipment is not maintained.
Teaching students to consider safety issues when they are completing an investigation is also a
goal of effective science teachers. Teachers must review safety rules, precautions, and potential
hazards before each activity where there is the potential for any kind of safety issue to arise.
Teachers should check regularly and document that all safety equipment in classrooms is
functioning properly. Safety checklists are available in the Maryland Science Safety Manual K-
12. Teachers should include evidence that they review safety information with each potentially
hazardous activity and show good judgment about safety issues. Teachers should report and be
persistent about the repair or replacement of any missing, damaged, or inoperable equipment to
their Science Liaison, Interdisciplinary Resource Teacher, Resource Teacher, Principal or
designee. Document your reports about safety issues and equipment in writing. When in doubt
about any issue related to the safety of an activity, chemical, procedure, or piece of equipment,
ask for information. The Science Liaison, Interdisciplinary Resource Teacher, Resource Teacher,
School Safety Officer, individuals in the MCPS Science Office, and MCPS Safety Office
(Department of School Service) personnel will help you answer any questions a teacher has
about safety.
It is the responsibility of science teachers to:
 provide a safe learning environment.

 have and utilize the Science Safety Manual.
 implement all appropriate safety rules, procedures and protocols.
 have and utilize the appropriate science curriculum guides.
 know the safety precautions required by their subject(s).
 maintain proper chemical storage and records.
 report all accidents occurring under their supervision.
 submit room and laboratory repair work orders to the science resource teacher.
 coordinate the repair of science equipment (microscopes, balances, etc.) with the science
resource teacher.
 complete a science safety review of their instructional area each school year.
 report and help correct any deficiencies found during the science safety review.
 instruct students about laboratory safety.
 administer and provide appropriate strategies for all students to demonstrate mastery of
the MCPS Safety Test.
 monitor and enforce student safety.

Safety Manual
The Maryland Science Safety Manual K-12 is the official safety manual of Montgomery
County Schools. Teachers shall follow the safety guidelines established in this manual. Copies
are available through the elementary school offices, middle and high school science offices, the
district science office and on line at:
http://mdk12.org/practices/support_success/mspap/activities/safety/contents.html
Science Safety Review

The safety survey review is a helpful tool for completing a safety inspection of the science
instructional areas. This should be completed by all teachers of science for all instructional areas
that they use, including fieldtrip sites. It is available from the Science Resource Teacher.
The MCPS Safety Supervisor is Pamela Montgomery. Contact Information: Carver

Education Service Center, Suite 207850 Hungerford Drive, Rockville, MD 20850, 301-279-
3247, Pamela_Montgomery@fc.mcps.k12.md.us
Safety Goggles
Safety goggles are a must when using chemicals and potentially hazardous materials. The
Annotated Code of the Public General Laws of Maryland, Education, Section 7-405 requires that
all industrial quality eye protection must be provided for every student, teacher, and visitor
where students use “[a] chemical or combined chemical-physical laboratory that involves any
caustic or explosive chemical or hot liquid or solid.” Industrial quality eye protective device
means a device that meets the standards of the American Standard Safety Code for Head, Eye,
and Respiratory Protection, Z2.1-1959, adopted by the American Standards Association,
Incorporated (MCPS Regulation EBE – AE: Use of Protective Eye Devices). What does this
mean? Anytime students are using chemicals that react or hot liquids or solids (such as boiling
water,) students, teachers, and any other visitors must wear safety goggles. To insure the proper
use of protective eye wear, the teacher will
a) inform students of the regulation and cited state laws;

b) instruct students on procedures for using protective eye devices;
c) supervise and implement the use of these procedures;
d) supervise storing and sanitizing of protective eye devices;
e) inform students of the potential hazards of wearing contact lenses while being exposed to
toxic or corrosive vapors that may infuse the lenses; and
f) direct any questions relating to the use of contact lenses to the Safety Office, Department of
School Services.
This is taken from MCPS Regulation EBE: Safety Goggles, EBE-RA: Use of Protective Eye Devices, and EBE- EA:
Protective Eye Devices (State Law)

Fire Extinguishers
Laboratory Specifications require the mounting of a fire extinguisher in all science
laboratories in the middle and high schools of Montgomery County. These are inspected and
recharged as necessary by the building maintenance and is not the responsibility of the science
teacher. Replacement fire extinguishers can be obtained from the Maintenance Shop at Shady
Grove. In the event of fire it is the teacher's primary responsibility to safely evacuate and
accompany students to the designated fire drill area, not to extinguish the fire. Announcement of
the fire should be made in the appropriate manner. Only personnel trained in the use of fire
extinguishers should use them.
Mercury
Maryland's HB 75 is a comprehensive Law to reduce environmental mercury by
restricting the sale of mercury items and eliminating the use of mercury from Maryland's
schools. Schools are required to complete Mercury reporting and plans for removal by October 1,
2002 and remove all mercury from all schools by October 1, 2003. For further details contact
Pam Montgomery, MCPS Safety Supervisor.
Hazardous Material Spill Clean Up
These guidelines should be followed in the event of a chemical incident in which there is
potential for a significant release of hazardous materials. Spill response procedures will vary
depending on whether the spill is small (less than 18 inches in diameter), medium (exceeds 18
inches, but is less than 6 feet), or large (exceeds 6 feet in diameter, and any “running” spill that
has not been stopped).
Body Fluids, Tissue, and Bloodborne Pathogens

Montgomery County Public Schools has in place a Bloodborne Exposure control Plan
which states the MCPS must follow the Federal and State OSHA regulations addressing blood in
body fluids and blood exposure issues under CFR 1910.1030--(bloodborn pathogens standard).
Activities involving contact with blood, body fluids and tissue are not permitted. This includes,
but is not limited to: cheek cell scrapes, finger lancing for blood typing, and hair folicle removal
for DNA studies.
Model Rockets
MCPS Board Policy EBA-RA, section G prohibits "experimentation with rockets on
MCPS sites." Students may use model rocketry as an investigation or science fair project, as long
as: the launching or engine ignition does not occur on MCPS property, there is appropriate adult
supervision, correct safety procedures are followed, and the project display excludes igniters and
engines.
Remaining in the Classroom

The teacher in charge shall not leave any laboratory while class is in session. If a teacher
is requested by a superior to leave the room, this responsibility is placed with the person issuing
the request; but the teacher shall make this condition clear to the superior in case he/she is not
aware of the danger. If it should be necessary for the teacher to leave the room, another teacher
or paid employee of the Board of Education (not a sutdent) shall be placed in charge.

SCIENCE LABORATORY SAFETY TEST
Used with Permission from Flinn Scientific.
Name:_______________________________ Period ___ Date:___________________________
1. Students complete a laboratory investigation. 7. A student’s hand is cut during a laboratory.

Who is responsible for returning the materials What should the student do immediately?
to their proper place? A. See a doctor.
A. Students who did the investigation B. Tell the teacher.
B. Students entering the laboratory C. Ask to see the school nurse.
C. Building services personnel D. Wrap the hand in a paper towel.
D. The science teacher 8. What should students do before inserting the
plug of an electrical device into a socket?
2. A student is allergic to a substance used in an A. Wash their hands.
activity. What should the student do? B. Turn on the device.
A. Wear gloves. C. Put on safety goggles.
B. Tell another student. D. Make sure the area is dry.
C. Take some medication.
D. Tell the science teacher. 9. A student spills a chemical in the laboratory.
What should he do first?
3. Students are using heat, chemicals and A. Clean it up.
glassware in a laboratory experiment. Which of B. Tell the teacher.
these is the best method of eye protection? C. Let it evaporate.
A. Safety goggles D. Pour water on it.
B. Contact lenses
C. Prescription glasses 10. Where should a student discard solid
D. Eye protection is not needed chemical waste?
A. Sink
4. A substance is heated in a test tube. The open B. Trash can
end of the test tube should be pointed toward C. Cardboard box
A. no one. D. Container identified by the teacher
B. yourself.
C. the teacher. 11. Before beginning a lab, students with long
D. your lab partner. hair should
A. comb their hair.
5. A fire starts in the laboratory. A student notifies B. tie their hair back.
the teacher. What should the student do next? C. ask their teacher what to do.
A. Open the windows. D. ask their partner to do the lab.
B. Throw water on the fire.
C. Run for the fire extinguisher. 12. When is off-task behavior appropriate
D. Follow the teacher’s directions. during a laboratory investigation?
A. Never
6. Which of the following should not be close to B. When finished
flammable materials? C. When getting lab equipment
A. A sink D. When waiting for your partner
B. An open door
C. A lighted burner 13. What type of footwear should always be
D. Another student worn in the laboratory?
A. Sandals
B. Closed shoes
C. Open toed shoes
D. Shoes appropriate for the weather
14. What should be used to put out a fire in a 20. The red ‘panic button’ (if present) in your
person’s hair or clothing? science laboratory can be used to
A. Your hands A. call the main office.
B. A fire blanket B. turn off the gas supply.
C. Fire extinguisher C. sound the fire alarm.
D. Water from the sink D. notify the fire department.
15. Which of these is the best reason to keep all 21. What should a student do if equipment is not
classroom aisles and walkways clear? working properly in the laboratory?
A. To allow safe exit A. Tell the science teacher.
B. To allow the room to be cleaned B. Continue to try to use it.
C. To make class notes easier to find C. Tell your lab partner to fix it.
D. To make the classroom attractive D. Find another piece of equipment.
16. Taking materials from the science laboratory is 22. Eating in the laboratory
A. not permitted. A. is not permitted.
B. permitted if it is not an acid. B. is permitted if it is healthy.
C. permitted if it is not glassware. C. is permitted if chemicals are not being
D. permitted if the material is not dangerous. used.
D. is permitted after the lab activity is
17. A student is finished working with chemicals or complete.
biological specimens. Which of these is best for
the student to do before leaving the laboratory? 23. Safety goggles and an apron must be worn
A. Wipe hands on clothing when handling chemicals labeled corrosive
B. Rinse hands with water because they
C. Treat hands with skin lotion A. may stain clothes.
D. Wash hands with soap and water B. react with the skin.
C. are difficult to pour.
18. If a student wears contact lenses, what should D. are highly flammable.
she do in the laboratory?
A. Tell no one. 24. In the space below, draw a diagram of your
B. Take them out. science room and label the location of each
C. Tell the science teacher. piece of safety equipment listed below.
D. Avoid wearing safety goggles.  Fire blanket
 Fire extinguisher(s)
19. When are students permitted to access the  Exits
chemical storage room?  Eye wash station
A. Never  Emergency shower
B. As a student aide  Fire alarm(s)
C. If asked by the teacher  Waste disposal container
D. When returning materials after completing  Emergency cut-off switch
a lab
SCIENCE LABORATORY SAFETY TEST
Answer Key
1. A
2. D
3. A
4. A
5. D
6. C
7. B
8. D
9. B
10. D
11. B
12. A
13. B
14. B
15. A
16. A
17. D
18. C
19. A
20. B
21. A
22. A
23. B
24. Safety equipment labeled on drawing as appropriate
for each classroom and/or laboratory.

Student Safety Contract
Used with permission from Flinn Scientific, Inc.
Purpose 9. Keep aisles clear. Push your chair under the 19. Handle all living organisms used in a
desk when not in use. laborator y activity in a humane manner.
Science is a hands-on laboratory class. You will Preserved biological materials are to be treated
be doing many laboratory activities which 10. Know the locations and operatin g with respect and disposed of properly.
require the use of hazardous chemicals. Safety procedures of all safety equipment including
in the science classroom is the #1 priority for the first aid kit, eyewash station, safety shower, 20. When using knives and other sharp
students, teachers, and parents. To insure a safe fire extinguisher, and fire blanket. Know where instruments, always carry with tips and points
science classroom, a list of rules has been the fire alarm and the exits are located. pointing down and away. Always cut awa y
developed and provided to you in this student from your body. Never try to catch falling
safety contract. These rules must be followed at 11. Always work in a well-ventilated area. Use sharp instruments. Grasp sharp instruments
all times. Two copies of the contract are the fume hood when working with volatile only by the handles.
provided. One copy must be signed by both you substances or poisonous vapors. Never place
and a parent or guardian before you can your head into the fume hood. Clothing
participate in the laboratory. The second copy is
to be kept in your science notebook as a 12. Be alert and proceed with caution at all 21. Any time chemicals, heat, or glassware are
constant reminder of the safety rules. times in the laboratory. Notify the instructor used, students will wear laboratory goggles.
immediately of any unsafe conditions you There will be no exceptions to this rule!
observe.
General Guidelines
22. Contact lenses should not be worn in the
13. Dispose of all chemical waste properly. laboratory unless you have permission from
1. Conduct yourself in a responsible manner at
Never mix chemicals in sink drains. Sinks are your instructor.
all times in the laboratory.
to be used only for water and those solutions
designated by the instructor. Solid chemicals, 23. Dress properly during a laboratory activity.
2. Follow all written and verbal instructions
metals, matches, filter paper, and all other Long hair, dangling jewelry, and loose or baggy
carefully. If you do not understand a direction
insoluble materials are to be disposed of in the clothing are a hazard in the laboratory. Long
or part of a procedure, ask the instructor before
proper waste containers, not in the sink. Check hair must be tied back and dangling jewelry and
proceeding.
the label of all waste containers twice before loose or baggy clothing must be secured. Shoes
adding your chemical waste to the container. must completely cover the foot. No sandals
3. Never work alone. No student may work in
the laboratory without an instructor present. allowed.
14. Labels and equipment instructions must be
read carefully before use. Set up and use the 24. Lab aprons have been provided for your use
4. When first entering a science room, do not
prescribed apparatus as directed in the and should be worn during laboratory activities.
touch any equipment, chemicals, or other
laboratory instructions or by your instructor.
materials in the laboratory area until you are
instructed to do so.
15. Keep hands away from face, eyes, mouth
Accidents and Injuries
and body while using chemicals or preserved
5. Do not eat food, drink beverages, or chew 25. Report any accident (spill, breakage, etc.) or
specimens. Wash your hands with soap and
gum in the laboratory. Do not use laborator y injury (cut, burn, etc.) to the instructor
water after performing all experiments. Clean
glassware as containers for food or beverages. immediately, no matter how trivial it ma y
(with detergent), rinse, and wipe dry all work
surfaces (including the sink) and apparatus at appear.
6. Perform only those experiments authorized
the end of the experiment. Return all
by the instructor. Never do anything in the 26. If you or your lab partner are hurt,
equipment clean and in working order to the
laboratory that is not called for in the immediately yell out "Code one, Code one" to
proper storage area.
laboratory procedures or by your instructor. get the instructor's attention.
Carefully follow all instructions, both written
16. Experiments must be personally monitored
and oral. Unauthorized experiments are 27. If a chemical should splash in your eye(s)
at all times. You will be assigned a laboratory
prohibited. or on your skin, immediately flush with running
station at which to work. Do not wander
around the room, distract other students, or water from the eyewash station or safet y
7. Be prepared for your work in the laboratory. shower for at least 20 minutes. Notify the
interfere with the laboratory experiments of
Read all procedures thoroughly before entering instructor immediately.
others.
the laborator y. Never fool around in the
laboratory. Horseplay, practical jokes, and 17. Students are never permitted in the science 28. When mercury thermometers are broken,
pranks are dangerous and pranks are dangerous mercury must not be touched. Notify the
storage rooms or preparation areas unless given
and prohibited. instructor immediately.
specific permission by their instructor.
8. Observe good housekeeping practices. Work Handling Chemicals
18. Know what to do if there is a fire drill
areas should be kept clean and tidy at all times.
during a laboratory period; containers must be
Bring only your laborator y instructions, 29. All chemicals in the laboratory are to be
closed, gas valves turned off, fume hoods
worksheets, and/or reports to the work area. considered dangerous. Do not touch, taste, or
turned off, and any electrical equipment turned
Other materials (books, purses, backpacks, smell any chemicals unless specificall y
off.
etc.) should be stored in the classroom area. instructed to do so. The proper technique for
smelling chemical fumes will be demonstrated
to you.

30. Check the label on chemical bottles twice 44. Report damaged electrical equipment
before removing any of the contents. Take only immediately. Look for things such as frayed
Agreement
as much chemical as you need. cords, exposed wires, and loose connections.
Do not use damaged electrical equipment.
31. Never return unused chemicals to their
I , __________________________________
original containers. 45. If you do not understand how to use a piece
of equipment, ask the instructor for help.
(student's name) have read and agree to follow
32. Never use mouth suction to fill a pipet. Use
all of the safety rules set forth in this contract. I
a rubber bulb or pipet pump. 46. Do not immerse hot glassware in cold
realize that I must obey these rules to insure my
water; it may shatter.
own safety, and that of my fellow students and
33. When transferring reagents from one
instructors. I will cooperate to the fullest extent
container to another, hold the containers away Heating Substances with my instructor and fellow students to
from your body.
maintain a safe lab environment. I will also
47. Exercise extreme caution when using a gas closely follow the oral and written instructions
34. Acids must be handled with extreme care. burner. Take care that hair, clothing and hands provided by the instructor. I am aware that any
You will be shown the proper method for are a safe distance from the flame at all times. violation of this safety contract that results in
diluting strong acids. Always add acid to water, Do not put any substance into the flame unless unsafe conduct in the laboratory or misbehavior
swirl or stir the solution and be careful of the specifically instructed to do so Never reach on my part, may result in being removed from
heat produced, particularly with sulfuric acid. over an exposed flame. Light gas (or alcohol) the laboratory, detention, receiving a failing
burners only as instructed by the teacher. grade, and/or dismissal from the course.
35. Handle flammable hazardous liquids over a
pan to contain spills. Never dispense 48. Never leave a lit burner unattended. Never
flammable liquids anywhere near an open leave anything that is being heated or is visibly _____________________________________
flame or source of heat. reacting unattended. Always turn the burner or Student Signature
hot plate off when not in use.
36. Never remove chemicals or other materials _____________________________________
from the laboratory area. 49. You will be instructed in the proper method Date
of heating and boiling liquids in test tubes. Do
37. Take great care when transferring acids and not point the open end of a test tube being
other chemicals from one part of the laboratory heated at yourself or anyone else.
to another. Hold them securely and walk
carefully. 50. Heated metals and glass remain very hot
for a long time. They should be set aside to Dear Parent or Guardian:
Handling Glassware and cool and picked up with caution. Use tongs or
Equipment heat-protective gloves if necessary. We feel that you should be informed regarding
the school's effort to create and maintain a safe
38. Carry glass tubing, especially long pieces, 51. Never look into a container that is being science classroom/laboratory environment.
in a vertical position to minimize the likelihood heated.
of breakage and injury. With the cooperation of the instructors, parents,
52. Do not place hot apparatus directly on the and students, a safety instruction program can
39. Never handle broken glass with your bare laboratory desk. Always use an insulating pad. eliminate, prevent, and correct possible
hands. Use a brush and dustpan to clean up Allow plenty of time for hot apparatus to cool hazards.
broken glass. Place broken or waste glassware before touching it.
in the designated glass disposal container. You should be aware of the safety instructions
53. When bending glass, allow time for the your son/daughter will receive before engaging
40. Inserting and removing glass tubing from glass to cool before further handling. Hot and in any laboratory work. Please read the list of
rubber stoppers can be dangerous. Always cold glass has the same visual appearance. safety rules above. No student will be permitted
lubricate glassware (tubing, thistle tubes, Determine if an object is hot by bringing the to perform laboratory activities unless this
thermometers, etc.) before attempting to insert back of your hand close to it prior to grasping contract is signed by both the student and
it in a stopper. Always protect your hands with it. parent/guardian and is on file with the teacher.
towels or cotton gloves when inserting glass
tubing into, or removing it from, a rubber Questions Your signature on this contract indicates that
stopper. If a piece of glassware becomes you have read this Student Safety Contract, are
frozen" in a stopper, take it to your instructor 54. Do you wear contact lenses ? aware of the measures taken to insure the safety
for removal. YES NO of your
son/daughter in the science laboratory, and will
41. Fill wash bottles only with distilled water 55. Are you color blind? instruct your son/daughter to hold his/her
and use only as intended, e.g., rinsing YES NO agreement to follow these rules and procedures
glassware and equipment, or adding water to a in the laboratory.
container. 56. Do you have allergies?
YES NO
42. When removing an electrical plug from its _____________________________________
socket, grasp the plug, not the electrical cord. Parent Signature
If so, list specific allergies
Hands must be completely dry before touching
an electrical switch, plug, or outlet. _____________________________________
Date
43. Examine glassware before each use. Never
use chipped or cracked glassware. Never use
dirty glassware.

Animals in Classrooms
Observation and experimentation with living organisms give students unique

perspectives of life processes that are not provided by other modes of instruction.
Studying animals in the classroom enables students to develop skills of observation and
comparison, a sense of stewardship, and an appreciation for the unity, interrelationships,
and complexity of life. This study, however, requires appropriate, humane care of the
organisms. Teachers are expected to be knowledgeable about the proper care of
organisms under study and the safety of their students. The use of animals in the
classroom shall be consistent with MCPS Regulations and the guidelines of NSTA and
NABT.
Animals in the classroom shall be for an appropriate educational purpose. Prior to

their presence, permission from the principal should be granted. The Science Safety
Manual gives specific guidelines for care of animals and related hazards. A plan shall be
provided for the routine care of the animal(s) during emergency closings and school
breaks. Custodians should be made aware of any animals in the school. A clean,
appropriate environment should be maintained. There should be adequate ventilation and
light, and reasonable temperature. Cages should be sufficient in size to allow animals to
stand or lie in a normal position. Special attention should be given to furred and feathered
animals in terms of their effect on allergic students. Such animals will not be housed in
classrooms where there is a child with a known allergy to such animals. Parents will be
notified when an animal is to be housed in a classroom. An alternative, available room
may be used.
Animal Dissections
Participation in hands-on science is important to learning science and dissections are
an important component of comprehensive science and life science education.
Dissections are recommended study methods in life science courses and may occur in
Middle School Science, High School Biology and AP Biology. Animal materials should
be used respectfully and for the purpose of meeting course objectives. It is appropriate to
provide written notice to students and parents ahead of time that such an activity will take
place. Students may request alternatives to dissections by asking their teacher for them.
In cases where students object to dissection, teachers will provide alternatives to actual
dissections including computer simulations, media presentations, transparencies, textbook
overlays, and reading/research. Dissection is essential to the course objectives of the high
school course Anatomy and Physiology. Since this course is elective (and there are
alternatives to the course including AP Biology), alternatives to dissections do not have
to be provided in Anatomy and Physiology.
Egg Incubation Procedures

Teachers who are planning to conduct egg incubation activities need to secure in
advance a location to which the hatchlings will be delivered following the activities. In
addition, each classroom teacher who plans to conducts egg incubation activities shall
complete the Egg Incubation Verification Form and return it with the principal's signature
to the Science Supervisor.

Science
Safety
Review

MANAGING THE SCIENCE SAFETY PROGRAM IN THE SCHOOLS
Science teachers are responsible for coordinating and implementing the science
safety program in their classrooms. Safety evaluation is not a one-time job. It is a
continuous process, and the science teacher should be constantly monitoring all safety
issues, such as: chemical storage, room and equipment safety, safety in laboratory
procedures and demonstrations, and general safety issues. The science teacher must also
keep up-to-date on new safety policies and should set the example by modeling the
behavior required by these policies. Science teachers are responsible to instruct their
students about laboratory safety, and monitoring and enforcing student safety.
Remember that it is your responsibility to maintain a safe and healthy environment for
you, your students and colleagues.
It is the responsibility of the science teacher to:
 have and utilize the Science Safety Manual.

 have and utilize the appropriate science curriculum guides.
 know the safety precautions required by their subject(s).
 maintain proper chemical storage and records.
 report all accidents occurring under their supervision.
 submit room and laboratory repair work orders to the science resource
teacher.
 coordinate the repair of science equipment (microscopes, balances,
etc) with the science resource teacher.
 review the chemical evaluation checklist each school year.
 help correct any deficiencies found on the chemical evaluation
checklist.
 review the room evaluation checklist each school year.
 help correct any deficiencies found on the room evaluation checklist.
 instruct students about laboratory safety.
 monitor and enforce student safety.

ROOM EVALUATION CHECKLIST PAGE 1
Teacher _______________________________ Date ___________________________
Room # _______________________________ School __________________________
Room is: ____Satisfactory (S) ____Unsatisfactory (U) ____Not Appropriate (NA)
Indicate: Satisfactory (S) Unsatisfactory (U) Not Appropriate (NA)
APRONS:
ONE PER STUDENT
GOOD CONDITION
CHEMICALS:
SECURED
SPILL KIT AVAILABLE
CHEMICALS LABELED
WASTE CONTAINER
ELECTRICAL MASTER SWITCH:
VISIBLE
CLEARLY LABELED
WORKING CONDITION
EMERGENCY INTERCOM:
WORKING CONDITION
EYE GOGGLES:
ONE PAIR PER STUDENT
PROPERLY CLEANED
EYE WASH STATION:
VISIBLE
CLEARLY LABELED
PROPERLY MAINTAINED
FIRE BLANKET:
WOOL TYPE
LABELED
HUNG ON WALL
FIRE EXIT SIGNS:
DISPLAYED
CLEAR DIRECTIONS
FIRE EXTINGUISHERS:
VISIBLE & LABELED
SEAL IS INTACT
HUNG ON WALL
ADEQUATELY CHARGED

ROOM EVALUATION CHECKLIST PAGE 2
FLOORS:
CLEAR TRAFFIC PATH
FREE OF SPILLS
FUME HOOD:
CLEAN
WORKING CONDITION
GAS MASTER VALVE:
CLEARLY LABELED
WORKING CONDITION
GENERAL ELECTRICAL CONDITIONS:
RECEPTACLES
BUILT-IN POWER SUPPLIES
LAB TABLES:
CLEAN
GOOD CONDITION
LATEX GLOVES:
ADEQUATE NUMBER
GOOD CONDITION
REFRIGERATOR:
PROPERLY LABELED CONTENTS
PROPERLY MAINTAINED
ROOM VENTILATION:
ADEQUATE
SAFETY MANUAL:
ACCESSIBLE
COMPLETE & UPDATED
SAFETY POSTERS:
CLEARLY DISPLAYED
SAFETY SHOWER:
VISIBLE
MASTER VALVE ON
OPERATIVE
STORAGE SPACE:
ADEQUATE FOR CHEMICALS
ADEQUATE FOR EQUIPMENT
PROPERLY LABELED
WATER MASTER VALVE:
CLEARLY LABELED
WORKING CONDITION

CHEMICAL EVALUATION CHECKLIST
Teacher ________________________________ Date ______________________________
Room # ________________________________ School ____________________________
Indicate: Satisfactory (S) Unsatisfactory (U) Not Appropriate (NA)
Storage Area (Rm. No.)_____________ Storage Area Labeled______________________
Fire Extinguisher____________________________________________________________
Chemicals Properly Shelved___________________________________________________
Acids Properly Stored________________________________________________________
Flammable Liquids in Metal Cabinet____________________________________________
Oxidizers in Separate Area____________________________________________________
Chemical Secured____________________ Chemicals Labeled_____________________
Chemicals Dated_____________________ Appropriate Quantities__________________
Spill Kits Available__________________________________________________________
Proper Ventilation___________________________________________________________
Adequate Shelving___________________________________________________________
Chemical Containers Intact____________________________________________________
Explanation of discrepancy:

Science
Resources

MCPS Online Services Information
Montgomery County Public Schools provides a variety of online services for teachers and
students. These are useful sources of images and information for research and presentations.
Usernames and passwords are specific to each school and can be obtained from the Media
Specialists.
Name of Service URL Use for:

World Book Online www.pilot.worldbookonline.com General background information
Grolier Multimedia Encyclopedia www.go.grolier.com General background information
New Book of Knowledge Online www.go.grolier.com Elementary background information
Facts on File News Services: www.2facts.com Current events, current science information, and
Issues and Controversies an almanac
Today's Science
Peregrine Products: www.biology.com Current and background information in biology,
BioPlace, ChemPlace, PsychPlace www.chemplace.com chemistry, and psychology
www.psychplace.com
Electric Library Classic www.elibrary.com/education Articles from newspapers and magazines,
information found in almanacs, and map archives
Newsbank SchoolMate infoweb.newsbank.com News articles covering social, economic,
environmental, government, sports, the arts,
people, health, and science issues and events
SIRS Knowledge Source sks.sirs.com Current events, U.S. government resources, arts
and humanities, and
relevant Internet links
AP Multimedia Archive ap.accuweather.com Photographs and graphics from the files of
Associated Press
American National Biography www.anb.org/articles Biographies of prominent and not so prominent
figures from American history
Oxford English Dictionary dictionary.oed.com Everything there is to know about words -
definitions, meanings, and history

Montgomery County Science Resources and Activities
Montgomery County Public Schools Science Web site

http://www.mcps.k12.md.us/curriculum/science
The county science web site is maintained by the county science office and contains many
valuable resources for science teaching and learning. In addition to detailed information about
the science program, curriculum and web resources, there are archives of many of the documents
used in the science program. This web site is continually updated and contains the latest
information about the county science program.
Montgomery Area Science Fairs (MASF)

The Montgomery Area Science Fairs are sponsored by the Montgomery County Area
Science Fair Association and is independent of the school system. The MASF is actually two
fairs, a life science fair and a physical science fair. All public and private middle and high
schools within Montgomery County are welcome to participate. Many schools have local fairs
that are used to select students for enter into MASF. The county fair is held at the National
Institute of Standards and Technology (NIST) in Gaithersburg usually at the end of March. Over
500 students participate and MASF winners commonly do quite well at the International Science
and Engineering Fair. Detailed information can be found at the MASF Web site,
http://www.mcps.k12.md.us/curriculum/science/scifair/scifair.htm
DNA Resource Center

The DNA Resource Center provides biotechnology resources for the high school science
program. This includes loaner biotechnology laboratory kits designed to help students meet the
biotechnology outcomes of the biology curriculum. Staff development and training the in use of
the kits and biotechnology is also provided. Contact: Lesli Adler, Wootton High School.
Howard Hughes Medical Institute/National Institutes of Health

Teacher and Student Internships
Teacher and student internship opportunities for teachers and students to learn about
and be involved in authentic scientific research.
Contact: Michael Szesze, Science Supervisor
Participants receive training in best practices of standards-based instruction focusing on
the interrelationship of reading, writing, and science as well as inquiry-based science
instruction, Maryland Content Standards, 5 E’s Inquiry model, and science content.
Participants develop classroom units of instruction which utilize reading, writing and
science content and conduct action research on best instructional practices in science. In
the second year of the project, classroom activities lead to student projects which are
presented by students at a student science conference. Teachers are provided with
materials required to implement the units they develop. Contact: Debi Roberts,
Elementary Science Instructional Specialist
Student Academy of Science
Student Academies of Science are designed for middle and high schools to provide
promote studies, internships and careers in biomedicine. Contact: Ms. Yvonne
Soghomonian via email or phone, 301-517-5027.

Final Frontiers
School teams, grades 5-7, 8-9 and 10-12, participate in a weekend competition of science
challenges. Held at NIST in the Fall. Final Frontiers is a challenging science competition created
for students at all academic levels. Participants use drinking straws, balsa wood, masking tape
and other inexpensive materials to create sturdy devices designed to meet specific space-related
engineering and science challenges. Contact: Marty Patt or Wilson Bascom, Wootton High
School.
High School Heart Research Program-American Heart Association

The High School Heart Research Program is sponsored by the American Heart Association
and the Science Office. This weekend series of science lectures is provided for high school
science students. A series of four lectures are on Saturdays in February and end in an opportunity
for students to win awards including laboratory research placements. Award winners are based
upon an options exam. Contact: American Heart Association (703-941-8500).
Taylor Science Materials Center

Science instruction is dependent upon readily available, high quality materials and
equipment. Montgomery County Public Schools recognizes the unique challenge that this
presents to an elementary science program. The Taylor Science Materials Center purchases
materials, packs them into unit kits, and delivers them to schools. The kits are shipped to schools,
used by teachers and students for approximately 12 weeks, then collected, and returned to the
center. At the center the kits are refurbished and sent to another classroom for the next 12 week
rotation. This cycle is repeated one more time. This insures that teachers have quality materials
for science instruction while at the same time providing substantial savings to the school system.
Each grade level is supplied with two or three grade level science units per academic year. The
units are rotated in twelve week cycles that approximate the seasonal changes, fall, winter, and
spring. Schools are sent material kits according to a rotation schedule established for the school
year.
Smith Outdoor Education Center

The Outdoor Education Program, based at the Lathrop E. Smith Environmental Education
Center serves students in grades K-12 throughout the county with two student-centered
programs. The residential program provides on-site, hands-on environmental education
experiences to the total sixth grade population. Students attend the residential program for either
a 3 day/ 2 night or 4 day/ 3 night program. The two components of the day program serve
students in the elementary grades, as well as secondary and alternative program students. The
center is also utilized by a variety of MCPS programs and schools for staff development several
times each year. The center provides teacher-training activities that include classes and
workshops emphasizing environmental studies and their application to teaching in the out-of-
doors as well as in the classroom.

SC Course Offerings
These are paid training experiences to help teachers meet the 12:12 science:math requirement
of the teacher’s contract. There are courses in Life and Physical Sciences as well as Inquiry-based
instruction. Contact: Michael Szesze, Science Supervisor
School Signature Programs

International Baccalaureate Program
Richard Montgomery High School
Springbrook High School
Bethesda-Chevy Chase High School
Global Ecology Program, Poolesville High School
Information Technology in a Global Society, Springbrook High School
Medicine, Media & Science, Paint Branch High School

Glossary For Inquiry Science Teaching
Bias - A highly personal (and unreasoned distortion) of judgment
Classify – Relate objects and events according to their properties or attributes
Conclusion (Form a conclusion) – A statement about the trend (general drift, tendency, or
direction of a set of data collected during an investigation
Conclusion (Write a conclusion) – The closing paragraph of a report including at least the
testable question, hypothesis, and explanation of the results
Control – A variable in an investigation that is kept constant
Control Group – A trial in an experiment where the independent variable is kept constant or at
its standard value or condition. The experimental group is compared to the control group when
analyzing data.
Controlled Experiment – A repeatable investigation where the researcher tests a hypothesis by

changing the independent variable and noting the effect on the dependent variable(s). This
includes forming conclusions based on comparing an experimental group with the control group.
Data – Factual information used as a basis for reasoning, discussion, or calculation
Dependent Variable – A variable that may change as a result or response. Usually graphed on
the vertical or y-axis
Experimental Group – A trial in an experiment where the independent variable is changed from
the standard value or condition. The experimental group is compared to the control group when
analyzing data
Hypothesis – A testable explanation (if-then statement) based on observation, experience, or

scientific reasoning including the expected cause and effect in a given circumstance or situation
Independent Variable – The one variable the investigator chooses to change. Usually graphed
on the horizontal or x-axis
Inference – To form a conclusion based by making assumption about data or determining what
is implied
Inquiry – The process of answering testable, scientific questions through investigation
Measure – Expressing the amount of an object, substance, or event in quantitative terms using
scientific instruments or counting

Multiple Trials – Completing an investigation several times and using collected data for
comparing results and creating reliability
Observe – To gather information and direct evidence by using senses and/or scientific
instruments
Pattern – a consistent or repetitive set of data or observations where relationships can be

observed, deduced, or inferred
Prediction – A statement about what may happen in the investigation based on prior knowledge
and/or evidence from previous investigations
Prior Knowledge – The sum and total of all that a student knows and is able to do (learned from
personal experiences at home, in school, etc.) in relation to a concept
Repeated Trials – Completing an investigation several times and using collected data for
comparing results and creating reliability
Trend – The general drift, tendency, or direction of a set of data
Testable Question – a question that can be answered through an investigation
Variable – A factor in an investigation that could effect the results

References
Billmayer, R., & M. L. Barton. (1998) Teaching reading in the content areas: If
not me then who? (2nd ed.). Aurora, CO.: Mid-Continent Regional Education
Laboratory.
Brooks, J. G., & M. G. Brooks. (1993) In search of understanding: The case for
the constructivist classroom. Alexandria, VA: Association for Supervision and
Curriculum Development.
Colburn, A. (2000) An inquiry primer. Science Scope. March, 2000.
Maryland Science Supervisors Association. (1999) Maryland science safety manual K-12.
Baltimore MD: Maryland Department of Education.
Marzano R., et al. (1992) Dimensions of learning. Aurora, CO: Mid-Continent Regional
Educational Laboratory.
Montgomery County Public Schools. (1994) Success for every student plan: Vision, goals,
outcomes, strategies, and assessments. Rockville, MD: Montgomery County Public Schools
Board of Education.
Montgomery County Public Schools. (1999) State of the art: Toward ensuring classroom
success for every student, a handbook for educators. Rockville, MD: Montgomery County
Public Schools Board of Education.
Montgomery County Public Schools. (2000) Teacher evaluation handbook 2000-2001.

Rockville, MD: Montgomery County Public Schools Board of Education.
National Research Council. (1996) Science education standards. Washington, D. C.: National
Academy Press.
National Research Council. (2000) Inquiry and the National Science Education Standards: A
guide for teaching and learning. Washington, D. C.: National Academy Press.
Saphier, J., & R. Gower. (1997) The skillful teacher (5th ed.). Acton, MA: Research for Better
Teaching, Inc.
Schmoker, M. (1999) Results: The key to continuous improvement (2nd ed.). Alexandria, VA:
Association for Supervision and Curriculum Development.
Tomlinson. C. A. (1999). The differentiated classroom: Responding to the needs of all learners.
Alexandria, VA: Association for Supervision and Curriculum Development.

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Science Teacher’s

Montgomery County Public Schools

MCPS Science Teacher’s Handbook 1 July, 2004

MCPS Science Teacher’s Handbook 3 July, 2004

Special Thanks to:

Don DeMember, Walt Whitman High School

Judith K. Cole, Magruder High School

Marita Sherburne and Jody Smith, AEI

Celeste King, Reading Instructional Specialist

High School Science Resource Teachers

Middle School Science Instructional Resource Teachers

MCPS Science Teacher’s Handbook 5 July, 2004

Student Inquiry Projects 49

MCPS Science Teacher’s Handbook 6 July, 2004

MCPS Science Teacher’s Handbook 7 July, 2004

MCPS Science Teacher’s Handbook 8 July, 2004

Technology in Science 141

Differentiation of Instruction 151

County Science Resources and Activities 179

MCPS Science Teacher’s Handbook 9 July, 2004

MCPS Science Teacher’s Handbook 11 July, 2004

"Science is a way of knowing that is characterized by empirical criteria, logical

The MCPS Science Website <http://www.mcps.k12.md.us/ curriculum/science> is a rich

MCPS Science Teacher’s Handbook 12 July, 2004

Overarching Enduring Understandings

MCPS Science Teacher’s Handbook 13 July, 2004

Science incorporates a variety of interdisciplinary principles. Reading, writing, and

MCPS Science Teacher’s Handbook 14 July, 2004

The content that makes up what we teach in science is a combination of processes

Concepts Skills &

Students use the skills &

Students must know how to do science as well as develop an understanding of concepts of

Indicator Match: Concept With Skills & Processes

CONCEPT GOAL, 2: EARTH/SPACE SCIENCE

SKILLS AND PROCESSES GOAL

MCPS Science Teacher’s Handbook 15 July, 2004

CONCEPT GOAL, 3: BIOLOGY

SKILLS AND PROCESSESS GOAL

CONCEPT GOAL, 4: CHEMISTRY

SKILLS AND PROCESSES GOAL

CONCEPT GOAL, 5: PHYSICS

SKILLS AND PROCESSES GOAL

MCPS Science Teacher’s Handbook 16 July, 2004

“When students work with adults who continue to view themselves as

MCPS Science Teacher’s Handbook 17 July, 2004

MCPS Science Teacher’s Handbook 19 July, 2004

 Standard I - Teachers are committed to students and their learning.

Characteristics of a Good Science Lesson

Good science lessons

MCPS Science Teacher’s Handbook 20 July, 2004

Promoting Department and School

MCPS Science Teacher’s Handbook 21 July, 2004

MCPS Science Teacher’s Handbook 23 July, 2004

Teachers must understand the pedagogy of teaching to provide an effective instructional

MCPS Science Teacher’s Handbook 24 July, 2004

 Dimension 1: Positive Attitudes and Perceptions about Learning

 Dimension 2: Thinking Involved in Acquiring and Integrating Knowledge

 Dimension 3: Thinking Involved in Extending and Refining Knowledge

 Dimension 4: Thinking Involved in Using Knowledge Meaningfully

 Dimension 5: Productive Habits of Mind

MCPS Science Teacher’s Handbook 25 July, 2004

Changing Emphases To Promote Inquiry