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

McGraw Hill Education Inspire Science materials for all grade levels K-8 and 9-12 were designed to support teachers and students in a variety of
delivery methods. For most of our users, this has been in a tradition classroom setting. However, our programs have print resources, digital resources
and platform capabilities to support online access and interaction. These digital resources have become invaluable during the COVID-19 pandemic.
This document gives guidance for how to utilize the Inspire Science programs to support all learners. The resources in our programs can help
you make the necessary adjustments to function effectively in the current environment. This document gives general guidance around using the
resources in Inspire Science in a synchronous and asynchronous setting.

Considerations around Distance Learning

In the distance learning or hybrid learning classroom some general considerations must be included. The guidance in this document is a suggestion,
as there are multiple models that districts are using to approach digital learning. These guidelines are focused on general ways to use McGraw Hill
Educational resources to support students and teachers. However, there are some baselines that should be considered regardless of the model.
1. Adjust pacing expectations. Since instruction can require more time in the distance learning format, your student may not learn everything they
usually. They can still learn lots of good science. Provide more time for exploration and ask deeper questions about fewer topics.
2. Focus on grade-level work. There is a great deal of concern about learning loss from the spring but in the current school year focus on the
subject level work in all three dimensions. In the Teachers Edition we give the progression of the standards. Support the work of the subject level
standards while reinforcing and building upon student’s prior knowledge.
3. Use synchronous time strategically. Whether in person or through a video meeting, use live time with your students to the greatest advantage.
Save tasks that can be completed during group or independent work for asynchronous learning time. For example, if part of the lesson is watch-
ing a video, have students do so independently before meeting as a class and use live time to discuss or review students’ responses to the
material. Thoughtfully consider the use of your limited time with students during synchronous instruction.
4. Design for access and equity. Maintain a high standard for the quality of work completed, while being flexible about when and how it is complet-
ed. As part of this, you might provide:
• multiple ways for students to access materials (e.g. printed materials for pick-up and drop-off)
• special instructions for students who might need help with written directions, as well as help accessing or navigating digital tools and plat-
forms.
5. Attend to clarity in directions and anticipate potential confusion and barriers. In a remote setting, instructions need to be written carefully so
that students can easily discern what is expected. To this end, one might:
• organize materials and assignment schedules in a streamlined way for students and caregivers to access materials (paper or online) in a cen-
tralized place.
• make the instructions as simple as possible and give clear direction where the work can be found.
 6. Consider age-appropriateness. Distance learning will look a lot different for students of different ages. These may include things such as the
amount of time students spend on science, the ways in which students submit work, and the amount and type of independent practice. In the
younger grades there are additional considerations such as reducing screen time, supporting families, and differences in understanding what
students know and are able to do. Older students could learn skills for becoming more self-sufficient in their learning, such as understanding
science text, learning from video resources, and exploring inquiry activities on their own.
In the following pages, specific suggestions will be share around how to use these resources.
Use the chart provided below to plan lessons for various e-learning models. This framework aligns with the 5E lesson. The ideas presented outline
lesson delivery options for synchronous and asynchronous e-learning scenarios.
Suggestions are based on the following assumptions:
• Synchronous E-Learning—Students and teachers meeting together for live sessions through a digital platform. Students have access to inter-
net at home and can communicate with their teacher and other students synchronously during scheduled meeting times. Teachers may have
the ability to flexibly group students using breakout sessions depending on the functionality of the online meeting tools they are able to use.
• Asynchronous E-Learning—Students and teachers communicate through an online learning platform, but students complete tasks on their own
schedule. Students have access to internet at home and can communicate with their teacher through a messaging system. They also may have
access to a teacher-monitored discussion board.

Assess Prior
Knowledge Explore Explain Elaborate Evaluate
& Engage

The 5E lesson cycle may appear linear, but the content makes connections to previous moments in the lesson (and
from previous lessons) for students to reflect on their learning. The opportunities for reflection are
outlined in the lesson content and can be completed as a class or individually by each student, with support from the
teacher or a caregiver as needed. The chart below provides details for how to approach lesson
delivery for the two types of e-learning outlined above.
 Function
Students use the Lesson Interactive
Content to preview the lesson.
Engage
Students revisit the Driving Question
Board to remind themselves of the Unit
and Module questions.
Function
Students observe and react to a real-
world phenomenon that connects to the
lesson.
Students watch a teacher demonstration
to extend their knowledge of a concept.
Explore/Explain
Students respond to teacher strategies
or questions about concepts and
images in the Student Edition.
Students respond to teacher
engagement about a discrepant event
or a science mystery.
Face to face
Students complete the interactive
content in small groups and discuss as
a class.
Students raise hands or turn in written
response.
Face to face
Students watch the video as a class
and look at the photos in their Student
Edition. Students discuss their reactions
with a partner or group.
Teacher completes demonstration for
class. Teacher interacts with students
during the demonstration, asking
questions, asking for predictions, and
having volunteers help.
Students raise hands, teacher “cold
calls” on students, or students add
sticky notes to chart paper.
Students raise hands or discuss in small
groups to explain the phenomenon.
Teacher-led class discussion reveals the
explanation.
Teacher completes a demonstration to
explain the event or solve the mystery.
Synchronous E-Learning
Students complete the interactive
content online independently.
Students use “raise hand” feature in
chat room discussion and teacher calls
on students to unmute and share their
thoughts.
Students type response in meeting
room chat or use “raise hand” feature
until teacher calls on students to unmute
and share their thinking.
Synchronous E-Learning
Students watch the video and look at
the photos on their device. Students
discuss their reactions with the class
digitally.
Teacher completes demonstration via
video, asking students questions and to
make predictions.
Students type response in meeting
room chat or use “raise hand” feature
until teacher calls on students to unmute
and share their thinking.
Students type response in meeting
room chat or use “raise hand” feature
until teacher calls on students to unmute
and share their thinking.
Students type response in meeting
room chat or use “raise hand” feature
until teacher calls on students to unmute
and share their thinking.
Teacher completes demonstration via
video, asking students questions and to
make predictions.
Asynchronous E-Learning
Students complete the interactive
content online independently.
Students post and respond on class
discussion board or shared online
document.
Students must respond to at least one
classmate’s post, cultivating an online
discussion.
Students post and respond on class
discussion board or shared online
document. Students must respond to at
least one classmate’s post, cultivating an
online discussion.
Asynchronous E-Learning
Students watch the video and look at
the photos on their device. Students
discuss their reactions with the class
through a message board.
Teacher completes demonstration via
video, asking students questions and to
make predictions.
Students type response in meeting
room chat or use “raise hand” feature
until teacher calls on students to unmute
and share their thinking.
Students post and respond on class
discussion board or shared online
document.
Students post and respond on class
discussion board or shared online
document.
Students watch video of teacher
performing demonstration and post
responses to questions on discussion
board.
 Students complete a writing support
assignment.
Students complete an SEP activity to
enhance understanding of content and
science and engineering practices.
Students create a graphic organizer
to organize or visualize content from a
different perspective.
Explore/Explain
Students complete an CCC activity to
enhance understanding of content and
cross-cutting concepts.
Students make a model, such as an
illustration, a computer model, or a 3-D
model using materials.
Students respond to and clarify
preconceptions.
Students complete the assignment
independently and share answers with
the class, as appropriate for assignment
length or topic.
Students complete the assignment
independently and share answers with
the class, as appropriate for assignment
length or topic.
Students work in small groups to
complete and discuss the assignment,
then share their responses with the
class.
Students complete the assignment
independently and turn in to teacher for
review.
Students complete the assignment
independently and share answers or
models with the class, as appropriate for
assignment length or topic.
Students work in small groups to
complete and discuss the assignment,
then share their responses or models
with the class.
Students build model independently,
then share it with the class.
Students work in small groups to discuss
and build the model, then share it with
the class.
Students work in small groups or as a
class to respond to the preconception
and through research, questions from
teacher, and/or class discussion, clarify
the preconception.
Students ask clarifying questions
about assignment via video or chat,
then complete and turn in to teacher
electronically.
Students ask clarifying questions
about assignment via video or chat,
then complete and turn in to teacher
electronically.
Students can work in break out rooms
to discuss and respond to assignment.
Teacher monitors by visiting break out
rooms.
Students ask clarifying questions
about assignment via video or chat,
then complete and turn in to teacher
electronically.
Students ask clarifying questions
about assignment via video or chat,
then complete and turn in to teacher
electronically.
Students can work in break out rooms
to discuss and respond to assignment.
Teacher monitors by visiting break out
rooms.
Students access materials available at
home, such as craft materials, colored
pencils, string, scissors, different types
of paper or cardboard.
Students ask clarifying questions about
assignment via video or chat, then
complete and turn in a 2-D model to
teacher electronically or photo of a 3-D
model to teacher electronically.
Students can work in break out rooms
to discuss and clarify the preconception.
Teacher monitors by visiting break out
rooms.
Students ask clarifying questions about
assignment via discussion board or
email, then complete and turn in to
teacher electronically.
Students ask clarifying questions about
assignment via discussion board or
email, then complete and turn in to
teacher electronically.
Students ask clarifying questions about
assignment via discussion board or
email, then complete and turn in to
teacher electronically.
Students ask clarifying questions about
assignment via discussion board or
email, then complete and turn in to
teacher electronically.
Students access materials available at
home, such as craft materials, colored
pencils, string, scissors, different types
of paper or cardboard.
Students ask clarifying questions about
assignment via discussion board or
email, then complete and turn in a 2-D
model to teacher electronically or photo
of a 3-D model to teacher electronically.
Students research to clarify the
preconception and turn in response to
teacher electronically.
 Students respond to prompt with critical
thinking and evidence for an argument.
Students complete research activity
to enhance understanding of lesson
content.
Explore/Explain
Students complete an Applying
Practices to further their understanding
of lesson concepts.
Students complete a Math Skills
assignment to support their
understanding of lesson content.
Students complete PRACTICE Problems
to support their understanding of lesson
content.
Students respond independently
and share answers with the class.
Classmates respond and evaluate
argument.
Students work in small groups to discuss
their response, then share answers
with the class. Classmates respond and
evaluate argument.
Students complete the assignment
independently and share deliverable
with the class or turn it in to teacher.
Students work in small groups to
complete research and produce
deliverable, then share with the class or
turn it in to teacher.
Students complete the assignment
independently and share answers with
the class, as appropriate for assignment
length or topic.
Students work in small groups to discuss
and complete the assignment, then
share their responses with the class.
Students complete the assignment
independently and turn it in to teacher
or share answers with the class, as
appropriate for assignment length or
topic.
Students work in small groups to discuss
and complete the assignment, then
share their responses with the class.
Students complete the assignment
independently and turn in to teacher for
review.
Students type response in meeting room
chat or use “raise hand” feature until
teacher calls on students to unmute and
share their thinking. Students evaluate
and respond to others’ arguments in
real-time.
Students ask clarifying questions about
assignment via video or chat, then
complete and turn in deliverable to
teacher electronically.
Small student groups collaborate
in break out rooms to discuss their
approach to the assignment. Teacher
monitors by visiting break out rooms.
Students share final deliverable with
class via video or turn it in to teacher
electronically.
Students ask clarifying questions
about assignment via video or chat,
then complete and turn in to teacher
electronically.
Students can work in break out rooms
to discuss and respond to assignment.
Teacher monitors by visiting break out
rooms.
Students ask clarifying questions
about assignment via video or chat,
then complete and turn in to teacher
electronically.
Students can work in break out rooms
to discuss and respond to assignment.
Teacher monitors by visiting break out
rooms.
Students ask clarifying questions
about assignment via video or chat,
then complete and turn in to teacher
electronically.
Students post and respond on class
discussion board or shared online
document. Students must evaluate and
respond to at least one classmate’s
post, cultivating an online discussion.
Students ask clarifying questions
about assignment via discussion board
or email, then complete and turn in
deliverable to teacher electronically.
Small student groups collaborate in
shared online document to discuss and
complete the assignment. Students turn
in final deliverable to teacher.
Students ask clarifying questions about
assignment via discussion board or
email, then complete and turn in to
teacher electronically.
Students work in small groups via a
shared online document to complete
the assignment, then turn in to teacher
electronically.
Students ask clarifying questions about
assignment via discussion board or
email, then complete and turn in to
teacher electronically.
Students work in small groups via a
shared online document to complete
the assignment, then turn in to teacher
electronically.
Students ask clarifying questions about
assignment via discussion board or
email, then complete and turn in to
teacher electronically.
 Students complete a Teaching
Activity assignment to support their
understanding of lesson content.
Explore/Explain
Students use the Lesson Interactive
Content to access core content and
support 3D learning.
Students access Virtual Investigations
to enhance comprehension of concepts
and/or manipulate variables.
Function
Students return to the Driving Question
Board to determine which questions
they can answer.
Elaborate
Students use the Lesson Interactive
Content to apply and extend their
knowledge.
Students complete the assignment
independently and turn it in to teacher
or share answers with the class, as
appropriate for assignment length or
topic.
Students work in small groups to discuss
and complete the assignment, then
share their responses with the class.
Students complete the interactive
content independently as assigned by
the teacher. Student can check their
own work in online learning platform.
Students complete the investigation
independently or in small groups as
assigned by the teacher.
Students submit answers to teacher via
online tool.
Face to face
Students raise hands or turn in written
response.
Students complete the interactive
content independently, then turn in
to teacher, students raise hands, or
students discuss responses as a class.
Students ask clarifying questions
about assignment via video or chat,
then complete and turn in to teacher
electronically.
Students can work in break out rooms
to discuss and respond to assignment.
Teacher monitors by visiting break out
rooms.
Students complete the interactive
content online.
Students use “raise hand” feature or
teacher calls on students to unmute and
share their thinking.
Students complete the investigation
independently online.
Students use “raise hand” feature or
teacher calls on students to unmute and
share their thinking.
Synchronous E-Learning
Students type response in meeting
room chat or use “raise hand” feature
until teacher calls on students to unmute
and share their thinking.
Students complete the interactive
content independently online.
Students type response in meeting
room chat or use “raise hand” feature
until teacher calls on students to unmute
and share their thinking.
Students ask clarifying questions about
assignment via discussion board or
email, then complete and turn in to
teacher electronically.
Students work in small groups via a
shared online document to complete
the assignment, then turn in to teacher
electronically.
Students complete the interactive
content online and check their own
work in online learning platform.
Students can share their thoughts via a
virtual discussion room.
Students complete the investigation
independently online.
Students can share their thoughts via a
virtual discussion room.
Asynchronous E-Learning
Students post and respond on class
discussion board or shared online
document. Students must respond to at
least one classmate’s post, cultivating an
online discussion.
Students complete the interactive
content independently online. Students
use a message board to share and
discuss their responses.
 Students complete Challenge
Problems to support their inquiry and
development of 3D thinking.
Elaborate
Students complete an Enrichment
activity to support their inquiry and
development of 3D thinking.
Function
Students respond to formative
assessment prompts.
Evaluate
Students use Interactive Vocabulary
Flashcards to review lesson vocabulary
terms.
Students complete the assignment
independently and turn it in to teacher
or share answers with the class, as
appropriate for assignment length or
topic.
Students work in small groups to discuss
and complete the assignment, then
share their responses with the class.
Students complete the assignment
independently and turn it in to teacher
or share answers with the class, as
appropriate for assignment length or
topic.
Students work in small groups to discuss
and complete the assignment, then
share their responses with the class.
Face to face
Students raise hands or turn in written
response.
Students complete the interactive
content independently or teacher
projects interactive to class and they
complete the interactive together.
Students ask clarifying questions
about assignment via video or chat,
then complete and turn in to teacher
electronically.
Students can work in break out rooms
to discuss and respond to assignment.
Teacher monitors by visiting break out
rooms.
Students ask clarifying questions
about assignment via video or chat,
then complete and turn in to teacher
electronically.
Students can work in break out rooms
to discuss and respond to assignment.
Teacher monitors by visiting break out
rooms.
Synchronous E-Learning
Students type response in meeting
room chat and pause until teacher tells
them to press enter.
Students unmute and share their
thinking.
Students complete the interactive
content independently.
Students type response in meeting
room chat or use “raise hand” feature
until teacher calls on students to unmute
and share their thinking.
Students ask clarifying questions about
assignment via discussion board or
email, then complete and turn in to
teacher electronically.
Students work in small groups via a
shared online document to complete
the assignment, then turn in to teacher
electronically.
Students ask clarifying questions about
assignment via discussion board or
email, then complete and turn in to
teacher electronically.
Students work in small groups via a
shared online document to complete
the assignment, then turn in to teacher
electronically.
Asynchronous E-Learning
Post and respond on discussion board
or shared online document.
Submit a response in a shared
document or form, or record their
thinking on a virtual whiteboard.
Students complete the interactive
content independently online.
Students notify teachers electronically
that they have completed the review.
 Program Resources

Use these materials to inform instruction, for professional development, and to foster the school-to-home connection.

Teacher Editions Professional Learning Resources (eLearning Courses and

Video Libraries)
Correlations, Pacing, and Materials Lists Foldables Library
Supporting Research/Universal Access Spanish Course Resources
Assessment Guides

Inspire All Students (Differentiation)

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

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

Virtual Labs PhET Simulations

Applying Practices Science and Engineering Handbook
STEM Connection Smartbook 2.0
Vocabulary Flashcards Personal Tutors
Forensics Labs Smithsonian Videos
 Social and Emotional Learning (SEL)
Learning is social. Now more than ever, students need opportunities to connect to their peers. Use these tips to engage students in
conversation and respectful science discourse with you and their classmates in each type of learning environment.

Face to Face Synchronous E-Learning Asynchronous E-Learning

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

I would argue that ____________.

I disagree with _______________ because

________________.

Could you elaborate on why you think

__________________?
 Inspire Science 5E Lesson Cycle – Biology, Unit: The Cell, Module: Cellular Energy, Lesson 2 : Photosynthesis
Instructional Component
Assess Prior Knowledge
Students use the Science Probe “Where did the
energy Go” to uncover misconceptions have about the
conservation of energy.
Unit/ Module Phenomena
Students watch the Module Phenomena video: “Why
would farmers grow lettuce in a greenhouse”.
Students share their thoughts about the phenomena as a
group, or on message forums.
Engage
• Students observe and react to a real-world video
about Photosynthesis.
• Students share thoughts and launch their exploration
of the topic.
Explore
In this lesson, there are 3 options for exploration:
Quick Investigation: “Observe Chloroplasts”
BioLab: “Do Different Wavelengths of Light affect the
role of Photosynthesis”
Applying Practices: “Modeling Photosynthesis”
Synchronous E-Learning
Use breakout rooms or other online tools to allow
students to discuss their answers and reasoning with
classmates in groups.
• Students discuss their reactions to the video with the
class.
• Students share their claim, from the Claim, Evidence
and Reasoning template with the class.
• Students watch the video about Photosynthesis as a
class.
• Students share what they already knew,
what they learned, and what they want to
know more about.
Quick Investigation: “Observe Chloroplasts”
Students share their observations and discoveries as
a class during synchronous time.
BioLab: “Do Different Wavelengths of Light affect the
role of Photosynthesis.”
Teacher completes this lab live with the class, or by
narrating a recording. Class shares thoughts and
questions live about procedure, goals and outcomes.
Applying Practices: “Modeling Photosynthesis”
Select students share their model with classmates
through video conference sharing. Students show
how their model illustrates each step of the process.
Asynchronous E-Learning
Students complete Science Probe, which has been
assigned by teacher online.
• Students watch the phenomena video: “Why would
farmers grow lettuce in a greenhouse”.
• Students make claim in the Claim, Evidence and
Reasoning template.
2 1
Students complete the KWL chart online and share their
thinking using it, or other online messaging tools.
1 2
Quick Investigation: “Observe Chloroplasts”
Students observe digital images provided by teacher
and complete Quick Investigation online.
2 1
BioLab: “Do Different Wavelengths of Light affect the
role of Photosynthesis.”
• After viewing the experiment live, students complete
lab worksheet.
• Options include submitting worksheet. Summarize
findings and submit or save works as part of a
portfolio.
1 2
Applying Practices: “Modeling Photosynthesis”
Students create a model that shows how
photosynthesis light energy into stored chemical
energy. Students complete assignment following the
creation of the model.
2 1
Explain
Students read and engage in Claim, Evidence, and
Reasoning to an answer:
• Module Phenomena question: “Why would a farmer
grow lettuce in a greenhouse?”,
• Focus Question:
“What do plants need to survive?”
There are 7 assignable EXPLORE/ EXPLAIN “tiles” in this
lesson.
Elaborate
Students read and complete Elaborate tile assigned
by the teacher. Here, students will answer the Focus
question for the lesson “What do lettuce plants need to
survive?”
Evaluate
Students demonstrate their understanding by
explaining what they have learned. Students apply their
understanding
There are 7 assignable EXPLORE/ EXPLAIN sections in
the lesson. Each is small enough that they can be done
either synchronously, or asynchronously.
Teacher reads, or assigns a student to read aloud
the narrative in a tile: Example: Explore and Explain:
Overview of Photosynthesis
• Together, the class reads, views videos, and engages
in any interactives that are found within the “tiles”.
Discuss any/all discoveries together.
• Teacher assigns “Check” Assessment at the end, or
the lesson check from the Assessment section online.
Optional:
Smartbook 2.0: Instead of assigning reading from
print book, e-book, or “tiles”, Assign selected content
reading to students using Smartbook 2.0.
• Teacher either pull up student responses to their
assigned Elaborate sections, or asks the class to
answer the focus question: “What do lettuce plants
need to survive?”
• Students share their thinking and ideas as a class
together.
• Students respond to lesson review questions in their
Student Edition and discuss the answers as a class to
confirm or correct their thinking.
• Assign lesson quiz using test Assessment Tool.
Optional:
• Assign E-Vocabulary Cards Photosynthesis
• Revisit Unit Science Probe if needed.
• Revisit Module CER template.
Teacher assigns “Explore and Explain: Overview of
Photosynthesis”
• Students, on their own, read, views videos, and
engages in any interactives that are found.
• Students, on their own, complete practice and check
questions and submit assignment to the teacher for
grading.
• Synchronous class time can then be used for class
discussion about discoveries, and what was learned.
2 1
1 2
• Teacher assigns Elaborate “tile”.
• Students review and revisit any/all experiences found
in this lesson.
• Students share their thinking on the question: “What
do lettuce plants need to survive?”
• Students submit their answer.
2 1
• Students complete Lesson Check Quiz, or Teacher
customized lesson Quiz created from the Assessment
Test Generator.
1 2