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 traditional classroom setting. 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. 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 students may not learn everything they
typically would. 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 Teacher Edition we give the progression of the standards. Support the work of the subject-level
standards while reinforcing and building upon students’ 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
watching a video, have students do so independently before meeting as a class and use live time to discuss or review students’ responses to the
material. Thoughtfully consider the use of your limited time with students during synchronous instruction.
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
completed. As part of this, you might provide:
• multiple ways for students to access materials (e.g. printed materials for pick up and drop off).
• special instructions for students who might need help with written directions, as well as help accessing or navigating digital tools and
platforms.
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, you might:
• organize materials and assignment schedules in a streamlined way for students and caregivers to access materials (paper or online) in a
centralized place.
• make 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 shared around how to use these resources.
Use the chart provided below to plan lessons for various e-learning models. This chart aligns with the 5E lesson framework. The ideas presented out-
line 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 the
Internet at home and can communicate with their teacher and other students synchronously during scheduled meeting times. Teachers may
have the ability to flexibly group students using breakout sessions depending on the functionality of the online meeting tools they are able to
use.
• Asynchronous e-Learning—Students and teachers communicate through an online learning platform, but the students complete tasks on their
own schedule. Students have access to the 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 in one area makes connections to previous moments in the
lesson (and moments 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 table below provides details for how to approach lesson
delivery for the two types of e-learning outlined above.
 Function
Students respond to a Science Probe
prompt from the teacher to assess prior
knowledge of the lesson concepts.
Engage
Students respond to an introductory
prompt from the teacher, such as the
Encounter the Phenomenon question.
Function
Students respond to the CER prompt
with critical thinking, evidence, and
reasoning for a claim.
Explore/Explain
Students watch a teacher demonstration
to extend their knowledge of a concept.
Students respond to the teacher
strategies or questions about the
phenomenon and images in the Student
Edition.
Face-to-Face
Students work independently or in small
groups to discuss and respond to the
prompt.
Students work in small groups or as
a class to discuss and respond to the
prompt.
Face-to-Face
Students respond independently
and share answers with the class.
Classmates respond to and evaluate
claims.
Students work in small groups to discuss
their responses, then share answers
with the class. Classmates respond to
and evaluate claims.
The teacher completes a demonstration
for the class. The teacher interacts with
the students during the demonstration,
asking questions, asking for predictions,
and having volunteers help.
Students work in small groups or as a
class to brainstorm and speculate about
the phenomenon.
Synchronous Online
Students type their responses in the
meeting room chat, use the “raise
hand” feature, or the teacher calls on
the students to unmute and share their
thinking.
Students type their responses in the
meeting room chat, use the “raise
hand” feature, or the teacher calls on
the students to unmute and share their
thinking.
Synchronous Online
Students type their responses in the
meeting room chat, use the “raise
hand” feature, or the teacher calls on
the students to unmute and share their
thinking. Students evaluate and respond
to others’ claims in real time.
The teacher completes a demonstration
via video meeting, asking students
questions and asking them to make
predictions.
Students type their responses in the
meeting room chat, use the “raise
hand” feature, or the teacher calls on
the students to unmute and share their
thinking.
Students work in breakout rooms.
The teacher monitors by visiting the
breakout rooms.
Students type their responses in the
meeting room chat, use the “raise
hand” feature, or the teacher calls on
the students to unmute and share their
thinking.
Asynchronous
Students post and respond on the
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 the
class discussion board or shared online
document. Students must respond to at
least one classmate’s post, cultivating an
online discussion.
Asynchronous
Students post and respond on the
class discussion board or shared online
document. Students must evaluate and
respond to at least one classmate’s
post, cultivating an online discussion.
Students watch a recorded video of the
teacher performing a demonstration and
post their responses to questions on the
class discussion board.
Students post and respond on the
class discussion board or shared online
document. Students must evaluate and
respond to at least one classmate’s
post, cultivating an online discussion.
 Function
Students respond to teacher
engagement, such as topic-related
media, cross-curricular connections, and
deeper content development.
Students complete a reading strategy
Explore/Explain continued
assignment, such as Close Reading.
Students use interactive content,
such as Brain Pops, to support their
understanding of lesson content.
Students complete an investigation to
enhance comprehension of concepts
and/or manipulate variables.
Students complete a virtual lab, virtual
investigation, or PhET Interactive
Simulation to enhance comprehension
of concepts and/or manipulate variables.
Face-to-Face
Students read, listen to the teacher,
or watch media, then discuss their
reactions with a partner, group, or the
class.
Students complete the assignment
independently and share their answers
with the class, as appropriate for the
assignment length or topic.
Students complete the interactive
content independently as assigned
by the teacher. Students can check
their own work in the online learning
platform.
Students complete the investigation
independently or in small groups as
assigned by the teacher.
Students submit answers to the teacher
via written response or an online tool.
Students complete the lab or simulation
independently or in small groups as
assigned by the teacher.
Students submit their answers to the
teacher via written response or an
online tool.
Synchronous Online
Students read, listen to the teacher,
or watch media, then discuss their
reactions in the meeting room chat, use
the “raise hand” feature, or the teacher
calls on the students to unmute and
share their thinking.
Students ask clarifying questions about
the assignment via video meeting or the
meeting room chat, then complete and
turn in to the teacher electronically.
Students complete the interactive
content online.
Students use the “raise hand” feature
or the teacher calls on the students to
unmute and share their thinking.
Students complete the investigation
independently online.
Students use the “raise hand” feature
or the teacher calls on the students to
unmute and share their thinking.
Students complete the lab or simulation
independently online.
Students use the “raise hand” feature
or the teacher calls on the students to
unmute and share their thinking.
Asynchronous
Students read a scenario or watch
media, then post and respond on the
class discussion board or shared online
document.
Students ask clarifying questions about
the assignment via the class discussion
board or email, then complete and turn
in to the teacher electronically.
Students complete the interactive
content online and check their own
work in the 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.
Students complete the lab or simulation
independently online.
Students can share their thoughts via a
virtual discussion room.
 Function
Students respond to prompts related to
a feature, such as A Closer Look, Green
Science, How It Works, How Nature
Works, Science and Society, or STEM
Careers.
Elaborate
Students complete a research activity,
such as It’s Your Turn, to enhance their
understanding of the lesson content.
Function
Students respond to formative
assessment prompts.
Students complete a Three-Dimensional
Evaluate
Thinking question to enhance
their understanding of science and
engineering practices, disciplinary core
ideas, and crosscutting concepts.
Students revisit their responses to the
Science Probe and/or the Encounter the
Phenomenon question.
Face-to-Face
Students work in small groups or as
a class to discuss and respond to the
prompt.
Students complete the assignment
independently and share a deliverable
with the class or turn it in to the teacher.
Students work in small groups to
complete research and produce a
deliverable, then share with the class or
turn it in to the teacher.
Face-to-Face
Students raise their hands or turn in
written responses.
Students complete the assignment
independently and share their answers
or models with the class, as appropriate
for the 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 work independently or in small
groups to revisit and discuss the prompt.
Synchronous Online
Students type their responses in the
meeting room chat, use the “raise hand”
feature, or the teacher calls on students
to unmute and share their thinking.
Students ask clarifying questions about
the assignment via video meeting or
the meeting room chat, then complete
and turn in a deliverable to the teacher
electronically.
Small student groups collaborate
in breakout rooms to discuss their
approach to the assignment. The
teacher monitors by visiting breakout
rooms. Students share a final deliverable
with the class via video meeting or turn
it in to the teacher electronically.
Synchronous Online
Students type their responses in the
meeting room chat and pause until the
teacher tells them to press enter.
Students unmute and share their
thinking.
Students ask clarifying questions about
the assignment via video meeting or the
meeting room chat, then complete and
turn in to the teacher electronically.
Students work in breakout rooms to
discuss and respond to the assignment.
The teacher monitors by visiting the
breakout rooms.
Students revise their responses in
the meeting room chat, use the “raise
hand” feature, or the teacher calls on
the students to unmute and share their
thinking.
Asynchronous
Students post and respond on the
class discussion board or shared online
document. Students must respond to at
least one classmate’s post, cultivating an
online discussion.
Students ask clarifying questions about
the assignment via the class discussion
board or email, then complete and
turn in a deliverable to the teacher
electronically.
Small student groups collaborate in a
shared online document to discuss and
complete the assignment. Students turn
in a final deliverable to the teacher.
Asynchronous
Students post and respond on the
class discussion board or shared online
document.
Students submit a response in a shared
document or form, or record their
thinking on a virtual whiteboard.
Students ask clarifying questions about
the assignment via the class discussion
board or email, then complete and turn
in to the teacher electronically.
Students post their revised responses
on the class discussion board or shared
online document. Students must
respond to at least one classmate’s
post, cultivating an online discussion.
 Function
Students complete a Lesson Review to
review lesson content.
Evaluate continued
Students complete a Module Project to
further their understanding of the lesson
concepts.
Face-to-Face
Students complete the assignment
independently and turn it in to the
teacher or share answers with the class.
Students work in small groups to discuss
and complete the assignment, then
share their responses with the class.
Students complete the assignment
independently and share a deliverable
with the class or turn it in to the teacher.
Students work in small groups to
complete research and produce a
deliverable, then share with the class or
turn it in to the teacher.
Synchronous Online
Students ask clarifying questions about
the assignment via video meeting or the
meeting room chat, then complete and
turn in to the teacher electronically.
Students can work in breakout rooms to
discuss and respond to the assignment.
The teacher monitors by visiting the
breakout rooms.
Students ask clarifying questions about
the assignment via video meeting or
the meeting room chat, then complete
and turn in a deliverable to the teacher
electronically.
Small student groups collaborate in
breakout rooms to discuss their ap-
proach to the assignment. The teacher
monitors by visiting the breakout rooms.
Students share a final deliverable with
the class via video meeting or turn it in
to the teacher electronically.
Asynchronous
Students ask clarifying questions about
the assignment via the class discussion
board or email, then complete and turn
in to the teacher electronically.
Students work in small groups via a
shared online document to complete the
assignment, then turn in to the teacher
electronically.
Students ask clarifying questions about
the assignment via the class discussion
board or email, then complete and
turn in a deliverable to the teacher
electronically.
Small student groups collaborate in a
shared online document to discuss and
complete the assignment. Students turn
in a final deliverable to the teacher.
 Program Resources
Use these materials to inform instruction, for professional development, and to foster the school-to-home connection.
Teacher Editions Professional Learning Resources (e-Learning Courses and
Video Libraries)
Correlations, Pacing, and Materials Lists Foldables Library
Supporting Research/Universal Access Letters to Home
Assessment Guides Spanish Course Resources

Inspire All Students (Differentiation)

Strategies are provided to scaffold instruction and plan for successful teaching for all students.
• Approaching Level, On Level, and Beyond level Differentiated Instruction
• Literacy Support using Reading Essentials
• 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
STEM Connections Science and Engineering Handbook
LearnSmart SmartBook 2.0
AMNH Features Personal Tutors
 Social and Emotional Learning (SEL)
Learning is social. Now more than ever, students need opportunities to connect with 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 the meeting room chat
features. Schedule small groups at designated times
to give greater oversight to 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
class discussion 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

__________________?