A slide deck used to support a face to face learning session with science-supervising building administrators in our secondary schools. The same session was then co-facilitated across the district for all secondary science teaching faculty by building principals and Teaching & Learning Coaches.

1. SCIENCE

2. 3 NEW IDEAS
2 things I knew
I call to action

5. AGREE/DISAGREE (+/-)
1. Inquiry-based instruction is something I can implement within
every course I teach.
2. A well-designed lesson in science will include each of the 5 E’s in
sequence from engage to evaluate.
3. Engaging in argument from evidence is found within the curricula
of Math, ELA, and Science.
4. When a student task is confirming or verifying a known concept,
it is said to be devoid of inquiry.
5. The practice of open inquiry is essentially impossible to
implement within today’s world of standards-based education.
6. In a science workshop classroom, a well-crafted mini lesson that
follows an opening is always the best way to begin the class.

6. AGREE/DISAGREE (+/-)
1. Inquiry-based instruction is something I can implement within
every course I teach.
2. A well-designed lesson in science will include each of the 5 E’s in
sequence from engage to evaluate.
3. Engaging in argument from evidence is found within the curricula
of Math, ELA, and Science.
4. When a student task is confirming or verifying a known concept,
it is said to be devoid of inquiry.
5. The practice of open inquiry is essentially impossible to
implement within today’s world of standards-based education.
6. In a science workshop classroom, a well-crafted mini lesson that
follows an opening is always the best way to begin the class.

7. AGREE/DISAGREE (+/-)
1. Inquiry-based instruction is something I can implement within
every course I teach.
2. A well-designed lesson in science will include each of the 5 E’s in
sequence from engage to evaluate.
3. Engaging in argument from evidence is found within the curricula
of Math, ELA, and Science.
4. When a student task is confirming or verifying a known concept,
it is said to be devoid of inquiry.
5. The practice of open inquiry is essentially impossible to
implement within today’s world of standards-based education.
6. In a science workshop classroom, a well-crafted mini lesson that
follows an opening is always the best way to begin the class.

8. AGREE/DISAGREE (+/-)
1. Inquiry-based instruction is something I can implement within
every course I teach.
2. A well-designed lesson in science will include each of the 5 E’s in
sequence from engage to evaluate.
3. Engaging in argument from evidence is found within the curricula
of Math, ELA, and Science.
4. When a student task is confirming or verifying a known concept,
it is said to be devoid of inquiry.
5. The practice of open inquiry is essentially impossible to
implement within today’s world of standards-based education.
6. In a science workshop classroom, a well-crafted mini lesson that
follows an opening is always the best way to begin the class.

9. AGREE/DISAGREE (+/-)
1. Inquiry-based instruction is something I can implement within
every course I teach.
2. A well-designed lesson in science will include each of the 5 E’s in
sequence from engage to evaluate.
3. Engaging in argument from evidence is found within the curricula
of Math, ELA, and Science.
4. When a student task is confirming or verifying a known concept,
it is said to be devoid of inquiry.
5. The practice of open inquiry is essentially impossible to
implement within today’s world of standards-based education.
6. In a science workshop classroom, a well-crafted mini lesson that
follows an opening is always the best way to begin the class.

10. AGREE/DISAGREE (+/-)
1. Inquiry-based instruction is something I can implement within
every course I teach.
2. A well-designed lesson in science will include each of the 5 E’s in
sequence from engage to evaluate.
3. Engaging in argument from evidence is found within the curricula
of Math, ELA, and Science.
4. When a student task is confirming or verifying a known concept,
it is said to be devoid of inquiry.
5. The practice of open inquiry is essentially impossible to
implement within today’s world of standards-based education.
6. In a science workshop classroom, a well-crafted mini lesson that
follows an opening is always the best way to begin the class.

11. AGREE/DISAGREE (+/-)
1. Inquiry-based instruction is something I can implement within
every course I teach.
2. A well-designed lesson in science will include each of the 5 E’s in
sequence from engage to evaluate.
3. Engaging in argument from evidence is found within the curricula
of Math, ELA, and Science.
4. When a student task is confirming or verifying a known concept,
it is said to be devoid of inquiry.
5. The practice of open inquiry is essentially impossible to
implement within today’s world of standards-based education.
6. In a science workshop classroom, a well-crafted mini lesson that
follows an opening is always the best way to begin the class.

12. SYNERGY ACROSS STANDARDS
MATH SCIENCE
ELA
M1. Make sense of
problems and persevere
in solving them.
M6.Attend to precision
M7. Look for and make use
of structure.
M8. Look for and express
regularity in repeated
reasoning
M2. Reason abstractly
& quantitatively
S1.Ask questions &
define problems
S3. Plan & carry out
investigations
S4.Analyze & interpret
data
S6. Construct
explanations & design
solutions
E1. Demonstrate independence
in reading complex texts, & writing
& speaking about them
E7. Come to understand other
perspectives & cultures through
reading, listening, & collaborations
E5. Read, write, and speak
grounded in evidence
M3 & E4. Construct viable
arguments & critique
reasoning of others
S7. Engage in argument
from evidence
S2. Develop &
use models
M4. Model with
mathematics
S5. Use mathematics
and computational
thinking
S8. Obtain,
evaluate &
communicate
information
E3. Obtain,
synthesize &
report findings
clearly &
effectively in
response to task
E6. Use
technology &
digital media
strategically &
capably
M5. Use
appropriate tools
strategically

13. WORKSHOP MODEL
Work time
Mini-lesson
Opening
Debrief
Work time
Catch

15. SCIENCE WORKSHOP
Work time
Opening
Debrief
Work time
Mini-lesson

16. 5E INSTRUCTIONAL MODEL
• The five phases of the BSCS 5E Instructional Model are designed to facilitate the process of conceptual
change.
• The use of this model brings coherence to different teaching strategies, provides connections among
educational activities, and helps science teachers make decisions about interactions with students.
• Each phase of the model and a short phrase to indicate its purpose from a student perspective are:
• Engagement - students' prior knowledge accessed and interest engaged in the phenomenon
• Exploration - students participate in an activity that facilitates conceptual change
• Explanation - students generate an explanation of the phenomenon
• Elaboration - students' understanding of the phenomenon challenged and deepened through new
experiences
• Evaluation - students assess their understanding of the phenomenon

17. 5E INSTRUCTIONAL MODEL
Engage
Explore
ExplainElaborate
Evaluate

18. Generate curiosity,
create interest,
and raise questions
Engage
Explore
ExplainElaborate
Evaluate
Students work by
discussing
with peers, forming
predictions,
investigating
hypotheses,
and recording
observations.
Teacher facilitates and
confers.
Students use their observations
and recordings to explain concepts.
Teacher may add definitions,
terminology, and clarification.
Students use their new understandings
and definitions in new, but similar, situations.
This should feel like “explore some more!”
While this takes place
throughout
the workshop, this
time provides
students an
opportunity to answer
open-ended
questions
using evidence
they’ve acquired
throughout.

20. determining
order of
importance

21. E
E
E
E
E

22. VYGOTSKY’S
ZONE OF
PROXIMAL
DEVELOPMENT:

23. TAGS:

24. LEVELS OF INQUIRY

25. 1 (confirmation/verification): students confirm a
concept through activity when results are already
known
LEVELS OF INQUIRY

26. 1 (confirmation/verification): students confirm a
concept through activity when results are already
known
2 (structured inquiry): students respond to teacher-
presented questions through a prescribed procedure
LEVELS OF INQUIRY

27. 1 (confirmation/verification): students confirm a
concept through activity when results are already
known
2 (structured inquiry): students respond to teacher-
presented questions through a prescribed procedure
3 (guided inquiry): students investigate a teacher
presented question using their own procedure
LEVELS OF INQUIRY

28. 1 (confirmation/verification): students confirm a
concept through activity when results are already
known
2 (structured inquiry): students respond to teacher-
presented questions through a prescribed procedure
3 (guided inquiry): students investigate a teacher
presented question using their own procedure
4 (open inquiry): students investigate their own
questions through their own procedures
LEVELS OF INQUIRY

29. Re: What is provided to the learner…

30. Re: What is provided to the learner…
Level Problem Procedure Solution
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2
3
4

31. Re: What is provided to the learner…
Level Problem Procedure Solution
1
2
3
4

32. Re: What is provided to the learner…
Level Problem Procedure Solution
1
2
3
4

33. Re: What is provided to the learner…
Level Problem Procedure Solution
1
2
3
4

34. 3 NEW IDEAS
2 things I knew
I call to action

35. *Link to Google Feedback form HERE*