Inspire Science’s phenomena-driven 5E lessons are designed to provoke student thinking and spark their creative problem-solving ideas. Each Middle School book includes 4 units and High School is all inclusive. Each unit includes 1-4 modules, and each module includes 2-5 lessons.
At the beginning of each module, students will be introduced to a STEM Module Project that they will complete at the end of the module, with stops at the end of each lesson for project planning.
Phenomena help the student connect the real world what they are learning. Inspire Science creates a boomerang affect for each learner. We provide content that connects to the book’s visual chapter openers, which are designed to pique students’ curiosity and spark questioning. Content related to the phenomena is then integrated throughout each chapter to strengthen and foster a deeper understanding of the concept.
The three-dimensional learning framework of Inspire Science is designed to deliver on the application-oriented approach needed to prepare the next generation of innovators for any challenge. Students achieve proficiency with the Performance Expectations by working with the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts in tandem, closely resembling how science and engineering are performed in the real world.
Page Keeley’s Formative Assessment Science Probes present the lesson phenomenon in an engaging way to promote student thinking and discussion, revealing commonly-held preconceptions students bring to their learning to guide your differentiation strategies.
Inspire Science has support for English Learners throughout each module and lesson that is informed by research focused on teaching EL students in an NGSS classroom. Differentiation support includes guiding questions for different student levels, as well as differentiation guidance, within the wrap of the print Teacher Edition as well as Online Reading Essentials that is designed to support struggling readers.
Page Keeley, M.Ed. is a nationally-renowned expert on science formative assessment and teaching for conceptual change. She is the author of several award-winning books and journal articles on uncovering student thinking using formative assessment probes and techniques. She was the Science Program Director at the Maine Mathematics and Science Alliance for 16 years and a past President of the National Science Teachers Association.
Anderson is an integrative STEM (iSTEM) coach, grant writer, adjunct, and educational consultant. His work in over 70 school districts in the last four years has yielded best practices for transitioning and sustaining STEM programming in K–12 in PA, NY, GA, and his home state of New Jersey. Chris spent his first 10 years in education as a K–12 Technology & Engineering teacher. By 2005, he was one of the first teachers in the country to incorporate a 3D Plastic Printer and Laser Cutter into his middle school curriculum. Chris was recognized by General Motors Corporation and Discovery Channel’s Education Division for leadership in sustainability education. Chris is an adjunct at The College of New Jersey and leads a consulting business for the region’s earliest adopters of NGSS.
Prior to becoming Principal of Rowanty Technical Center, Cheryl Simmers taught math at Sussex Central High School, her alma mater, and high school engineering and math at the Appomattox Regional Governor’s School in Petersburg. She holds a BS in industrial engineering and operations research and an MS in industrial and systems engineering. Cheryl participates in panels and workshops to bring engineering into K–12 education and has been a featured author and co-author for three high school engineering textbooks.
Emily Miller is a writer for the “Diversity and Equity” and “Elementary” writing teams of the NGSS. She taught elementary and middle school science as an ESL and bilingual resource teacher at a Title 1 school for almost 20 years. Emily worked with World-class Instructional Design and Assessment (WIDA) to expand and amplify can-do descriptors for English language proficiency benchmarks. She also helped to develop the NGSS-aligned Discourse Tools for ELLs as researcher on an NSF grant with the Wisconsin Center for Educational Research.
Joyce Tugel is a K–12 STEM Education Specialist. Her work is primarily focused on teacher leadership, professional development in the areas of science curriculum, instruction and formative assessment, STEM integration, and implementation of the NGSS.