Implementing the Module (continued)

How Does the Module Support Ongoing Assessment?

Because teachers will use this module in a variety of ways and at a variety of points in their curriculum, the most appropriate mechanism for assessing student learning is one that occurs informally at various points within the six lessons, rather than something that happens more formally just once at the end of the module. Accordingly, integrated within the six lessons in the module are specific assessment components. These "embedded" assessment opportunities include one or more of the following strategies:

performance-based activities (for example, developing graphs or making lists);
oral presentations to the class (for example, presenting experimental results); and
written assignments (for example, answering questions or writing and drawing in journals).

What the Teacher Does
Stage of the Instructional Model	That Is Consistent with the 5E Instructional Model	That Is Inconsistent with the 5E Instructional Model
Engage	Piques students' curiosity and generates interest Determines students' current understanding (prior knowledge) of a concept or idea Invites students to express what they think Invites students to raise their own questions	Introduces vocabulary Explains concepts Provides definitions and answers Provides closure Discourages students' ideas and questions
Explore	Encourages student-to-student interaction Observes and listens to the students as they interact Asks probing questions to redirect the students' investigations when necessary Asks questions to help students make sense of their experiences Provides time for students to puzzle through problems	Provides answers Proceeds too rapidly for students to make sense of their experiences Provides closure Tells the students that they are wrong Gives information and facts that solve the problem Leads the students step-by-step to a solution
Explain	Encourages students to use their common experiences and data from the Engage and Explore lessons to develop explanations Asks questions that help students express understanding and explanations Requests justification (evidence) for students' explanations Provides time for students to compare their ideas with those of others and perhaps to revise their thinking Introduces terminology and alternative explanations after students express their ideas	Neglects to solicit students' explanations Ignores data and information students gathered from previous lessons Dismisses students' ideas Accepts explanations that are not supported by evidence Introduces unrelated concepts or skills
Elaborate	Focuses students' attention on conceptual connections between new and former experiences Encourages students to use what they have learned to explain a new event or idea Reinforces students' use of scientific terms and descriptions previously introduced Asks questions that help students draw reasonable conclusions from evidence and data	Neglects to help students connect new and former experiences Provides definitive answers Tells the students that they are wrong Leads students step-by-step to a solution
Evaluate	Observes and records as students demonstrate their understanding of concept(s) and performance of skills Provides time for students to compare their ideas with those of others and perhaps to revise their thinking Interviews students as a means of assessing their developing understanding Encourages students to assess their own progress	Tests vocabulary words, terms, and isolated facts Introduces new ideas or concepts Creates ambiguity Promotes open-ended discussion unrelated to the concept or skill

What the Students Do
Stage of the Instructional Model	That Is Consistent with the 5E Instructional Model	That Is Inconsistent with the 5E Instructional Model
Engage	Become interested in and curious about the concept/topic Express current understanding of a concept or idea Raise questions such as, What do I already know about this? What do I want to know about this? How could I find out?	Ask for the "right" answer Offer the "right" answer Insist on answers or explanations Seek closure
Explore	"Mess around" with materials and ideas Conduct investigations in which they observe, describe, and record data Try different ways to solve a problem or answer a question Acquire a common set of experiences so they can compare results and ideas Compare their ideas with those of others	Let others do the thinking and exploring (passive involvement) Work quietly with little or no interaction with others (only appropriate when exploring ideas or feelings) Stop with one solution Demand or seek closure
Explain	Explain concepts and ideas in their own words Base their explanations on evidence acquired during previous investigations Become involved in student-to-student conversations in which they debate their ideas Record their ideas and current understanding Reflect on and perhaps revise their ideas Express their ideas using appropriate scientific language Compare their ideas with what scientists know and understand	Propose explanations from "thin air" with no relationship to previous experiences Bring up irrelevant experiences and examples Accept explanations without justification Ignore or dismiss other plausible explanations Propose explanations without evidence to support their ideas
Elaborate	Make conceptual connections between new and former experiences Use what they have learned to explain a new object, event, organism, or idea Use scientific terms and descriptions Draw reasonable conclusions from evidence and data Communicate their understanding to others	Ignore previous information or evidence Draw conclusions from "thin air" Use terminology inappropriately and without understanding
Evaluate	Demonstrate what they understand about the concept(s) and how well they can implement a skill Compare their current thinking with that of others and perhaps revise their ideas Assess their own progress by comparing their current understanding with their prior knowledge Ask new questions that take them deeper into a concept or topic area	Disregard evidence or previously accepted explanations in drawing conclusions Offer only yes-or-no answers or memorized definitions or explanations as answers Fail to express satisfactory explanations in their own words Introduce new, irrelevant topics

These strategies allow the teacher to assess a variety of aspects of the learning process, such as students' prior knowledge and current understanding, problem-solving and critical-thinking skills, level of understanding of new information, communication skills, and ability to synthesize ideas and apply understanding to a new situation.

An assessment icon and an annotation that describes the aspect of learning that teachers can assess appear in the margin beside the step in which each embedded assessment occurs.

How Can Teachers Promote Safety in the Science Classroom?

Even simple science demonstrations and investigations can be hazardous unless teachers and students know and follow safety precautions. Teachers are responsible for providing students with active instruction concerning their conduct and safety in the classroom: Posting rules in a classroom is not enough. They also need to provide adequate supervision and advance warning if there are dangers involved in the science investigation. By maintaining equipment in proper working order, teachers ensure a safe environment for students.

The following are important ways to implement and maintain a safety program.

Provide eye protection for students, teachers, and visitors. Require that everyone participating wear regulation goggles in any situation where there might be splashes, spills, or spattering. Teachers should always wear goggles in such situations.
Know and follow the state and district safety rules and policies. Be sure to fully explain to the students the safety rules they should use in the classroom.
At the beginning of the school year, establish consequences for students who behave in an unsafe manner. Make these consequences clear to students.
Do not overlook any violation of a safety practice, no matter how minor. If a rule is broken, take steps to ensure that the infraction will not occur a second time.
Set a good example by observing all safety practices. This includes wearing eye protection during all investigations when eye protection is required for the students.
Know and follow waste disposal regulations.
Be aware of students who have allergies or other medical conditions that might limit their ability to participate in activities. Consult with the school nurse or school administrator.
Anticipate potential problems. When planning teacher demonstrations or student investigations, identify potential hazards and safety concerns. Be aware of what might go wrong and what can be done to prevent the worst-case scenario. Before each activity, alert the students to the potential hazards verbally and distribute specific safety instructions as well.
Supervise students at all times during a hands-on activity.
Provide sufficient time for students to set up the equipment, perform the investigation, and properly clean up and store the materials after use.
Never assume that students know or remember safety rules or practices from their previous science classes.

How Can Controversial Topics Be Handled in the Classroom?

Teachers sometimes feel that the discussion of values is inappropriate in the science classroom or that it detracts from the learning of "real" science. The lessons in this module, however, are based upon the conviction that there is much to be gained by involving students in analyzing issues of science, technology, and society. Society expects all citizens to participate in the democratic process, and our educational system must provide opportunities for students to learn to deal with contentious issues with civility, objectivity, and fairness. Likewise, students need to learn that science intersects with life in many ways.

In this module, students have a variety of opportunities to discuss, interpret, and evaluate basic science and health issues, some in the light of values and ethics. As students encounter issues about which they feel strongly, some discussions might become controversial. How much controversy develops will depend on many factors, such as how similar the students are with respect to socioeconomic status, perspectives, value systems, and religious preferences. In addition, the language and attitude of the teacher factor into the flow of ideas and the quality of exchange among the students.

The following guidelines may help teachers facilitate discussions that balance factual information with feelings.

Remain neutral. Neutrality may be the single most important characteristic of a successful discussion facilitator.
Encourage students to discover as much information about the issue as possible.
Keep the discussion relevant and moving forward by questioning or posing appropriate problems or hypothetical situations. Encourage everyone to contribute, but do not force reluctant students into the discussion.
Emphasize that everyone must be open to hearing and considering diverse views.
Use unbiased questioning to help the students critically examine all views presented.
Allow for the discussion of all feelings and opinions.
Avoid seeking consensus on all issues. The multifaceted issues that the students discuss result in the presentation of divergent views, and students should learn that this is acceptable.
Acknowledge all contributions in the same evenhanded manner. If a student seems to be saying something for its shock value, see whether other students recognize the inappropriate comment and invite them to respond.
Create a sense of freedom in the classroom. Remind students, however, that freedom implies the responsibility to exercise that freedom in ways that generate positive results for all.
Insist upon a nonhostile environment in the classroom. Remind students to respond to ideas instead of to the individuals presenting them.
Respect silence. Reflective discussions often are slow. If a teacher breaks the silence, students may allow the teacher to dominate the discussion.
At the end of the discussion, ask the students to summarize the points that they and their classmates have made. Respect students regardless of their opinion about any controversial issue.

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