The Reading in Science program includes a series of short (1-2 page) articles describing science topics. Questions follow, with some great critical-thinking questions at the end.

Great presentation describing what plagarism is and how to avoid it. Also included is a student handout describing how to create citations for a science formal report or lab report.

How do we begin to incorporate inquiry-based learning strategies in our classroom without completely rewriting existing curriculum? Authors Lisa Duvall and Cynthia Martinez-Bagwill, award winning Texas educators, developed the Phasing approach to enable teachers to wean students from cookbook instruction and take them to critical thinking, inquiry based activities. This document explains how it works.

Direct teaching is an important part of what we do, but sometimes the message that we intend to get across gets lost and we have no idea if the students followed or not. At the end of class, have the students fill these cards out independently. The purpose is to detect any misunderstandings, problem areas, or misconceptions that may exist. For students who are reluctant to participate, try a point system. You will be surprised at the difference that these make in your future lectures. Students will be looking for main ideas and important points to write on their cards. Many shy students who don't like to ask questions like to use the cards as a means to express what they didn't understand in class.

Have students use these Daily Work Organizers to write down the objectives, homework, Catalyst or Bellringer Exercise, and intersting facts they learned during class. This is a great tool to get your student to learn better organization skills.