|Importance of Supporting Students in Scientific Explanations||p. 7|
|Understanding the Scientific Explanation Framework||p. 11|
|Introducing the Scientific Explanation Framework to Students||p. 15|
|Planning for Explanation-Driven Science||p. 18|
|Scaffolding Scientific Talk and Writing||p. 22|
|Instructional Sequence and Teaching Strategies||p. 26|
|Designing Scientific Explanation Assessments||p. 31|
|Designing and Using Rubrics||p. 34|
|Supporting Learning over Time||p. 39|
|Handout Pages||p. 43|
|Air Bag Investigation||p. 44|
|Scientific Explanation Framework||p. 45|
|Student Writing Examples from Air Bag Investigation||p. 46|
|Variations of the Scientific Explanation Framework||p. 50|
|Planning for Scientific Explanation||p. 51|
|Battery and Bulb Lesson Transcript||p. 52|
|Writing Scaffold for Adaptation Investigation||p. 53|
|Instructional Sequence for Constructing Scientific Explanations||p. 56|
|Integrate Instructional Sequence for Constructing Scientific Explanations||p. 57|
|Designing Assessment Tasks-Force and Motion Example||p. 61|
|Designing Assessment Tasks||p. 64|
|Base Scientific Explanation Rubric||p. 67|
|Specific Scientific Explanation Rubric-How Does the Position of the Light Source Change the Position of the Shadow?||p. 68|
|Student Examples-How Does the Position of the Light Source Change the Position of the Shadow?||p. 69|
|Student Examples-What Happens When You Mix Solids?||p. 73|
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