3 Must-Have Hybrid Benefits of Twig Science South Carolina

At Twig Science South Carolina, we’re constantly listening to what teachers say are the key challenges they’re facing—and devising creative solutions that are adaptable, easy to use, and genuinely inspiring.

Here are some of the important features that help to make the Twig Science South Carolina experience great for setting students on the path to long-term STEM success—even while we’re still in a period where usual learning patterns are being disrupted.

1. Remote and/or Hybrid Learning

Many of the distance learning resources available at the peak of the pandemic were stopgap solutions. Right now, as we edge closer to the end of the pandemic but while schools are still operating with some remote and/or hybrid instruction in place, teachers need solutions that deliver long-term, standards-based learning.

Twig Science South Carolina does this by combining synchronous and asynchronous learning—and, uniquely, being equally strong at both. In a synchronous session, teachers are able to walk through a Digital Twig Book live with students or present to students via a split-screen. Asynchronously, teachers can assign students the same sections from their Twig Books and use feedback tools to check on students’ progress. We’ve made sure that no matter what approach is being used, teachers can switch between using Twig Science South Carolina synchronously or asynchronously and the content and standards covered will blend seamlessly with what was taught before and what’s coming up next. This adaptability is bringing bring real peace of mind to teachers, students, and parents in these transitional months.

2. 3,000+ Twig Coach/Video Labs Lessons

Our 3,000 Twig Coach and Video Labs lesson videos are what really makes Twig Science South Carolina the strongest hybrid and/or remote solution out there.

Our team of Twig Coaches is made up of virtual teachers who appear in bite-sized studio-quality coaching videos. They’re all experienced teachers, who specialize in teaching science at particular grades. The lessons Twig Coaches present are designed to fit right into your students’ full program of science learning—they’re not bonus lessons to fill in when the teacher is not available. They hit exactly the same learning standards as teachers would be expected to cover in the classroom. Likewise, they’re not simply presenter-led videos that students passively watch—Twig Coaches encourage participation and engagement.

Video Labs allow students to take part in experiments from home, which helps to support the teaching of hands-on science—a crucial part of getting students engaged in science. Video Labs are carried out by engaging presenters from different backgrounds, and all of the experiments are shot in HD from start to finish in the Twig Science South Carolina studio.

Just as with the Twig Coach videos, Video Labs aren’t just random fun experiments. They’re carefully designed to teach important standards—including science and engineering practices, crosscutting concepts, and disciplinary core ideas—as stepping stones on students’ paths towards STEM success at school and, much later, in college and careers.

3. Culturally Relevant Content

The Twig Science South Carolina program is committed to bringing the wonder of science learning to every student, no matter their background. Twig Science South Carolina features immersive story-based investigations full of theater-quality videos, interactives, and imagery, and in all of it we’ve tried to be sensitive to the need to represent the realities of the diversity of student experience.

In this respect, we’ve gone way beyond what is legally and socially compliant. We want absolutely every student to get the same level of opportunity to succeed in STEM. And we firmly believe that students get excited about science careers when they understand that scientists are regular people just like them. We’ve made sure to include representation of different genders and races in our learning materials—including in our Twig Coaches and Video Labs—and the program includes examples of a wide range of STEM professionals from all backgrounds to inspire students, including interviews with real-world scientists who talk in a relatable way about what they do, how they got started, and the tools they use.


Twig Science South Carolina pilots are being rolled out right now—so get in touch today to apply to have your school try out the entire program.

3 Must-Have Hybrid Benefits of Twig Science Nevada

At Twig Science Nevada, we’re constantly listening to what teachers say are the key challenges they’re facing—and devising creative solutions that are adaptable, easy to use, and genuinely inspiring.

Here are some of the important features that help to make the Twig Science Nevada experience great for setting students on the path to long-term STEM success—even while we’re still in a period where usual learning patterns are being disrupted.

1. Remote and/or Hybrid Learning

Many of the distance learning resources available at the peak of the pandemic were stopgap solutions. Right now, as we edge closer to the end of the pandemic but while schools are still operating with some remote and/or hybrid instruction in place, teachers need solutions that deliver long-term, standards-based learning.

Twig Science Nevada does this by combining synchronous and asynchronous learning—and, uniquely, being equally strong at both. In a synchronous session, teachers are able to walk through a Digital Twig Book live with students or present to students via a split-screen. Asynchronously, teachers can assign students the same sections from their Twig Books and use feedback tools to check on students’ progress. We’ve made sure that no matter what approach is being used, teachers can switch between using Twig Science Nevada synchronously or asynchronously and the content and standards covered will blend seamlessly with what was taught before and what’s coming up next. This adaptability is bringing bring real peace of mind to teachers, students, and parents in these transitional months.

2. 3,000+ Twig Coach/Video Labs Lessons

Our 3,000 Twig Coach and Video Labs lesson videos are what really makes Twig Science Nevada the strongest hybrid and/or remote solution out there.

Our team of Twig Coaches is made up of virtual teachers who appear in bite-sized studio-quality coaching videos. They’re all experienced teachers, who specialize in teaching science at particular grades. The lessons Twig Coaches present are designed to fit right into your students’ full program of science learning—they’re not bonus lessons to fill in when the teacher is not available. They hit exactly the same learning standards as teachers would be expected to cover in the classroom. Likewise, they’re not simply presenter-led videos that students passively watch—Twig Coaches encourage participation and engagement.

Video Labs allow students to take part in experiments from home, which helps to support the teaching of hands-on science—a crucial part of getting students engaged in science. Video Labs are carried out by engaging presenters from different backgrounds, and all of the experiments are shot in HD from start to finish in the Twig Science Nevada studio.

Just as with the Twig Coach videos, Video Labs aren’t just random fun experiments. They’re carefully designed to teach important standards—including science and engineering practices, crosscutting concepts, and disciplinary core ideas—as stepping stones on students’ paths towards STEM success at school and, much later, in college and careers.

3. Culturally Relevant Content

The Twig Science Nevada program is committed to bringing the wonder of science learning to every student, no matter their background. Twig Science Nevada features immersive story-based investigations full of theater-quality videos, interactives, and imagery, and in all of it we’ve tried to be sensitive to the need to represent the realities of the diversity of student experience.

In this respect, we’ve gone way beyond what is legally and socially compliant. We want absolutely every student to get the same level of opportunity to succeed in STEM. And we firmly believe that students get excited about science careers when they understand that scientists are regular people just like them. We’ve made sure to include representation of different genders and races in our learning materials—including in our Twig Coaches and Video Labs—and the program includes examples of a wide range of STEM professionals from all backgrounds to inspire students, including interviews with real-world scientists who talk in a relatable way about what they do, how they got started, and the tools they use.


Twig Science Nevada pilots are being rolled out right now—so get in touch today to apply to have your school try out the entire program.

3 Must-Have Hybrid Benefits of Twig Science Oklahoma

At Twig Science Oklahoma, we’re constantly listening to what teachers say are the key challenges they’re facing—and devising creative solutions that are adaptable, easy to use, and genuinely inspiring.

Here are some of the important features that help to make the Twig Science Oklahoma experience great for setting students on the path to long-term STEM success—even while we’re still in a period where usual learning patterns are being disrupted.

1. Remote and/or Hybrid Learning

Many of the distance learning resources available at the peak of the pandemic were stopgap solutions. Right now, as we edge closer to the end of the pandemic but while schools are still operating with some remote and/or hybrid instruction in place, teachers need solutions that deliver long-term, standards-based learning.

Twig Science Oklahoma does this by combining synchronous and asynchronous learning—and, uniquely, being equally strong at both. In a synchronous session, teachers are able to walk through a Digital Twig Book live with students or present to students via a split-screen. Asynchronously, teachers can assign students the same sections from their Twig Books and use feedback tools to check on students’ progress. We’ve made sure that no matter what approach is being used, teachers can switch between using Twig Science Oklahoma synchronously or asynchronously and the content and standards covered will blend seamlessly with what was taught before and what’s coming up next. This adaptability is bringing bring real peace of mind to teachers, students, and parents in these transitional months.

2. 3,000+ Twig Coach/Video Labs Lessons

Our 3,000 Twig Coach and Video Labs lesson videos are what really makes Twig Science Oklahoma the strongest hybrid and/or remote solution out there.

Our team of Twig Coaches is made up of virtual teachers who appear in bite-sized studio-quality coaching videos. They’re all experienced teachers, who specialize in teaching science at particular grades. The lessons Twig Coaches present are designed to fit right into your students’ full program of science learning—they’re not bonus lessons to fill in when the teacher is not available. They hit exactly the same learning standards as teachers would be expected to cover in the classroom. Likewise, they’re not simply presenter-led videos that students passively watch—Twig Coaches encourage participation and engagement.

Video Labs allow students to take part in experiments from home, which helps to support the teaching of hands-on science—a crucial part of getting students engaged in science. Video Labs are carried out by engaging presenters from different backgrounds, and all of the experiments are shot in HD from start to finish in the Twig Science Oklahoma studio.

Just as with the Twig Coach videos, Video Labs aren’t just random fun experiments. They’re carefully designed to teach important standards—including science and engineering practices, crosscutting concepts, and disciplinary core ideas—as stepping stones on students’ paths towards STEM success at school and, much later, in college and careers.

3. Culturally Relevant Content

The Twig Science Oklahoma program is committed to bringing the wonder of science learning to every student, no matter their background. Twig Science Oklahoma features immersive story-based investigations full of theater-quality videos, interactives, and imagery, and in all of it we’ve tried to be sensitive to the need to represent the realities of the diversity of student experience.

In this respect, we’ve gone way beyond what is legally and socially compliant. We want absolutely every student to get the same level of opportunity to succeed in STEM. And we firmly believe that students get excited about science careers when they understand that scientists are regular people just like them. We’ve made sure to include representation of different genders and races in our learning materials—including in our Twig Coaches and Video Labs—and the program includes examples of a wide range of STEM professionals from all backgrounds to inspire students, including interviews with real-world scientists who talk in a relatable way about what they do, how they got started, and the tools they use.


Twig Science Oklahoma pilots are being rolled out right now—so get in touch today to apply to have your school try out the entire program.

3 Must-Have Hybrid Benefits of Twig Science

At Twig Science, we’re constantly listening to what teachers say are the key challenges they’re facing—and devising creative solutions that are adaptable, easy to use, and genuinely inspiring.

Here are some of the important features that help to make the Twig Science experience great for setting students on the path to long-term STEM success—even while we’re still in a period where usual learning patterns are being disrupted.

1. Remote and/or Hybrid Learning

Many of the distance learning resources available at the peak of the pandemic were stopgap solutions. Right now, as we edge closer to the end of the pandemic but while schools are still operating with some remote and/or hybrid instruction in place, teachers need solutions that deliver long-term, standards-based learning.

Twig Science does this by combining synchronous and asynchronous learning—and, uniquely, being equally strong at both. In a synchronous session, teachers are able to walk through a Digital Twig Book live with students or present to students via a split-screen. Asynchronously, teachers can assign students the same sections from their Twig Books and use feedback tools to check on students’ progress. We’ve made sure that no matter what approach is being used, teachers can switch between using Twig Science synchronously or asynchronously and the content and standards covered will blend seamlessly with what was taught before and what’s coming up next. This adaptability is bringing bring real peace of mind to teachers, students, and parents in these transitional months.

2. 3,000+ Twig Coach/Video Labs Lessons

Our 3,000 Twig Coach and Video Labs lesson videos are what really makes Twig Science the strongest hybrid and/or remote solution out there.

Our team of Twig Coaches is made up of virtual teachers who appear in bite-sized studio-quality coaching videos. They’re all experienced teachers, who specialize in teaching science at particular grades. The lessons Twig Coaches present are designed to fit right into your students’ full program of science learning—they’re not bonus lessons to fill in when the teacher is not available. They hit exactly the same learning standards as teachers would be expected to cover in the classroom. Likewise, they’re not simply presenter-led videos that students passively watch—Twig Coaches encourage participation and engagement.

Video Labs allow students to take part in experiments from home, which helps to support the teaching of hands-on science—a crucial part of getting students engaged in science. Video Labs are carried out by engaging presenters from different backgrounds, and all of the experiments are shot in HD from start to finish in the Twig Science studio.

Just as with the Twig Coach videos, Video Labs aren’t just random fun experiments. They’re carefully designed to teach important standards—including science and engineering practices, crosscutting concepts, and disciplinary core ideas—as stepping stones on students’ paths towards STEM success at school and, much later, in college and careers.

3. Culturally Relevant Content

The Twig Science program is committed to bringing the wonder of science learning to every student, no matter their background. Twig Science features immersive story-based investigations full of theater-quality videos, interactives, and imagery, and in all of it we’ve tried to be sensitive to the need to represent the realities of the diversity of student experience.

In this respect, we’ve gone way beyond what is legally and socially compliant. We want absolutely every student to get the same level of opportunity to succeed in STEM. And we firmly believe that students get excited about science careers when they understand that scientists are regular people just like them. We’ve made sure to include representation of different genders and races in our learning materials—including in our Twig Coaches and Video Labs—and the program includes examples of a wide range of STEM professionals from all backgrounds to inspire students, including interviews with real-world scientists who talk in a relatable way about what they do, how they got started, and the tools they use.


Twig Science pilots are being rolled out right now—so get in touch today to apply to have your school try out the entire program.

Scaffolding and Differentiation in Twig Science South Carolina

Twig Science South Carolina provides EL, SEL, and special needs supports, as well as Below-level and Honors/Above-level supports, via scaffolding sidebars within lessons (print and digital).

These supports provide instruction to teachers on how to scaffold and amend the activities to support students of varying backgrounds and abilities. This could range from sentence or writing frames to additional handouts and differentiated texts, or more challenging or accessible configurations of the task (e.g., reading one/two short articles in pairs could be turned into a synthesis of multiple sources task for Honors students).

English Learners

EL sidebars provide strategies for teachers to support ELs of all proficiency levels, with specific guidance on how to tailor the lesson to accommodate ELs. Strategies include:

  • Cloze Frames
    • Differentiated cloze sentence and paragraph frames.
  • Language Comprehension Strategies 
    • Setting viewing, listening, and reading purposes
    • Displaying word charts, discussion questions, and so on in advance.
    • Vocabulary strategies using text, video, visuals, Spanish–English cognates, and the academic word wall
    • Listening to an audio recording of the text in addition to reading it
  • Language Production Strategies
    • Prompt questions aimed at the teacher to engage students
    • Suggested discussion questions for ELs to use in group work
    • Scaffolds for class presentations and written work
  • Close Reading Strategies
    • Previewing the text in a small group before the activity
    • Picture walks
    • Reading the text with a group, partner, or individually, depending on students’ proficiency level 

Some EL sidebars offer guidance for all EL students, while others offer differentiated guidance for varying language proficiencies, as indicated by bolded subheads. We use three differentiated levels (proficiency levels in parentheses are determined by ELD standards):

Substantial Support (Emerging Proficiency) 

  • For beginners and early intermediate learners, this level addresses students who are learning to use English for immediate needs and who are beginning to understand and use academic vocabulary.

Moderate Support (Expanding Proficiency) 

  • For intermediate learners, this level addresses students who are developing a richer vocabulary and more sophisticated linguistic structures.

Light Support (Bridging Proficiency)

  • For advanced learners, this level addresses students who are applying a range of high-level English language comprehension and production skills.

Monitoring English Language Proficiency

Monitoring English Language Proficiency (MELP) sidebars complement EL sidebars, and provide the teacher with point-of-use instruction to assess ELs’ progress in their English language proficiency. They appear alongside close reading activities, and always refer to an article.

MELP sidebars are divided into four bolded standard subheads and are introduced by standard text (see Misc Text Bank).

Writing Domain

  • This section includes writing tasks specific to the TB text, e.g., having ELs write a description of how an illustration relates to the text.

Reading Domain

  • This section includes reading tasks specific to the TB text, e.g., having ELs reread a section and then share what they learned.

Speaking Domain

  • This section prompts the teacher to collect academic vocabulary as students discuss the TB text.

Listening Domain

  • This section includes listening tasks specific to the TB text, e.g., reading aloud a section and then asking ELs comprehension questions.

Standard English Learners

SEL sidebars provide point-of-use strategies for helping students develop their command of oral and written Standard English, a component of ELD standards. Standard English is a term for conventional, grammatically-accepted English, in contrast with home dialects or Community English. In California, SELs include students of African American, Chicano, Pacific Islander, and Native American heritage.

These sidebars do not address the specific home dialects of students, but instead encourage all students to use appropriate academic language in a formal register. 

Strategies include:

  • Contrastive analysis, e.g., asking students to deliver the same presentation to two distinct groups, such as a group of peers and a group of teachers)
  • Recasting, e.g., recasting what students say using Standard English and/or academic vocabulary
  • Support with pronunciation, e.g., chorus repeats
  • Grammatical scaffolding

Special Needs Support

These sidebars offer point-of-use strategies for tailoring activities and learning points to accommodate special needs students of all backgrounds and abilities.

  • Conceptual Processing
    • These sidebars address students who struggle to understand and distinguish between concepts (e.g., how a subclimate differs from a climate, or what a cell is). 
    • Supports include: asking focused questions before replaying a video; providing focused annotation strategies to facilitate reading comprehension; and using diagrams, visual cues, or graphic organizers to help students process abstract information.
  • Executive Functioning
    • These sidebars address students who struggle with executive tasks (e.g., planning, organization, focus, and patience). 
    • Supports include: offering focused annotation or text-chunking strategies; using lists, checklists, or graphic organizers to facilitate focus and comprehension; and displaying discussion questions to facilitate focus and engagement.
  • Expressive and Receptive Language
    • These sidebars address students who struggle with communication (verbal or textual).
    • Supports include: close reading strategies like whisper reading, echo reading, and reading aloud with a partner; displaying key terms, read-alouds, or other text to provide students with visual cues; and pairing students with peers who can assist them with language tasks.
  • Fine Motor Skills
    • These sidebars address students who struggle with fine motor skills (e.g., manipulating tools).
    • Supports include: using computers or other digital tools rather than manual ones; giving students alternate tasks if an activity is too difficult for them; and pairing students with a peer to whom they can dictate investigation steps during hands-on activities.
  • Memory
    • These sidebars address students who struggle with information recall.
    • Supports include: prompting students to review notes in their TBs; recording key information on the board for students to follow; and playing videos more than once, often with a viewing purpose.
  • Physical Disability
    • These sidebars address students with a range of physical disabilities (e.g., hearing impairments, mobility issues). 
    • Supports include: ensuring ample physical space to conduct hands-on activities or gallery walks; tailoring hands-on activities for students with gross motor skills; and consulting the accommodations set forth in the students’ Individualized Education Plan (IEP).
  • Social-Emotional Functioning
    • These sidebars address students who need additional social-emotional support in the classroom.
    • Supports include: accommodating students who are overwhelmed by too much noise or too little personal space; providing focused guidance for more open-ended activities; and allowing students to record an oral presentation, rather than reciting it from memory before the class.
  • Strengths-Based Approach
    • These sidebars address all special needs students. They serve to highlight the strengths of special needs students by encouraging them to share these strengths with the class. 
    • Supports include: having artistic students share their sketches to communicate their ideas in a discussion; encouraging students with hearing impairments who are fluent in American Sign Language (ASL) to share a message through signing; and asking students with sensory impairments to share how they experience natural phenomena (e.g., rain).
  • Visual-Spatial Processing
    • These sidebars address students who struggle with processing visual information.
    • Supports include: pairing students with a peer who can help them with visually complex tasks such as graphing; providing students with a piece of paper to use as a reading guide, in order to screen out competing visual information; and using color-coding, labeling, and other strategies to help students visually organize information.

Below-Level Support

Below-Level Support sidebars are modifications to the task to support students lacking the prior DCIs or SEP/CCCs needed to access the task. They call back to the Grade 3-5 outcomes and expectations.

Below-Level support sidebars can vary dramatically in scope, and may include:

  • Writing and other concept frames, additional prompts that improve access to the lesson content (e.g. worksheet that structures ‘cause & effect’ thinking)
  • Restructuring of tasks to simplify the requirements
  • Intervention films from Twig Science Tools and Twig Science Glossary

Honors/Above-level

Honors sidebars are additional instructional opportunities to challenge honors students. 

Honors sidebars can vary dramatically in scope, and may include:

  • Additional variables in a hands-on investigation, and/or running additional tests
  • Additional drawing or writing prompts that build on the lesson content
  • Restructuring of tasks to provide additional challenge (e.g. through additional texts and synthesis)
  • Providing another ‘harder’ question they can do (Challenge question)
  • Stretch films from Twig Secondary

Honors Extensions

Extension activities are used to provide opportunities for extended tasks aimed at honors and GATE students. These contain standard activity instructions. For example, they may be an additional data analysis piece which extends the results of a completed investigation, or DOK4-style investigation which builds on the work of a series of lessons. They may occur every 5-10 lessons. 


Scaffolding and Differentiation at Grades 6–8 in Twig Science Next Gen

Twig Science Next Gen provides EL, SEL, and special needs supports, as well as Below-level and Honors/Above-level supports, via scaffolding sidebars within lessons (print and digital).

These supports provide instruction to teachers on how to scaffold and amend the activities to support students of varying backgrounds and abilities. This could range from sentence or writing frames to additional handouts and differentiated texts, or more challenging or accessible configurations of the task (e.g., reading one/two short articles in pairs could be turned into a synthesis of multiple sources task for Honors students).

English Learners

EL sidebars provide strategies for teachers to support ELs of all proficiency levels, with specific guidance on how to tailor the lesson to accommodate ELs. Strategies include:

  • Cloze Frames
    • Differentiated cloze sentence and paragraph frames.
  • Language Comprehension Strategies 
    • Setting viewing, listening, and reading purposes
    • Displaying word charts, discussion questions, and so on in advance.
    • Vocabulary strategies using text, video, visuals, Spanish–English cognates, and the academic word wall
    • Listening to an audio recording of the text in addition to reading it
  • Language Production Strategies
    • Prompt questions aimed at the teacher to engage students
    • Suggested discussion questions for ELs to use in group work
    • Scaffolds for class presentations and written work
  • Close Reading Strategies
    • Previewing the text in a small group before the activity
    • Picture walks
    • Reading the text with a group, partner, or individually, depending on students’ proficiency level 

Some EL sidebars offer guidance for all EL students, while others offer differentiated guidance for varying language proficiencies, as indicated by bolded subheads. We use three differentiated levels (proficiency levels in parentheses are determined by ELD standards):

Substantial Support (Emerging Proficiency) 

  • For beginners and early intermediate learners, this level addresses students who are learning to use English for immediate needs and who are beginning to understand and use academic vocabulary.

Moderate Support (Expanding Proficiency) 

  • For intermediate learners, this level addresses students who are developing a richer vocabulary and more sophisticated linguistic structures.

Light Support (Bridging Proficiency)

  • For advanced learners, this level addresses students who are applying a range of high-level English language comprehension and production skills.

Standard English Learners

SEL sidebars provide point-of-use strategies for helping students develop their command of oral and written Standard English, a component of ELD standards. Standard English is a term for conventional, grammatically-accepted English, in contrast with home dialects or Community English. In California, SELs include students of African American, Chicano, Pacific Islander, and Native American heritage.

These sidebars do not address the specific home dialects of students, but instead encourage all students to use appropriate academic language in a formal register. 

Strategies include:

  • Contrastive analysis, e.g., asking students to deliver the same presentation to two distinct groups, such as a group of peers and a group of teachers)
  • Recasting, e.g., recasting what students say using Standard English and/or academic vocabulary
  • Support with pronunciation, e.g., chorus repeats
  • Grammatical scaffolding

Special Needs Support

These sidebars offer point-of-use strategies for tailoring activities and learning points to accommodate special needs students of all backgrounds and abilities.

  • Conceptual Processing
    • These sidebars address students who struggle to understand and distinguish between concepts (e.g., how a subclimate differs from a climate, or what a cell is). 
    • Supports include: asking focused questions before replaying a video; providing focused annotation strategies to facilitate reading comprehension; and using diagrams, visual cues, or graphic organizers to help students process abstract information.
  • Executive Functioning
    • These sidebars address students who struggle with executive tasks (e.g., planning, organization, focus, and patience). 
    • Supports include: offering focused annotation or text-chunking strategies; using lists, checklists, or graphic organizers to facilitate focus and comprehension; and displaying discussion questions to facilitate focus and engagement.
  • Expressive and Receptive Language
    • These sidebars address students who struggle with communication (verbal or textual).
    • Supports include: close reading strategies like whisper reading, echo reading, and reading aloud with a partner; displaying key terms, read-alouds, or other text to provide students with visual cues; and pairing students with peers who can assist them with language tasks.
  • Fine Motor Skills
    • These sidebars address students who struggle with fine motor skills (e.g., manipulating tools).
    • Supports include: using computers or other digital tools rather than manual ones; giving students alternate tasks if an activity is too difficult for them; and pairing students with a peer to whom they can dictate investigation steps during hands-on activities.
  • Memory
    • These sidebars address students who struggle with information recall.
    • Supports include: prompting students to review notes in their TBs; recording key information on the board for students to follow; and playing videos more than once, often with a viewing purpose.
  • Physical Disability
    • These sidebars address students with a range of physical disabilities (e.g., hearing impairments, mobility issues). 
    • Supports include: ensuring ample physical space to conduct hands-on activities or gallery walks; tailoring hands-on activities for students with gross motor skills; and consulting the accommodations set forth in the students’ Individualized Education Plan (IEP).
  • Social-Emotional Functioning
    • These sidebars address students who need additional social-emotional support in the classroom.
    • Supports include: accommodating students who are overwhelmed by too much noise or too little personal space; providing focused guidance for more open-ended activities; and allowing students to record an oral presentation, rather than reciting it from memory before the class.
  • Strengths-Based Approach
    • These sidebars address all special needs students. They serve to highlight the strengths of special needs students by encouraging them to share these strengths with the class. 
    • Supports include: having artistic students share their sketches to communicate their ideas in a discussion; encouraging students with hearing impairments who are fluent in American Sign Language (ASL) to share a message through signing; and asking students with sensory impairments to share how they experience natural phenomena (e.g., rain).
  • Visual-Spatial Processing
    • These sidebars address students who struggle with processing visual information.
    • Supports include: pairing students with a peer who can help them with visually complex tasks such as graphing; providing students with a piece of paper to use as a reading guide, in order to screen out competing visual information; and using color-coding, labeling, and other strategies to help students visually organize information.

Below-Level Support

Below-Level Support sidebars are modifications to the task to support students lacking the prior DCIs or SEP/CCCs needed to access the task. They call back to the Grade 3-5 outcomes and expectations.

Below-Level support sidebars can vary dramatically in scope, and may include:

  • Writing and other concept frames, additional prompts that improve access to the lesson content (e.g. worksheet that structures ‘cause & effect’ thinking)
  • Restructuring of tasks to simplify the requirements
  • Intervention films from Twig Science Tools and Twig Science Glossary

Honors/Above-level

Honors sidebars are additional instructional opportunities to challenge honors students. 

Honors sidebars can vary dramatically in scope, and may include:

  • Additional variables in a hands-on investigation, and/or running additional tests
  • Additional drawing or writing prompts that build on the lesson content
  • Restructuring of tasks to provide additional challenge (e.g. through additional texts and synthesis)
  • Providing another ‘harder’ question they can do (Challenge question)
  • Stretch films from Twig Secondary

Honors Extensions

Extension activities are used to provide opportunities for extended tasks aimed at honors and GATE students. These contain standard activity instructions. For example, they may be an additional data analysis piece which extends the results of a completed investigation, or DOK4-style investigation which builds on the work of a series of lessons. They may occur every 5-10 lessons.