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A question I hear from teachers all the time is this: “My district is requiring us to devote more time to reading and writing in all subject areas. I already have too much content to cover. Is there a way to teach literacy skills without sacrificing time for science?” It’s a fair concern and an important one. The short answer is: you don’t have to choose . But making that possible requires rethinking what we mean by “literacy” and how it develops in a science classroom. The P

Understanding the Difference Between Inquiry and Three-Dimensional Instruction Teachers who begin using Argument-Driven Inquiry (ADI) sometimes notice something that feels different from other inquiry-based lessons they have taught. A common question sounds something like this: “I’ve just started my first ADI lesson and noticed that students read quite a bit of information early in the activity. Normally I would have students investigate first and discover the pattern themsel

Open educational resources like OpenSciEd offer powerful storylines, but many teachers struggle with pacing and student engagement. Argument-Driven Inquiry (ADI) provides a practical jumping-off point—ready-to-use, hands-on investigations that fit naturally into OER units. Learn how ADI can serve as a benchmark or mid-unit checkpoint, giving students a complete cycle of questioning, data collection, and argumentation while keeping your NGSS instruction on track.