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SEPUP Approach

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Our Approach:

SEPUP designs curriculum using the best of research and practice. We first identify research-based techniques that can help students learn. These techniques are integrated into the development of the curriculum. The curriculum is then piloted by classroom teachers and their students. Only after addressing the input of teachers, scientists, and other experts are the materials commercially published.

In all of its curriculum materials, SEPUP incorporates:

Personal and societal issues to introduce science

An issue-oriented approach engages students in learning science and helps students understand the everyday relevance of scientific concepts. For example, students may consider what they can do to reduce their risk of catching an infectious disease. Understanding what causes infectious diseases and knowing how they are transmitted can help students address this issue. At SEPUP, issues are an integral part of every unit and provide thematic continuity.

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The role of scientific evidence and trade-offs in decision-making

The purpose of issues in SEPUP is not limited to engaging students in science. As students evaluate issues, they consider the types of evidence required to make an informed decision. Students learn how scientific ideas and processes can provide evidence. Students are expected to apply their knowledge of scientific evidence to their decision-making, regardless of the action they choose to take. They also begin to consider and identify the tradeoffs involved with each decision.

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Different approaches to hands-on inquiry

SEPUP supports student inquiry by providing numerous opportunities for hands-on investigations. In some cases, the inquiry process is guided by procedures or questions that can help students arrive at important scientific understandings. At other times, the inquiry is more open-ended, encouraging students to develop their ability to ask questions and to think critically.

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Age-appropriate teaching strategies

Using different strategies, such as simulations or projects, stimulates students to improve laboratory, research, reading, and writing skills. It also provides increased learning opportunities for students with different learning styles. SEPUP activities include laboratory investigations, readings, small- and large-group discussions, projects, hands-on activities, video, computer simulations, role plays, demonstrations, games, and written and oral presentations.

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Spiraling of key concepts and skills over time

SEPUP utilizes a learning-cycle approach in which concepts and skills spiral throughout the curriculum. Key concepts and vocabulary introduced in one activity are used repeatedly in later activities, enhancing student understanding and retention. Essential scientific skills are also developed over time. For example, students may be provided with data tables in the first part of a curriculum, but are guided to construct their own tables later in the unit.

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Assessments that are embedded in the curriculum

SEPUP materials provide both a well-constructed multiple choice item bank and a research-based assessment system develop in cooperation with the University of California Graduate School of Education. The assessment system provides several different rubrics (called scoring guides) that can be used to assess student responses to questions that are already embedded in the student pages.

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4-2-1 approach to cooperative learning

SEPUP’s approach to cooperative learning is to ensure individual learning while maximizing the benefits of group interaction. The "4-2-1" refers to how responsibilities are shared:

4 A group of four students is expected to share certain laboratory materials, such as bottles of chemicals. This sharing facilitates interactions within the group. For example, students may compare experimental results and then discuss the reliability of their data.

2 Each pair of students within a group of four performs the procedure. This allows every student to participate in the hands-on aspect of an activity.

1 Each student is expected to have access to a copy of a student book/pages and to keep an individual record of data, observations, and written responses to assigned questions. This ensures that each student is individually accountable for the results of each activity and for the concepts discussed in class.

See video of students working together in a 4-2-1 arrangement,

You will need Quicktime software to view this 2.7MB clip.

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Explicit connections to other disciplines, such as technology and literacy

SEPUP materials provide students with opportunities to learn science utilizing relevant history, technology, mathematics, and language. For example, a unit might have activities that explain the history of science as it relates to the topic, or provide software that allows students to further investigate the topic. In addition, most SEPUP curriculum provides teachers with literacy strategies that can be used to help students with processing language.

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