Presentation on theme: "A Quick Share Jan Lanting FOSS Consultant 17 years in the classroom"— Presentation transcript:
1Integrating Literacy Into Inquiry-Based Science Programs (FOSS Emphasis)
2A Quick Share Jan Lanting FOSS Consultant 17 years in the classroom 4 years as District ScienceCoordinator
3My Goals for YouSee how the Learning Cycle E model is woven into FOSS lessons/investigationsUnderstand how literacy strategies support FOSS investigationsStrategies for observing and evaluating science lessons in the elementary classroom
4Thought SwapWhy integrate science and literacy in your classroom?
5Why integrate science and literacy? Reading and writing best reside in a content areaReading and writing are authentic to inquiry scienceCongested curriculum: finding time in the day for scienceEvidence of mutual benefitProven benefits for English as A Second Language LearnersWhy we took this on…[Read Bullet] There simply isn’t adequate access to knowledge through either firsthand experiences or reading alone. There are limitations to what in the vast domain of science can be experienced in the classroom. One cannot experience the astonishingly diverse array of life forms, the power of natural forces, the history of the earth, the behavior of matter in extreme conditions, or the depths of space in the classroom. Much of science is too small, too big, too distant, too dangerous, too expensive or takes place over too long a period for students to experience firsthand. Similarly, reading about science without engaging in firsthand investigations yields an incomplete understanding about the nature of science as well as science concepts.[Read Bullet] Indeed—Scientists don’t just rely on firsthand experience. Scientists also rely on literacy skills particularly as they access ideas from text and communicate the results of their investigations. Yore et al. (2004) note that “scientists rely on printed text for ideas that inform their work before, during, and after the experimental inquiries” (p. 348).[Read Bullet] The Seeds/Roots project began with the premise that science can be an exceptional context in which to teach nonfiction reading and writing. We believe that reading and writing best reside in a content area, where ideas and questions give rise to an authentic need to read and the desire to share discoveries through writing. Students benefit from opportunities to use reading and writing in the service of conducting investigations, making sense of the investigations, and sharing their learning—much as scientists do.[Read Bullet] The pressures of the congested curriculum are very real. Making approaches that combine two disciplines and create curricular economy is almost a necessity in current times.[Read Bullet] And the good news is, that there is increasing evidence of the mutual benefit when science and literacy are taught in combination. Research has demonstrated that students involved in instruction that integrates science and literacy perform better on tests of science concepts and text comprehension and use comprehension strategies more often and more effectively compared with students in traditionally organized classrooms.The approach to integration we’re going to discuss today ties reading, writing, and speaking to science inquiry in order to build students’ scientific skills and understandings and to give context and purpose to students’ experiences with nonfiction reading and writing. While we position science skills and understandings as the ends of our work, we have been searching for the “sweet spot” between text and experience, where the use of text supports students in conducting scientific investigations and making sense of scientific ideas, and science investigations and ideas support students’ development of academic vocabularies and world knowledge, their facility with content-rich text, and their comprehension of nonfiction materials.
6What’s the Best Way to Learn About FOSS? Experience it!
8This is how FOSS moves through learning a concept, going from concrete to abstract: First, students havehands-on experiences, they then move to pictorial/representationaland then on tosymbolic/narrative.Can you make connections to other areas of how we learn?(Language Development & Reading)
9Essential Features of Inquiry: Learning Cycle E’s EngageExploreExplainExtend/ElaborateEvaluateUse this as a review with a lesson during the day to see if all or any are used in the lesson.
10Engage Piques their curiosity Determines students’ prior knowledge Stimulates their thinking
11Magnetism and Electricity A Signature ActivityMagnetism and ElectricityInvestigation 1:The Force
13What can a magnet stick to around your seat? Things That StickFocus Question:What can a magnet stick to around your seat?
14Literacy StrategiesKWL/ KWLHKit InventoryInteractive Word Wall
15Kit Inventory Basics From Dr. Olga Amaral Unpack the kit (literally), identify an objectPlace a word card on the wall for the objectAdd the kit object in a Ziploc baggie next to the word cardDo this for each item in the kitTake the object down when you need it
16More How To’s Predicting Classifying Usage Properties Pull out one item at a time. Students predict how the item might be used.ClassifyingItems are distributed.Items are grouped by students into categories.UsageProperties
17Kit Inventory Process Questions The teacher asks the following questions:What is it?Teacher or student look at an object from the kit.What is it used for?Where have you seen this before?Why is it in our science kit?What does it feel, look, smell like?This is the El Centro Kit Inventory Process developed with the help of Dr. Amaral
18Your Interactive Science Word Wall Select words from each module that address the big ideas.Use the word bank to guide you.Discuss the words with your students.Write the words on tag board, strips of paper large enough to see from the other side of the room.Display on the word wall.Add picture or object in baggie next to word.Pictures or realia are important. Objects can be removed when needed during an activity.leaf
19Why Interactive Word Walls? Facilitates notebook entriesStudents have inputIncludes scientific vocabularyIncludes kit vocabularyBuilds vocabulary for ELL and English Only students. Provides the real or pictorial and symbolic representation for students to connect with.leaveswater
21Word Wall-ets from Kellie Lauth and Tracy Tellinger, Adams 12 Use colored file folders for different subject areas.Open the file folder. This is the student’s individual word wall.Use labels or strips of paper for words.Find pictures or draw pictures that show the meaning of the term.Don’t have wall space? Use word wallets!
22ExploreProvide hands-on, concrete experiences to formally construct a concept, process or skillFormulate a hypothesis, make a predictionTest hypothesis and gather data
23Notebook Components Focus questions/Problem/Purpose Prediction PlanningData Collection/ObservationsClaims & EvidenceConclusion (line of learning)Reflections ( I wonder…. Questions?)
24Science Story Explains how magnets were discovered and named FOSS: Science StoriesMagnetism and Electricity
25Genre: Folk TaleStories passed down orally from generation to generationEarly cultures made up stories to explain natural phenomenaOften had animals in the stories
26Attract and Repel Standard: Develop an understanding of the position and motion of objectsDevelop an understanding of magnetismAssessment:Worksheet question
27“Magnificent Magnetic Models” Shared Reading“Magnificent Magnetic Models”FOSS: Science StoriesMagnetism and Electricity
28“Magnus” vs. “Magnificent Magnetic Models” Standard:Student will identify similarities and differences in two reading selections.Assessments:T-Chart, Venn diagramTeacher led discussionHow Magnets InteractMagnus
30Connections Kit Inventories Interactive Science Word Walls Vocabulary Development
31Your Interactive Science Word Wall Select words from each module that address the big ideas.Use the word bank to guide you.Discuss the words with your students.Write the words on tagboard, strips of paper large enough to see from the other side of the room.Display on the word wall.Add picture or object in baggie next to word.Pictures or realia are important. Objects can be removed when needed during an activity.leaf
32Why Interactive Word Walls? Facilitates notebook entriesStudents have inputIncludes scientific vocabularyIncludes kit vocabularyBuilds vocabulary for ELL and English Only students. Provides the real or pictorial and symbolic representation for students to connect with.leaveswater
33Kit Inventory Basics From Dr. Olga Amaral Unpack the kit (literally), identify an objectPlace a word card on the wall for the objectAdd the kit object in a ziplock baggie next to the word cardDo this for each item in the kitTake the object down when you need it
34Kit Inventory Process Questions The teacher asks the following questions:What is it?Teacher or student look at an object from the kit.What is it used for?Where have you seen this before?Why is it in our science kit?What does it feel, look, smell like?This is the El Centro Kit Inventory Process developed with the help of Dr. Amaral
35More How To’s Predicting Classifying Use Properties Pull out one item at a time. Students predict how the item might be used.ClassifyingItems are distributed.Items are grouped by students into categories.UseProperties
37Word Wall-ets from Kellie Lauth and Tracy Tellinger, Adams 12 Use colored file folders for different subject areasOpen the file folder. This is the student’s individual word wall.Use labels or strips of paper for words.Find pictures or draw pictures that show the meaning of the term.Don’t have wall space? Use word wallets!
38Content/Inquiry Magnets stick to iron Two magnets can attract and repel.A force is a push or a pull.
39During a FOSS Investigation What was the role of the student?What was the role of the teacher?How did the teacher interact with the students?What was the source of the information the students were learning?What thought processes/scientific problem solving skills were the students using?Ask teachers to think about each of these questions as they participate in the investigation…to notice what they do as “students” and how the workshop facilitator takes them through the lesson as the teacher..
40Essential Features of Inquiry: Learning Cycle E’s Engage - Pique students’ curiosity, determines students’ prior knowledge, invites students to express what they think and ask questions.Explore - Student or teacher designed experiences that enable student to test questions and ides related to BIG IDEAS, encourages student-to-student interactions.Explain – Direct teaching of concepts through discussion, and vocabulary lessons. Students read for information. Students use common experiences and data to develop explanations. Students express their learning in a variety of ways.Extend/Elaborate - Students establish connections between new and former experiences. Further experiments to support learning may be provided.Evaluate- Students apply what they have learned in new situations, students demonstrate what they have learned.Use this as a review with a lesson during the day to see if all or any are used in the lesson.
41Investigation 1, Part 1 Engagement: Describe the Object Game Explore: Things That StickExplore: Test ObjectsExplore: Iron DetectorsExplore: Magnetic InteractionsExplain: Attract and Repel, ForceElaborate: Science Stories, Math Problem of the Week, FOSSweb: Kitchen MagnetsEvaluate: Teacher Observation, Assessment Chart 1
42Investigating More Magnetic Properties How do magnets interact with other objects?Does an iron object have to touch a magnet to become a temporary magnet?Does magnetic force go through all materials?
43Investigation 2: Making Connections Students find ways to make simple circuits
44Students build series and parallel circuits Investigation 3:Students build series and parallel circuits
45Investigation 4: Current Attractions Building an electromagnet
46Investigation 5: Click It Building the Telegraph
47BreakRegister for prizesLook at booksAsk Questions
48Integrating Literacy Strategies Into Your Foss Kit
49Interactive Editing “Magnets” Delta Science Reader Electricity and Magnetism
50Anticipation Guides “What is a Compass” FOSS: Science Stories Magnetism and Electricity
51“Make a Compass” Use Nonfiction Checklist Discuss Table of Contents Explain function of the glossaryStandards:Students will identify the resource appropriate for a specific purpose, and use that resource to locate information.Students will identify and apply knowledge of the text structure and organizational elements to analyze nonfiction or informational text.Assessment:Nonfiction ChecklistDiscussionFOSS: Science StoriesMagnetism and Electricity
52Main Idea “Renewable Resources” Standard: Students will identify the main idea and supporting details in what they have read.Assessment:Main idea graphic worksheetDelta Science ReaderElectricity and Magnetism
53Stop and Jot “Ben Franklin” FOSS: Science Stories Magnetism and Electricity
54Additional Strategies Frayer ModelI WonderI SeeJournal Prompts
55Science Assessments Formative Assessments Summative Assessments Teacher ObservationAnecdotal RecordsFile FolderRubric – Student Response SheetStudent NotebookSummative AssessmentsEnd of Unit TestPerformance Assessment
56Quote"Tell me and I forget. Teach me and I remember. Involve me and I learn."Benjamin Franklin
57Focus question: What kind of materials do magnets stick to Focus question: What kind of materials do magnets stick to? Formulate a Hypothesis: Example: If all metal objects stick to a magnet, then we can sort the objects into two groups, metal/non-metal, and all objects in the metal group should stick to the magnet.Predict and gather data
58Literacy StrategiesI’m Curious – Example: “What Makes You Curious About…”Quick Write – Example: Giant MagnetWhat makes you curious about?LinDA
59Science StoryExplains how magnets were discovered and named in a folk talk genre.FOSS: Science StoriesMagnetism and Electricity
60Literacy Strategies Science Story Word Splash Stop and Jot Paired ReadingQuestioning CubesLodestone, ancient, scampered, shepherdRevise sentences
61Attract and RepelFocus Question: What happens when two or more magnets interact?
62ExplainStudents use common experiences and data to develop and discuss explanationsTeacher clarifies student concepts, corrects misconceptions and introduces scientific terminologyConnect student’s explanations to experiences from engage and explore phasesProvide reading and writing opportunities to reinforce concepts.
63Vocabulary / Word Bankforcemagnetmagnetismattractrepel
64Vocabulary Strategies Frayer ModelWord WebFoldables3 Column VocabularyGlossary Index
65Glossary: 3 Column Vocabulary Word Picture ExampleMagnetBarHorseshoeRefrigeratorDonut
66Content / Inquiry Magnets stick to iron Two magnets can attract and repel.A force is a push or a pull.Magnetism is a force
67Extend / Elaborate Correct any remaining misconceptions Expand student understanding of the concept in a broader context beyond the previous explorationsMay provide further investigations in new situations to support learning
69“Magnus” vs. “How Magnets Interact” Student will identify similarities and differences between two reading selections.MagnusHow Magnets InteractAssessments:T-Chart, Venn diagramTeacher-led discussion
70Main idea graphic worksheet “Electromagnets”Assessment:Main idea graphic worksheetDelta Science Content ReaderElectricity and Magnetism
71“Make a Compass” Nonfiction Checklist FOSS: Delta Science Content ReadersMagnetism and Electricity
72EvaluateTeachers use a variety of formal and in-formal procedures to assess conceptual understanding and progress towards learning objectivesStudents apply what they have learned in new situations to test their own understanding and skills
73Interactive Editing “Magnets” Delta Science Reader Electricity and Magnetism
74Anticipation Guides “What is a Compass” FOSS: Science Stories Magnetism and Electricity
75Discourse Circle Discourse Statement: Renewable sources of energy are best for making electricity.One person present positionOthers who agree addDisagrees says why presentGroup discusses evidenceDelta Science Content ReaderElectricity and MagnetismSeeds of Science 2008