1. Integrating Literacy Into Inquiry-Based Science Programs (FOSS Emphasis)

2. A Quick Share Jan Lanting FOSS Consultant 17 years in the classroom
4 years as District Science
Coordinator

3. My Goals for You
See how the Learning Cycle E model is woven into FOSS lessons/investigations
Understand how literacy strategies support FOSS investigations
Strategies for observing and evaluating science lessons in the elementary classroom

4. Thought Swap
Why integrate science and literacy in your classroom?

5. Why integrate science and literacy?
Reading and writing best reside in a content area
Reading and writing are authentic to inquiry science
Congested curriculum: finding time in the day for science
Evidence of mutual benefit
Proven benefits for English as A Second Language Learners
Why 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.

6. What’s the Best Way to Learn About FOSS?
Experience it!

7. Cooperatively grouped
NSF
Funded
and research-based
Life
Earth,
Physical,
Scientific Reasoning
and Technology
Developmentally
appropriate
FOSS
Special
Education
Multi-sensory
Inquiry
Hands-on activities
Cooperatively grouped

8. This is how FOSS moves through learning a concept, going from concrete to abstract:
First, students have
hands-on experiences, they then move to pictorial/representational
and then on tosymbolic/narrative.
Can you make connections to other areas of how we learn?
(Language Development & Reading)

9. Essential Features of Inquiry: Learning Cycle E’s
Engage
Explore
Explain
Extend/Elaborate
Evaluate
Use this as a review with a lesson during the day to see if all or any are used in the lesson.

10. Engage Piques their curiosity Determines students’ prior knowledge
Stimulates their thinking

11. Magnetism and Electricity
A Signature Activity
Magnetism and Electricity
Investigation 1:
The Force

12. Describe the Object

13. What can a magnet stick to around your seat?
Things That Stick
Focus Question:
What can a magnet stick to around your seat?

14. Literacy Strategies
KWL/ KWLH
Kit Inventory
Interactive Word Wall

15. Kit Inventory Basics From Dr. Olga Amaral
Unpack the kit (literally), identify an object
Place a word card on the wall for the object
Add the kit object in a Ziploc baggie next to the word card
Do this for each item in the kit
Take the object down when you need it

16. More How To’s Predicting Classifying Usage Properties
Pull out one item at a time. Students predict how the item might be used.
Classifying
Items are distributed.
Items are grouped by students into categories.
Usage
Properties

17. Kit 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

18. Your 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

19. Why Interactive Word Walls?
Facilitates notebook entries
Students have input
Includes scientific vocabulary
Includes kit vocabulary
Builds vocabulary for ELL and English Only students. Provides the real or pictorial and symbolic representation for students to connect with.
leaves
water

20. Word Wall-ets
fish
worm
snail
isopod

21. Word 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!

22. Explore
Provide hands-on, concrete experiences to formally construct a concept, process or skill
Formulate a hypothesis, make a prediction
Test hypothesis and gather data

23. Notebook Components Focus questions/Problem/Purpose Prediction
Planning
Data Collection/Observations
Claims & Evidence
Conclusion (line of learning)
Reflections ( I wonder…. Questions?)

24. Science Story Explains how magnets were discovered and named
FOSS: Science Stories
Magnetism and Electricity

25. Genre: Folk Tale
Stories passed down orally from generation to generation
Early cultures made up stories to explain natural phenomena
Often had animals in the stories

26. Attract and Repel Standard:
Develop an understanding of the position and motion of objects
Develop an understanding of magnetism
Assessment:
Worksheet question

27. “Magnificent Magnetic Models”
Shared Reading
“Magnificent Magnetic Models”
FOSS: Science Stories
Magnetism and Electricity

28. “Magnus” vs. “Magnificent Magnetic Models”
Standard:
Student will identify similarities and differences in two reading selections.
Assessments:
T-Chart, Venn diagram
Teacher led discussion
How Magnets Interact
Magnus

29. Vocabulary/Word Bank
force
magnet
magnetism
attract
repel

30. Connections Kit Inventories Interactive Science Word Walls
Vocabulary Development

31. Your 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

32. Why Interactive Word Walls?
Facilitates notebook entries
Students have input
Includes scientific vocabulary
Includes kit vocabulary
Builds vocabulary for ELL and English Only students. Provides the real or pictorial and symbolic representation for students to connect with.
leaves
water

33. Kit Inventory Basics From Dr. Olga Amaral
Unpack the kit (literally), identify an object
Place a word card on the wall for the object
Add the kit object in a ziplock baggie next to the word card
Do this for each item in the kit
Take the object down when you need it

34. Kit 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

35. More How To’s Predicting Classifying Use Properties
Pull out one item at a time. Students predict how the item might be used.
Classifying
Items are distributed.
Items are grouped by students into categories.
Use
Properties

36. Word Wall-ets
fish
worm
snail
isopod

37. Word 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!

38. Content/Inquiry Magnets stick to iron
Two magnets can attract and repel.
A force is a push or a pull.

39. During 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..

40. Essential 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.

41. Investigation 1, Part 1 Engagement: Describe the Object Game
Explore: Things That Stick
Explore: Test Objects
Explore: Iron Detectors
Explore: Magnetic Interactions
Explain: Attract and Repel, Force
Elaborate: Science Stories, Math Problem of the Week, FOSSweb: Kitchen Magnets
Evaluate: Teacher Observation, Assessment Chart 1

42. Investigating 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?

43. Investigation 2: Making Connections
Students find ways to make simple circuits

44. Students build series and parallel circuits
Investigation 3:
Students build series and parallel circuits

45. Investigation 4: Current Attractions
Building an electromagnet

46. Investigation 5: Click It
Building the Telegraph

47. Break
Register for prizes
Look at books
Ask Questions

48. Integrating Literacy Strategies Into Your Foss Kit

49. Interactive Editing “Magnets” Delta Science Reader
Electricity and Magnetism

50. Anticipation 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 glossary
Standards:
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 Checklist
Discussion
FOSS: Science Stories
Magnetism and Electricity

52. Main Idea “Renewable Resources” Standard:
Students will identify the main idea and supporting details in what they have read.
Assessment:
Main idea graphic worksheet
Delta Science Reader
Electricity and Magnetism

53. Stop and Jot “Ben Franklin” FOSS: Science Stories
Magnetism and Electricity

54. Additional Strategies
Frayer Model
I Wonder
I See
Journal Prompts

55. Science Assessments Formative Assessments Summative Assessments
Teacher Observation
Anecdotal Records
File Folder
Rubric – Student Response Sheet
Student Notebook
Summative Assessments
End of Unit Test
Performance Assessment

56. Quote
"Tell me and I forget. Teach me and I remember. Involve me and I learn."
Benjamin Franklin

57. Focus 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

58. Literacy Strategies
I’m Curious – Example: “What Makes You Curious About…”
Quick Write – Example: Giant Magnet
What makes you curious about?
LinDA

59. Science Story
Explains how magnets were discovered and named in a folk talk genre.
FOSS: Science Stories
Magnetism and Electricity

60. Literacy Strategies Science Story Word Splash Stop and Jot
Paired Reading
Questioning Cubes
Lodestone, ancient, scampered, shepherd
Revise sentences

61. Attract and Repel
Focus Question: What happens when two or more magnets interact?

62. Explain
Students use common experiences and data to develop and discuss explanations
Teacher clarifies student concepts, corrects misconceptions and introduces scientific terminology
Connect student’s explanations to experiences from engage and explore phases
Provide reading and writing opportunities to reinforce concepts.

63. Vocabulary / Word Bank
force
magnet
magnetism
attract
repel

64. Vocabulary Strategies
Frayer Model
Word Web
Foldables
3 Column Vocabulary
Glossary Index

65. Glossary: 3 Column Vocabulary
Word Picture Example
Magnet
Bar
Horseshoe
Refrigerator
Donut

66. Content / Inquiry Magnets stick to iron
Two magnets can attract and repel.
A force is a push or a pull.
Magnetism is a force

67. Extend / Elaborate Correct any remaining misconceptions
Expand student understanding of the concept in a broader context beyond the previous explorations
May provide further investigations in new situations to support learning

68. “How Magnets Interact”
Shared Reading
“How Magnets Interact”
FOSS: Science Stories
Magnetism and Electricity

69. “Magnus” vs. “How Magnets Interact”
Student will identify similarities and differences between two reading selections.
Magnus
How Magnets Interact
Assessments:
T-Chart, Venn diagram
Teacher-led discussion

70. Main idea graphic worksheet
“Electromagnets”
Assessment:
Main idea graphic worksheet
Delta Science Content Reader
Electricity and Magnetism

71. “Make a Compass” Nonfiction Checklist
FOSS: Delta Science Content Readers
Magnetism and Electricity

72. Evaluate
Teachers use a variety of formal and in-formal procedures to assess conceptual understanding and progress towards learning objectives
Students apply what they have learned in new situations to test their own understanding and skills

73. Interactive Editing “Magnets” Delta Science Reader
Electricity and Magnetism

74. Anticipation Guides “What is a Compass” FOSS: Science Stories
Magnetism and Electricity

75. Discourse Circle Discourse Statement:
Renewable sources of energy are best for making electricity.
One person present position
Others who agree add
Disagrees says why present
Group discusses evidence
Delta Science Content Reader
Electricity and Magnetism
Seeds of Science 2008

76. Additional Strategies
I Wonder
I See

77. Quote “Tell me and I forget. Teach me and I remember.
Involve me and I learn.”
Benjamin Franklin