1. The Learning Activities: Our Organizer….. KITCHEN Where students cook up a product that demonstrates the full scope of their learning. LIBRARY Where we provide Information & ideas thru Lecture, readings, or Viewings. FOYER Where we activate students’ knowledge & arouse student interest to help them anticipate the learning to come PORCH Where students lean back, reflect, generalize, & question what they have learned. WORKSHOP Where students rehearse, practice, & evaluate the progress of their learning Silver Strong & Associates, Thoughtful Education Press 2010

2. Reading and Writing to Learn Science Science Breakout Session NNMST January 19, 2012

3. Our Learning Target I can identify ways to embed reading and writing into a unit of study in order to improve learning of science content.

5. Weather & Climate: A Unit in Patterns

6. ‘Unit’ Focus Questions Which is more predictable: weather or climate? – What are weather and climate? – What affects weather and climate? – What impact do humans and nature have on weather and climate? – How is trend data used to predict weather and climate? How accurately can we predict weather? Climate?

7. December meeting examples

8. Question 1 (The Foyer) What will I do to activate prior knowledge, generate ideas, arouse interest and provide engagement?

9. Example – Question Museum

10. What’s the Payoff? Why do we need to help students to “get ready” to build their knowledge? What benefits would we expect? What happens if we don’t plan in this way?

11. Questions for the Foyer How will you help students know where they are going and why? How will you help them activate their prior knowledge, assess their skill levels, and identify their interests? How will you hook the students through engaging and thought-provoking activities? How will you help students develop insight into the products they will create and the knowledge they will construct?

12. Strategies for the Foyer Curriculum Design Folder, page 91 “Interactive Techniques” – Numbers : 1, 6, 9, 11, 12, 15, 22, 33, 39, 48, 83, 136, 174

13. Question 2 (The Library) What will I do to help students effectively interact with new knowledge?

14. Example - Agree/Disagree statements Example - Summary frames

15. Reading for Meaning PLC Guide

16. Article: What’s the Difference Between Weather and Climate? Group “B” instructions Before reading: Jot down what you think the key differences are between weather and climate. During reading: Use the Top Hat Comparison organizer to capture the key ideas from the article. After reading: – Summarize – similarities, differences. Use the text frame to help write your comparison. Write summary on a separate sheet of paper.

17. Top Hat Comparison See Handout

18. Factors that Affect Weather & Climate Before Reading Scan the two pieces of text. – Weather, from World Book Advanced – Climate and Its Causes Note how they are formatted differently. Jot down what you already know/think about the factors affecting weather and climate. During Reading of the following sources of information, complete the appropriate Cause & Effect organizers. CauseEffect →

19. Factors that Affect Weather & Climate After Reading Use the text frame to help you summarize the factors that affect weather/climate. Then, share with your partner. What’s your thinking so far – which is more predictable: weather or climate?

20. Questions for the Library How will the students acquire the knowledge, understanding, skills, and habits of mind they will need to succeed in the unit? How will you engage students and what tools and strategies will you used to help students obtain the critical information and construct meaning? How will you provide for different learning styles, intelligences, and ability levels so that all students will be engaged and achieve success?

21. Strategies for the Library Curriculum Design Folder, page 92 “Interactive Techniques” – Numbers: 2, 3, 4, 5, 12, 14, 18, 20, 21, 26, 29, 33, 34, 38, 45, 46, 47, 60, 62, 74, 82, 86, 92, 136, 163

22. New examples…

23. Question 3 (The Workshop) What will I do to help students practice and deepen their understanding of new knowledge?

24. Concept Attainment Make a T-chart Using the next few slides… – Determine the pictures and statements that best describe weather; put those numbers under the weather column – Determine the pictures and statements that best describe climate; put those numbers under the climate column – Justify your choices in each category What’s Your Rule?

26. Commit and Toss Strategy Before Reading Four students were arguing about the causes of global climate change. This is what they thought: – Jackson: I don’t think human activity can affect the climate. Too many factors affect climate, and human impact is insignificant. Climate scientists just want to keep the grant money flowing. – Dash: I don’t think human activity can affect the climate. Indicators from paleoclimates suggest that there have been several major changes in Earth’s climate. You know “The Ice Age”?! – Gabe: I think human activity is affecting the global climate. Humans have made unprecedented changes to the Earth in the last 150 years, and these changes are accelerating factors that affect global climate. – Lydia: I think human activity is affecting the global climate. Look at the extreme weather we have had this past year! Write the name of the student you agree with. Explain why you agree.

27. Commit and Toss Strategy Once you have completed your explanation, crumple your paper into a ball and, upon the signal, toss the paper balls around the room until told to stop and hold onto one paper. Form groups based on the “student name.” Form sub-groups based on commonalities found in the explanations. Discuss the ideas found in the explanations.

28. Is human activity a substantial cause of global climate change? Paper Version During Reading As you read the handout from ProCon.org, highlight/annotate the most compelling evidence pro human causation and con human causation. Web Version During Reading As you read the information on the webpage, http://climatechange.procon.or g make notes of the most compelling evidence pro human causation and con human causation either on paper or by copying and pasting into a Word document. http://climatechange.procon.or g

29. Is human activity a substantial cause of global climate change? After Reading Make a claim based on what you’ve read, including information from other readings about factors that affect climate. I claim that ___. Provide 3 – 5 pieces of evidence to support your claim. I claim this because ___.

30. Strategies Debrief Chain Notes, Commit & Toss, Claim & Evidence Discuss with your triad. 1 min/person Do the chain notes, commit & toss, and claim & evidence strategies help students practice and deepen their understanding of new knowledge? Why or why not? Discuss some ways these strategies might be used in your classroom. Unit?

31. Agreement Circles Before Reading Form a circle. If you think weather is more predictable than climate, step to the center of the circle and face your peers. Form small groups of peers who agree and disagree. Engage in discussion to defend your thinking.

32. Which is more predictable: weather or climate? During Reading: Sticky Note Strategy Place a small post-it note at the end of each paragraph of the “Climate and Weather: The predictability of weather” article. Summarize each paragraph on your sticky note. Use 1 or 2 sentences, diagrams, drawings, etc.

33. Which is more predictable: weather or climate? After Reading Complete the Discussion Web organizer using your notes and information from other sources for your claim: – Weather is more predictable. – Climate is more predictable.

34. Strategies Debrief Agreement Circles; Sticky Notes; Discussion Web Pair-Share-Repeat – Share with partner – Find a new partner at another table and repeat – 1 min/person Do the agreement circles, sticky notes, and discussion web strategies help students practice and deepen their understanding of new knowledge? Why or why not? Discuss some ways these strategies might be used in your classroom. Unit?

36. Question 3 (The Workshop) What will I do to help students practice and deepen their understanding of new knowledge?

37. What’s the Payoff? Why do we need to help students practice and process new knowledge? What benefits would we expect? What happens if we don’t plan in this way?

38. “…students must have opportunities to practice new skills and deepen their understanding of new information. Without this type of extended processing, knowledge that students initially understand might fade and be lost over time.” From The Art and Science of Teaching, Marzano

39. Repetition Variation Depth – Harvey Silver

40. Questions for the Workshop How will you build in periodic review and guided practice opportunities to help students master key skills and content? How will you use modeling and coaching to help students refine their skills? How will you help students deepen their understanding of key content? How will you help students self-evaluate their understanding and skills and determine their own levels of understanding?

41. Strategies for the Workshop Curriculum Design Folder, page 93 “Interactive Techniques” – Numbers: 2, 7, 8, 9, 13, 16, 20, 25, 26, 34, 40, 41, 43, 44, 45, 47, 59, 60, 61, 62, 75, 82, 85, 87, 91, 95, 96, 121, 163, 170

42. What will you do to help students practice and deepen their understanding of new knowledge?

43. Question 4 (The Kitchen) What will I do to help students demonstrate what they know?

44. Argumentative Essay Identify places throughout the ‘unit’, so far, that students generated information that could be used for various components of their essay. Is this product a good demonstrator of what students know about the content? Will it require them to generate and test hypotheses about new knowledge? What might be some alternatives for products?

45. Question 4 (The Kitchen) What will I do to help students demonstrate what they know?

46. What’s the Payoff? Why do we need to help students apply their knowledge? What benefits would we expect? What happens if we don’t plan in this way?

47. Questions for the Kitchen How will you equip students with the skills they will need to develop successful products and performances? How will you provide guidance and feedback to your students so they can rehearse, revise, and rethink their work?

48. Strategies for the Kitchen Curriculum Design Folder, page 94 “Interactive Techniques” – Numbers: 26, 30, 75, 119, 120, 124 (Several could be here with a little tweaking)

49. What will you do to help students demonstrate what they know?

50. Question 5 (The Porch) What will I do to help students reflect and question what they have learned?

51. 1.2.3.4 1 = Big idea presented 2 = Important details you want to remember 3 = Personal connections you made between the content and your own life 4 = Questions you have about the content Record on an index card Share with a small group Leave cards on your table Teacher uses questions for review for next class

52. Question 5 (The Porch) What will I do to help students reflect and question what they have learned?

53. What’s the Payoff? Why do we need to help students survey their learning? What benefits would we expect? What happens if we don’t plan in this way?

54. Questions for the Porch How will you encourage students to reflect on the content and their learning process? How will students exhibit their new insights about learning and performance, and how they set future goals?

55. Strategies for the Porch Curriculum Design Folder, page 95 “Interactive Techniques” – Numbers: 31, 32, 54, 57, 81, 153

56. What will you do to help students reflect and question what they have learned?

57. Designing Your Own Blueprint Using your LESSON blueprints from your unit, you are going to develop activities and questions that promote deeper understanding. In other words, think of your daily lessons---what questions are you going to ask to help students think about the material? Develop higher level questions in style for each of your learning targets. Keep in mind the blueprint—where are you going to use these questions during instruction? Use pp 20-23 in workbook for examples.

58. Discuss – Literacy standards these activities addressed? – Strengths with respect to using reading and writing to help students learn content? – Challenges that you foresee as you utilize the literacy standards to help students understand science? What? So What? Now What?

59. Reminder – Save your unit! P-12 Mathematics and Science Outreach of PIMSER

60. NNMST SharePoint Site http://www2.research.uky.edu/pimser/p12mso/ NNMST/default.aspx