Presentation on theme: "Florida Association of Science Teachers Conference"— Presentation transcript:
1Florida Association of Science Teachers Conference Writing in Science Made Simple:Engaging Strategies for Student Success, Part IIDuring-learning & AssessmentKathleen KoppTeacher on Special Assignment, Citrus County SchoolsAuthor and Presenter: Maupin House Publishing
2Today’s ObjectivesReview of CCSS ELA writing standards as they apply to scienceFantastic, easy-to-implement writing activities to help students learn concepts and skillsFun, creative, and motivating writing strategies to:Review conceptsRespond to learningUse as formative assessment measuresDemonstrate mastery of essential topics
3Resources for Science Teachers All these strategies and more in Everyday Content-Area Writing and Strategies for Writing in the Science Classroom (Maupin House Publishing, Inc.)
4Brainstorming:Think about all the ways people write in the field of science.List as many ways as you can to tell how people write in science.You have one minute.
5Literacy in Science Core Content Standards DescriptionKey Ideas and Details1Cite specific textual evidence to support analysis of science and technical texts.2Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.3Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.Craft and Structure4Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.5Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.6Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
6Literacy in Social Studies Core Content Standards DescriptionIntegration of Knowledge and Ideas7Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).8Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.Range of Reading and Level of Text Complexity10By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.
7Writing Strategies to Develop Concepts Frayer modelGraphic organizers fromComprehension skills: main idea/details, compare/contrast, sequencing, cause/effect, etc.Comprehension connectionsNotes and notebooksFoldablesClass charts (sticky notes)Learning logs/learning journals
8During Learning: Frayer Model Plate TectonicsDefinitionBoundary
9During Learning: Frayer Model Force and MotionRelated WordsExplanation and ExamplesLaw 1Law 2Law 3
10During Learning: Frayer Model Animal AdaptationsDefinition and Characteristics(land animals)Examples(water animals)(birds)
21“Open Mind” Making Connections Graphic Organizer Thinking Stems:I wonder…This makes me think about…This reminds me of…This relates to…I imagineI predict…I remember when…
22Taking Notes Is not the same as copying from the board Include facts, information, data collection, vocabulary, summaries, or personal reflectionsMay be taken in the form of a suitable graphic organizer
30Learning Logs & Learning Journals Should reflect student learning, not teacher instructionCan include narratives, ideas, thoughts, illustrations, or labeled pictures/modelsMay be directed by a thought-provoking question (“Is dirt the same thing as soil?” or “Is it possible to defy gravity?” or “Would you rather design a roller coaster or a bridge, and why?”)May prompt students by simply asking, “What did you learn today?”
33After Learning: Review Strategies Give one, get oneAcrostics
34After Learning: Give One, Get One Fold paper twice vertically and horizontally (nine squares)Write three facts about a topic in any three squares.See six friends (maybe more). You “give” them one of your facts, and in exchange, you “get” one of theirs.No facts can repeat on the page.Use this as a concept or topic review.MathScienceSocial StudiesLanguage Arts
35What It Looks Like Topic: Sound Energy Sound energy travels through longitudinal wavesSound needs a medium through which to travel.Sound travels outward in all directions from its source.
36Review Strategy: Concept Map Acrostic Use chart paper. Make enough charts so that no more than six students are in a group.Write one essential term or concept vertically on each paper.Give each group a marker.Each student, in turn, writes one sentence related to the concept using the letter of the concept as the first word of his sentence.Every student writes a sentence. Encourage collaboration.Students can use notes, text, or other resources to write their facts.Use this as a concept or topic review.MathScienceSocial StudiesLanguage Arts
47Learning Projects “Animals” If this animal opened a restaurant, what would it be like? Develop a menu of appetizers, main dishes, and desserts. Illustrate and describe the setting for the restaurant, and explain where other animals of this kind can go to experience a GREAT meal.“Rocks”Create a rock collection to display in a museum. Use a shoebox as your display cabinet. Include a summary of each rock. Include the type of rock, the name of the rock, and where it may be found. Also include distinguishing characteristics. Include at least one of each type of rock in your display.“Machines”Create a model of a device that makes life easier. Write a How-to manual to accompany your device. Include three or more examples of force and motion, and at least five vocabulary terms from this unit.
49Write Now! Writing allows students to internalize their learning. Writing about reading helps students build needed vocabulary.Writing about reading allows students to organize the content they are learning.Writing strategies can be done before, during, and after learning.Writing is a great formative assessment strategy. Teachers can find out students’ misconceptions about science topics before embarking on a new unit of study.Writing can be used to assess student learning of any subject matter, but should include clear, measurable expectations. (And, students should know these expectations ahead of time.)
50Thank you for spending time with me! Kathleen KoppAward-winning Series!