Science Matters September-October 2012

Increase Student Achievement in Science Science Matters Every Child…Every Classroom Implement formative and summative science assessments Collect evidence of student understanding, adjusting to ensure all students reach learning targets. Implement research-based instructional strategies, such as inquiry, science notebooking, and formative assessment Demonstrate mastery of science teaching strategies. Master science content and associated science standards, performance expectations and progression of each crosscutting concept, ability and “big idea” being taught. Demonstrate confidence in implementing instructional materials. North Kitsap School District’s Science Matters: Every Child…Every Classroom is funded by a Department of Defense Activity (DoDEA) grant.

Writing in Science in Action

Science Content NSTA Standard 1: Content Knowledge Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications.

Our 2012 Fifth Grade Science MSP scores district wide averaged 77%!

Writing in Science in Action

Introduction Think about your own approach to science and science writing. What similarities and differences do you notice? Introduction Video

Record in a box and t chart in your notebook Think pair share?

Overview Read pages 1-6 from

Three Key Elements of the Science Writing Approach Science Concepts Scientific Thinking Scientific Skills Reading Discussion: Science Concepts- EALR 4 Science Thinking and Skills EALR 1-3

Science Session Reading Discussion: Science and writing are most successful in separate sessions, What are some words that describe a science session?

Writing Session Reading Discussion: Describe a writing session

What to Write Reading Discussion: Three Key Elements What should students be writing about in their science and writing sessions? What should students not be writing about?

Format notes Table of contents discussion.

Assessment Reading Discussion:

Modeling and Scaffolding How does the teacher use modeling and scaffolding in the science session and in the writing session? What modeling and scaffolding do you think helped the students learn the behaviors they demonstrated during the sessions? (in other words what happened before this lesson) How does the physical setup of the the classroom lead to the students’ learning. While you watch, consider: Copy questions into notebook. Write notes for post video discussions. (setting up expectations that student will refer to notebook for specifics during class discussions.)

What modeling did the teacher demonstrate? In video: Behavior and language of scientists- How they talk and think. Earlier How to conduct soil tests. How to work collaboratively in pairs and small groups.

Temporary is key. Know when to use it and when to pull it back.

What types of scaffolds did the teacher provide? Visual- word banks, data table kept up for reference Oral- specific science language and thinking Written- sentence started and writing frames

Strategies for Your Classroom Think Write Line of Learning Share Line of Learning

Strategies for Preparing for the Lesson Student grouping Create a discussion area Two word banks Check for visibility Post focus questions Gather materials and plan for use Use your notebook to see how many of these and other preparation ideas you have. Grouping- pairs or 4s for discussions Discussion area- place to gather with notebooks and talk Science word back and word bank for other words and phrases they are likely to need Can all students see word bank? Other visuals? Large focus question Gather materials in area (poster paper) designated materials person “getter”

Modeling Strategies- Behaviors and Techniques “Expectations” Show how to conduct test or part of investigation. Making Connections Expectations- transitions, sharing and using materials, routines Procedures Connections- between investigations, interpreting evidence, using evidence to support claims.

Model Scientific Language Model how to agree and disagree in nonthreatening ways. Pull cards from word banks Scaffold and use scientific phrases Repeat key phrases Refer back to focus question. Ban right and wrong…I agree with…, I have a different idea…I disagree because…. Pull card when using word for visual association Statements like …I think this because, prompts students (and teachers) to use evidence to support claims Use phrases, such as a scientist would say… Repeat key phrases, especially over sessions. Internalization of words will result in use in writing Focus on task and purpose

Model Notebook Use Use is expected for both science and writing sessions Data table Data on left page, observations on right Model using data when writing. Science session always uses notebook. Writing sessions follows. Students expected to refer to notebook for specificity in introductions. Guide students through making their own data table. Think aloud to connect table to actions during investigation. Record data table on left page and observations on right to encourage making connections and ease using them as a reference in writing. Model how to use a data table when writing a notebook entry.

Scaffolding Strategies Post class data tables and student questions. Provide writing structure, have students provide content. Remove share writing Use identical frames at first; vary later Postings very reinforcing and will be incorporated in writing For example; My evidence is… So students don’t copy, rather thinking and writing for themselves (We (and ultimately they) tend to be so concerned they do it right, that all kids do is memorize and parrot. Not transferable learning!) .

http://heinemann.com/wisia/ Writing in Science in Action CHECKLISTS FOR EXEMPLARY NOTEBOOK ENTRIES REPRODUCIBLES: WRITING IN SCIENCE IN ACTION REPRODUCIBLES: WRITING IN SCIENCE STUDENT NOTEBOOK ENTRIES, PRE-KINDERGARTEN THROUGH FIFTH GRADE GUIDELINES FOR SCIENCE-WRITING GROUP MEETINGS— WRITING IN SCIENCE IN ACTION GUIDELINES FOR SCIENCE—WRITING GROUP MEETINGS—WRITING IN SCIENCE, WITH RESOURCES FROM WRITING IN SCIENCE IN ACTION STORIES FROM SCHOOLS BACKGROUND INFORMATION ABOUT THE VIDEO EPISODES Enough for now!!! Here is lots more online. Each school has a copy of Writing in Science in Action

Science Notebooks I used to… Now, I … Metacogniton, Reflection