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

A Quick Share Jan Lanting FOSS Consultant 17 years in the classroom 4 years as District Science Coordinator lantingj@thompson.k12.co.us

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

Thought Swap Why integrate science and literacy in your classroom?

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.

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

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

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)

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.

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

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

Describe the Object

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

Literacy Strategies KWL/ KWLH Kit Inventory Interactive Word Wall

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

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

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

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

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

Word Wall-ets fish worm snail isopod

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!

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

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

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

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

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

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

“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

Vocabulary/Word Bank force magnet magnetism attract repel

Connections Kit Inventories Interactive Science Word Walls Vocabulary Development

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

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

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

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

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

Word Wall-ets fish worm snail isopod

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!

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

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..

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.

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

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?

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

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

Investigation 4: Current Attractions Building an electromagnet

Investigation 5: Click It Building the Telegraph  

Break Register for prizes Look at books Ask Questions

Integrating Literacy Strategies Into Your Foss Kit

Interactive Editing “Magnets” Delta Science Reader Electricity and Magnetism

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

“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

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

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

Additional Strategies Frayer Model I Wonder I See Journal Prompts

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

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

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

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

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

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

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

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.

Vocabulary / Word Bank force magnet magnetism attract repel

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

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

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

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

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

“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

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

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

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

Interactive Editing “Magnets” Delta Science Reader Electricity and Magnetism

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

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

Additional Strategies I Wonder I See

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