Scientific Literacy District Learning Day Location goes here Session time goes here Date goes here

Do Now How does this quote capture a fatal pedagogical error? “… to throw answers like stones at the heads of those who have not yet asked the questions.” - Paul Tillich

Norms Be present and engaged. Be respectful of differences in perspective while challenging each other productively and respectively. Monitor “air time.” Make the most of the time we have. Stay focused on students.

Objectives What will participants: Know Compare and contrast content vocabulary vs. academic vocabulary Understand Use vocabulary strategies to deepen scientific literacy Do Implement the 7E process in science to meet the expectation sof the Common Core State Standards

“Inquiring Minds Want to Know” Scientific Literacy

How does this quote capture a fatal pedagogical error? “…to throw answers like stones at the heads of those who have not yet asked the questions.” - Paul Tillich

Title of section 1 goes here, for example, “Lesson Modeling” First section of presentation header goes here in the form of a question, for example, “What do we know about co-teaching in the inclusion setting?”

Context for presentation – Include the WHY and WHAT. Highlight any article, book, relevant research, or data to support your presentation

Airtight Activity: MODELING Have the facilitator MODEL the skill. Align the activity to the objective Check for participants’ understanding Give explicit instructions to your activity Have participants give feedback

Scientific Literacy: “Scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. It also includes specific types of abilities. In the National Science Education Standards, the content standards define scientific literacy.” National Science Education Standards, page 22

Think, Write, Pair, Share What have you used in your classroom that has been effective at teaching students content vocabulary? In your opinion, how well do your students retain content vocabulary?

Selection Criteria for Instructional Vocabulary Tier 1Tier 2Tier 3 DescriptionBasic words that most children know before entering school Words that appear frequently in texts and for which students already have a conceptual understanding Uncommon words that are typically associated with a specific domain ExamplesClock, baby, happy Sinister, fortunate, adapt Isotope, peninsula, bucolic Beck, McKeown, Kucan, 2002

Knowing when AND how to use various vocabulary strategies is important.

Marzano’s Six-Step Process for Learning New Terms 1.Provide a description, explanation, or example of the new term. 2.Ask students to restate the description, explanation, or example in their own words. 3.Ask students to construct a picture, symbol, or graphic representing the term. 4.Engage students periodically in activities that help them add to their knowledge of the terms. 5.Periodically ask students to discuss the terms with one another. 6.Involve students periodically in games that allow them to play with terms.

The 7E Model

Introductory stage Capture student interest

Cooperative exploration activities Build models Collect data Make and test predictions Form new predictions

Explains possible solutions to others Listens critically to explanations of other students and the teacher Uses recorded observations in explanations

Applies new labels, definitions, explanations, and skills in new but similar situations Uses previous information to ask questions, propose solutions, make decisions, design experiments Records observations and explanations

Demonstrates an understanding of the concept or skill Answers open-ended questions by using observations, evidence, and previously accepted explanations Evaluates his/her own progress and knowledge

With a partner, write down all the words you associate with Scientific Motion

Motion Videos: Dare Devil Dogs Spectacular 1913 Train Collision

Ball Drop experiment Explore the vocabulary Create visual diagrams for select terms

Reflection: MODELING What resonated with you? What is similar to your current practice? What is different than your current practice? What are you going to change as a result?

Title of section 2 goes here, for example, “Application to your Classroom” First section of presentation header goes here in the form of a question, for example, “How do we measure successful co-teaching in the inclusion setting?”

Ball Drop Drop each ball individually. Observe how high each ball bounces. Drop both balls simultaneously side by side and observe which, if any, ball bounces higher. Final step: place the smaller of the two balls on top of the larger ball and drop at the same time.

Use what you have observed with “Motion” to explain and draw a picture of what you have observed.

Create visual diagrams describing your experiment using the motion terms you identified.

Use the visuals and terms you generated to describe motion and describe the experiment to others in the class. Arkansas Department of Education

Add SIM Lincing Vocab

Walk around and listen for the vocabulary being used by students to describe the experiment. For example: "Before I removed my hand, the balls had the maximum potential energy." "When the round balls collided, they changed velocity.” In Your Classroom

When students are describing an experiment, walk around, and take note of the vocabulary that is being used. Provide the correct science term if the students are describing the science concept. This allows you to quickly assess what students have gained from the experiment and any misconceptions that they may possess.

Ball Drop As you view the video, think about additional questions you might have concerning the experiment. For example: What would happen if I dropped a third ball into this scenario? What would happen if we used non-elastic balls, such as bowling balls, instead of tennis or basketballs?

After viewing, participants share questions at their tables and then with the whole group.

Quick Write Individually, write/draw a reflection of the terms you learned in the context of the experiment using targeted vocabulary.

Reflecting as a Reader

Text Complexity “Literacy instruction at the high school level should support students to continue developing reading fluency; improving vocabulary knowledge; developing higher-level reasoning and thinking skills; improving reading comprehension skills, and increasing student motivation and engagement.” Torgeson et al, 2007

"Rethinking the Role of Literacy in the Content Areas" Heller, R., and Greenleaf, C. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Washington, DC: Alliance for Excellent Education.

Reflection What might vocabulary and questioning look like in your science classes? What changes would you expect to see in terms of student behaviors? Is there anything we can do to better support your learning tomorrow?

Materials CCSS for Literacy in History/Social Studies, Science, and Technical Subjects (suggested: training copies) Participant Handouts Chart Paper Markers 10 tennis balls, 10 other elastic balls (e.g. basketball, soccer)

References Heller, R., and Greenleaf, C. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Washington, DC: Alliance for Excellent Education. Isabel Beck (Bringing Words to Life) Building Academic Vocabulary by Marzano, et al. Arkansas Dept of Education Building Academic Vocabulary, Marzano, et al. Teaching Constructivist Science, Bentley, M. Greek and Latin Roots, Timothy Rasinski Leading and Managing a Differentiated Classroom, Carol Ann Tomlinson, et al.

Revisit Objectives What will participants: Know Compare and contrast content vocabulary vs. academic vocabulary Understand Use vocabulary strategies to deepen scientific literacy Do Implement the 5E process in science to meet the expectation sof the Common Core State Standards

Next steps and activities for follow up Consider what you need to know and be able to do to successfully implement what you have learned in this session. – What is still unclear? – What professional development or additional resources do you need?

Reflection: One minute paper on post-it Jot down your “Take-Aways” Consider what you need to know and be able to do to successfully implement what you have learned in this session. – What is still unclear? – What professional development or additional resources do you need?

District Contacts Rita Moore Science Advisor Department of Curriculum and Instruction