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Curriculum – 8th Grade Science

Northwestern Consolidated Schools of Shelby County

Curriculum

8th grade Science

Prepared by:

Greg Hill

2012

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Triton Central Middle School

Mission StatementWe are committed to providing and exiting, healthy, safe, and inspiring learning environment where staff, students, parents, and community

think creatively and utilize teamwork to maximize learning and achievement.

Triton Central Middle SchoolPage | 2


8th Grade Science

Narrative DescriptionStudents in eighth grade study atoms, elements, compounds and molecules; and the relationship between atomic structure and chemical properties. They study the water cycle and the role of the sun’s energy in driving this process. Students investigate how genetic information is transmitted from parents to offspring. Students study the physical properties of natural and engineered materials. Within this study students employ the key principles of the nature of science and the design process.

Course Concepts and Generalizations Page | 3


Nature of Science

Students gain scientific knowledge by observing the natural and constructed world, performing and evaluating investigations and communicating their findings. These principles should guide student work and be integrated into the curriculum along with the content standards on a daily basis.

Matter

Physical Science - Describe how atomic structure determines chemical properties and how atoms and molecules interact.

Science, Engineering, and Technology – Identify the appropriate materials to be used to solve a problem based on their specific properties and characteristics.

Energy in the Earth System

Earth and Space Systems – Explain how the Sun’s energy heats the air, land, and water driving the processes that result in the wind, ocean currents, and the water cycle.

Earth and Space Systems – Describe how human activities have changed the land, water, and atmosphere.

Weather and Climate

Earth and Space Systems – Explain how the sun’s energy heats the air, land, and water driving the processes that result in wind, ocean currents, and the water cycle.



Human Impact on Earth

Explain how the sun’s energy heats the air, land, and water, driving the processes that result in wind, ocean currents, and the water cycle.

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Describe how human activities have changed the land, water, and atmosphere.

Life over Time

Life Science – Understand the predictability of characteristics being passed from parents to offspring.

Life Science – Explain how a particular environment selects for traits that increase the likelihood of survival and reproduction by individuals bearing those traits.


Reproduction and Heredity

Understand the predictability of characteristics being passed from parents to offspring.

Explain how a particular environment selects for traits that increase the likelihood of survival and reproduction by individuals bearing those traits.

DNA and Modern Genetics



8 th Grade

Unit 1 – Nature of Science (total days for Unit 1 = 19)

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Students gain scientific knowledge by observing the natural and constructed world, performing and evaluating investigations and communicating their findings. These principles should guide student work and be integrated into the curriculum along with the content standards on a daily basis.

Indiana Academic Standards:

Process Standards:

8.1 Make predictions and develop testable questions based on research and prior knowledge. (L3)

8.2 Plan and carry out investigations as a class, in small groups or independently often over a period of several class lessons. (L3)

8.3 Collect quantitative data with appropriate tools or technologies and use appropriate units to label numerical data. (L1,3,4)

8.4 Incorporate variables that can be changed, measured or controlled. (L3)

8.5 Use the principles of accuracy and precision when making measurement. (L3)

8.6 Test predictions with multiple trials. (L3)

8.7 Keep accurate records in a notebook during investigations. (L3)

8.8 Analyze data, using appropriate mathematical manipulation as required, and use it to identify patterns and make inferences based on these patterns. (L3,4)

8.9 Evaluate possible causes for differing results (valid data). (L3)

8.10 Compare the results of an experiment with the prediction. (L1,3)

8.11 Communicate findings using graphs, charts, maps and models through oral and written reports. (L4)

Essential Questions

What are the characteristics of science? How do scientists develop explanations? How do scientists discover things? How do scientists show the results of investigations? How do scientists and society work together?

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Standard Based Resources

Indiana Science Fusion Textbook (Hard Copy and Online) Indiana Science Fusion Student Edition with Audio (Differentiated) Indiana Science Fusion Lab Manual Indiana Science Fusion Virtual Labs Think Central (Digital) ScienceSaurus (Student Handbook) Science News Magazine

Lessons / Topics (total days)

Lesson 1 – What is Science? (3)

Lesson 2 – Scientific Knowledge (2)

Lesson 3 – Scientific Investigations (3)

Lesson 4 – Representing Data (3)

Lesson 5 – Science and Society (3)

Instructional Strategies/Differentiated Instruction

All Groupso Grouping/Teamso Class Discussionso Small Group Discussionso Choice of End Products (see appendix C)o Blooms Taxonomy Questioning (see appendix B)o Alternate Instructiono Technology Assistedo Inquiry/Problem Based Learning Activities

Below Levelo Modified Instructional Timeo Targeted Assistanceo Reduction of Materialo Recall and Application Questions

At Levelo Analysis and Synthesis Questions

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Above Levelo Synthesis and Evaluation Questions

Assessments

Unit Pre-Post Exam

Unit Project: Proposal for independent scientific investigation

Lesson Quizzes (1 per lesson)

Essential Question Essay Test(s)

Outline of Key Topics

Lesson 1 – What is Science?

Definition of science Scientific explanations:

o Theorieso Laws

Traits of Scientists Science and Pseudoscience

Lesson 2 – Scientific Knowledge

Developing explanations – hypotheses Supporting theories Evaluating evidence

Lesson 3 – Scientific Investigations

Conducting a scientific investigation Types of scientific investigations Characteristics of good scientific investigations

Lesson 4 – Representing Data

Tables Graphs Models

Lesson 5 – Science and SocietyPage | 8


Impact of science on society Science and decision-making

Key Vocabulary

science, empirical evidence, pseudoscience, experiment, observation, hypothesis,

independent variable, dependent variable, data, model, society, economics, politics

Unit 2 – Matter (total days for Unit 2 = 28)

Physical Science - Describe how atomic structure determines chemical properties and how atoms and molecules interact.



Standard 1 - Physical Science:

8.1.1 Explain that all matter is composed of particular arrangements of atoms of approximately one hundred elements. (L3,4,5)

8.1.2 Understand that elements are organized on the periodic table based on atomic number. (L5)

8.1.3 Explain how the arrangement of atoms and molecules determines chemical properties of substances. (L6)

8.1.4 Describe the structure of an atom and relate the arrangement of electrons to how that atom interacts with other atoms. (L4.6)

8.1.5 Explain that atoms join together to form molecules and compounds and illustrate with diagrams the relationship between atoms and compounds and/or molecules. (L3,6)

8.1.6 Explain that elements and compounds have characteristic properties such as density, boiling points and melting points that remain unchanged regardless of the sample size. (L1,3)

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8.1.7 Explain that chemical changes occur when substances react and form one or more different products, whose physical and chemical properties are different from those of the reactants. (L2,6)

8.1.8 Demonstrate that in a chemical change, the total numbers of each kind of atom in the product are the same as in the reactants and that the total mass of the reacting system is conserved. (L2,6)

Essential Questions

What are the physical and chemical properties of matter? What are physical and chemical changes of matter? How do pure substances and mixtures compare? What makes up an atom? How are elements arranged on the periodic table? How do atoms interact?


Indiana Science Fusion Textbook (Hard Copy and Online) Indiana Science Fusion Student Edition with Audio (Differentiated) Indiana Science Fusion Lab Manual Indiana Science Fusion Virtual Labs Think Central (Digital) ScienceSaurus (Student Handbook) Science News Magazine Project Lead The Way ()


Lesson 1 – Properties of Matter (4)

Lesson 2 – Physical and Chemical Changes (4)

Lesson 3 – Pure Substances and Mixtures (4)

Lesson 4 – The Atom (3)

Lesson 5 – The Periodic Table (4)

Lesson 6 – Interactions of Atoms (4)

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All Groupso Grouping/Teamso Class Discussionso Small Group Discussionso Choice of End Products (see appendix C)o Blooms Taxonomy Questioning (see appendix B)o Alternate Instructiono Technology Assisted o Inquiry/Problem Based Learning Activities




Assessments

Unit Pre-Post Exam

Unit Project: to be determined




Lesson 1 – Properties of Matter

Physical properties Chemical properties Comparing physical and chemical properties

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Using properties to identify unknown substances

Lesson 2 – Physical and Chemical Changes

Physical change Chemical change Comparing physical and chemical change Law of Conservation of Mass

Lesson 3 – Pure Substances and Mixtures

How particles combine Pure substances: elements and compounds Mixtures

Lesson 4 – The Atom

Atomic Theory The parts of the atom

Lesson 5 – The Periodic Table

Information on the Periodic Table The arrangement of elements on the Periodic Table

Lesson 6 – Interactions of Atoms

Chemical bonds and chemical changes Chemical equations Modeling chemical bonds

Key Vocabulary

Physical property, chemical property, physical change, chemical change, law of conservation of mass, atom, element, compound, mixture, pure substance, heterogeneous, homogeneous, proton, neutron, nucleus, electron, electron cloud, atomic number, mass number, periodic table, chemical symbol, average atomic mass, metal, nonmetal, metalloid, group, period, chemical bond, molecule, chemical equation, chemical formula, reactant, product, valence electron

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Unit 3 – Energy in the Earth System (total days for Unit 3 = 24)

Earth and Space Systems – Explain how the Sun’s energy heats the air, land, and water driving the processes that result in the wind, ocean currents, and the water cycle.



Standard 2: Earth and Space Systems:

8.2.1 – recognize and demonstrate how the sun’s energy drives convection in the atmosphere and in bodies of water, which results in ocean currents and weather patterns. (L1-5)

8.2.2 – Describe and model how water moves through the earth’s crust, atmosphere, and oceans in a cyclic way, as liquid, vapor, and solid. (L1)

8.2.3 – Describe the characteristics of ocean currents and identify their effects on weather patterns. (L1,5)

8.2.4 – Describe the physical and chemical composition of the atmosphere at different elevations. (L1,2)

Essential Questions

What are the parts of the Earth system? What is the atmosphere? How does energy move through Earth’s system? What is wind? How does water move in the ocean?


Indiana Science Fusion Textbook (Hard Copy and Online) Indiana Science Fusion Student Edition with Audio (Differentiated) Indiana Science Fusion Lab Manual Indiana Science Fusion Virtual Labs Think Central (Digital) ScienceSaurus (Student Handbook)

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Science News Magazine Project Lead The Way ()


Lesson 1 – Earth’s Spheres (4)

Lesson 2 – The Atmosphere (2)

Lesson 3 – Energy Transfer (4)

Lesson 4 – Wind in the Atmosphere (4)

Lesson 5 – Ocean Currents (5)






Assessments

Unit Pre-Post Exam

Unit Project: to be determinedPage | 14





Lesson 1 – Earth’s Spheres

Earth system and geosphere Hydrosphere and cryosphere Atmosphere and biosphere Earth’s spheres interact

Lesson 2 – The Atmosphere

Composition, air pressure, and temperature of the atmosphere Structure of the atmosphere Life and the atmosphere

Lesson 3 – Energy Transfer

Temperature, heat, thermal energy, and thermal expansion Radiation Convection Conduction

Lesson 4 – Wind in the Atmosphere

The movement of air Global winds Local winds

Lesson 5 – Ocean Currents

Surface currents in the ocean Deep currents in the ocean Upwelling Ocean circulation

Key Vocabulary

Earth system, geosphere, hydrosphere, cryosphere, atmosphere, biosphere, air pressure, thermosphere, mesosphere, stratosphere, troposphere, ozone layer, greenhouse effect, thermal

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energy, thermal expansion, radiation, convection, conduction, wind, Coriolis effect, jet stream, ocean current, surface current, upwelling, convection current, deep current

Unit 4 – Weather and Climate (total days for Unit 4 = 26)

Earth and Space Systems – Explain how the sun’s energy heats the air, land, and water driving the processes that result in wind, ocean currents, and the water cycle.




Standard 2 – Earth and Space Systems:

8.2.1 Recognize and demonstrate how the sun’s energy drives convection in the atmosphere and in bodies of water, which results in ocean currents and weather patterns. (L1,3,5)

8.2.2 Describe and model how water moves through the Earth’s crust, atmosphere, and oceans in a cyclical way, as liquid, vapor, and solid. (L1,2,3,5)

8.2.3 Describe the characteristics of ocean currents and identify their effects on weather patterns. (L3,5)

8.2.5 Describe the conditions that cause Indiana weather and weather-related events such as tornadoes, lake effect snow, blizzards, thunderstorms, and flooding. (L2,3,4,6)

Standard 4 – Science, Engineering, and Technology:

8.4.1 Understand how the strength of attractive forces between particles in a material helps to explain many physical properties of the material, such as why different materials exist as gases, liquids, or solids at a given temperature. (L6)

Essential Questions

How does water change state and move around on Earth? What is weather and how can we describe different types of weather? How do the water cycle and weather patterns affect local weather?

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How can humans protect themselves from hazardous weather? How is climate affected by energy from the sun and variations on Earth? What are the weather and climate like in Indiana?




Lesson 1 – The Water Cycle (4)

Lesson 2 – Elements of Weather (2)

Lesson 3 – What Influences Weather (3)

Lesson 4 – Severe Weather and Weather Safety (4)

Lesson 5 – Climate (5)

Lesson 6 – Indiana Weather and Climate (3)


All Groupso Grouping/Teamso Class Discussionso Small Group Discussionso Choice of End Products (see appendix C)o Blooms Taxonomy Questioning (see appendix B)o Alternate Instructiono Technology Assisted o Inquiry/Problem Based Learning Activities

Below Levelo Modified Instructional Time

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o Targeted Assistanceo Reduction of Materialo Recall and Application Questions



Assessments

Unit Pre-Post Exam

Unit Project: PLTW Windmill Project




Lesson 1 – The Water Cycle

Water cycle and change of state Water in the atmosphere Water in the oceans and on land Transport of matter and energy

Lesson 2 – Elements of Weather

Elements of weather Measuring elements of weather

Lesson 3 – What Influences Weather

How the water cycle influences weather How patterns in the atmosphere affect weather How patterns in the ocean affect weather

Lesson 4 – Severe Weather and Weather Safety

Hazardous weather Safety and weather

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Lesson 5 – Climate

Climate versus weather Solar energy and climate Other factors that affect climate Climate zones

Lesson 6 – Indiana Weather and Climate

Indiana weather Indiana climate

Key Vocabulary

Water cycle, evaporation, transpiration, sublimation, condensation, precipitation, weather, humidity, relative humidity, dew point, visibility, air mass, front, thunderstorm, lightning, thunder, hurricane, storm surge, tornado, climate, latitude, topography, elevation, lake-effect snow, blizzard

Unit 5 – Human Impact on Earth (total days for Unit 5 = 20)

Explain how the sun’s energy heats the air, land, and water, driving the processes that result in wind, ocean currents, and the water cycle.

Describe how human activities have changed the land, water, and atmosphere.


Standard 2 – Earth and Space Systems:

8.2.6 Identify, explain, and discuss some effects human activities have on the biosphere, such as air, soil, light, noise and water pollution. (L2,3,4,5)

8.2.7 Recognize that some of Earth’s resources are finite and describe how recycling, reducing consumption and the development of alternatives can reduce the rate of their depletion. (L1,5)

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8.2.8 Explain that human activities, beginning with the earliest herding and agricultural activities, have drastically changed the environment and have affected the capacity of the environment to support native species. Explain current efforts to reduce and eliminate these impacts and encourage sustainability. (L2,3,4,5)

Essential Questions

What are Earth’s natural resources? What impact can humans have on land resources and soil quality? What impact can human activity have on water quality? What impact can human activities have on air quality? How can Earth’s resources be used wisely?


Indiana Science Fusion Textbook (Hard Copy and Online) Indiana Science Fusion Student Edition with Audio (Differentiated) Indiana Science Fusion Lab Manual Indiana Science Fusion Virtual Labs Think Central (Digital) ScienceSaurus (Student Handbook) Science News Magazine Project Lead The Way ()


Lesson 1 – Natural Resources (3)

Lesson 2 – Human Impact on Land (3)

Lesson 3 – Human Impact on Water (3)

Lesson 4 – Human Impact on Atmosphere (3)

Lesson 5 – Protecting Earth’s Water, Land, and Air (3)


All Groupso Grouping/Teamso Class Discussionso Small Group Discussions

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o Choice of End Products (see appendix C)o Blooms Taxonomy Questioningo Alternate Instructiono Technology Assistedo Inquiry/Problem Based Learning Activities




Assessments

Unit Pre-Post Exam

Unit Project: to be determined

Lesson Quizzes (1 per lesson)Essential Question Essay Test(s)


Lesson 1 – Natural Resources

Natural resources Renewable and nonrenewable resources Material and energy resources

Lesson 2 – Human Impact on Land

How humans use land Land degradation

Lesson 3 – Human Impact on Water

Water as a resource Water pollution Water quality

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Water supply and flow

Lesson 4 – Human Impact on Atmosphere

Air and air pollution Effects of human activities on atmosphere Air quality and health Air pollution and Earth

Lesson 5 – Protecting Earth’s Water, Land, and Air

Conservation and stewardship Preservation and conservation of water Land management and conservation Reducing air pollution

Key Vocabulary

Natural resource, renewable resource, nonrenewable resource, fossil fuel, material resource, energy resource, urbanization, land degradation, deforestation, desertification, water pollution, thermal pollution, eutrophication, potable, reservoir, Greenhouse effect, particulate, air pollution, smog, acid precipitation, air quality, conservation, stewardship

Unit 6 – Life over Time (total days for Unit 6 = 15)

Life Science – Understand the predictability of characteristics being passed from parents to offspring.

Life Science – Explain how a particular environment selects for traits that increase the likelihood of survival and reproduction by individuals bearing those traits.



Standard 3 – Life Science:

8.3.1 Explain that reproduction is essential for the continuation of every species and is the mechanism by which all organisms transmit genetic information. (L1)

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8.3.5 Identify and describe the difference between inherited traits and physical and behavioral traits that are acquired or learned. (L1)

8.3.6 Observe anatomical structures of a variety of organisms and describe their similarities and differences. Use the data collected to organize the organisms into groups and predict their relatedness. (L2,3)

8.3.7 Recognize and explain that small genetic differences between parents and offspring can accumulate in successive generations so that descendants may be different from their ancestors. (L1)

8.3.8 Examine traits of individuals within a population of organisms that may give them an advantage in survival and reproduction in a given environment or when the environment changes. (L1)

8.3.9 Describe the effect of environmental changes on populations of organisms when their adaptive characteristics put them at a disadvantage for survival. Describe how extinction of a species can ultimately result. (L1)

8.3.10 Recognize and describe how new varieties of organisms have come about from selective breeding. (L1)

Standard 4 – Science, Engineering, and Technology:

8.4.3 Investigate the properties (mechanical, chemical, thermal, magnetic, and optical) of natural and engineered materials. (L1)

Essential Questions

What is the theory of evolution by natural selection? What evidence supports the theory of evolution? How are organisms classified?


Indiana Science Fusion Textbook (Hard Copy and Online) Indiana Science Fusion Student Edition with Audio (Differentiated) Indiana Science Fusion Lab Manual Indiana Science Fusion Virtual Labs Think Central (Digital)

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ScienceSaurus (Student Handbook) Science News Magazine


Lesson 1 – Theory of Evolution by Natural Selection (4)

Lesson 2 – Evidence of Evolution (3)

Lesson 3 – Classification of Living Things (3)


All Groupso Grouping/Teamso Class Discussionso Small Group Discussionso Choice of End Products (see appendix C)o Blooms Taxonomy Questioning(see appendix B) o Alternate Instructiono Technology Assistedo Inquiry/Problem Based Learning Activities




Assessments

Unit Pre-Post Exam

Unit Project(s): to be determined


Essential Question Essay Test(s)Page | 24



Lesson 1 – Theory of Evolution by Natural Selection

Charles Darwin’s observations Natural selection Extinction and environmental change

Lesson 2 – Evidence of Evolution

Fossil evidence Structural evidence Genetic evidence Embryological evidence

Lesson 3 – Classification of Living Things

Classification and shared characteristics Naming organisms and levels of classification Domains Kingdoms, branching diagrams, and dichotomous keys

Key Vocabulary

Evolution, artificial selection, natural selection, variation, adaptation, extinction, fossil, fossil record, species, genus, domain, bacteria, Archaea, Eukarya, Animalia, Plantae, Protista, Fungi, dichotomous key

Unit 7 – Reproduction and Heredity (total days for Unit 7 = 23)




Standard 3 – Life Science:

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8.3.1 Explain that reproduction is essential for the continuation of every species and is the mechanism by which all organisms transmit genetic information. (L1,3)

8.3.2 Compare and contrast the transmission of genetic information in sexual and asexual reproduction. (L3)

8.3.3 Explain that genetic information is transmitted from parents to offspring mostly by chromosomes. (L1,2,3,4)

8.3.4 Understand the relationship between deoxyribonucleic acid (DNA), genes, and chromosomes. (L1,4)

8.3.5 Identify and describe the difference between inherited traits and physical and behavioral traits that are acquired or learned. (L4)

Essential Questions

How do cells divide? How do cells divide for sexual reproduction? How do organisms reproduce? How are traits inherited? How are patterns of inheritance studied?




Lesson 1 – Mitosis (4)

Lesson 2 – Meiosis (4)

Lesson 3 – Sexual and Asexual Reproduction (3)

Lesson 4 – Heredity (4)

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Lesson 5 – Punnett Squares and Pedigrees (3)






Assessments

Unit Pre-Post Exam

Unit Project(s): Delta Science Module: DNA – from genes to protiens




Lesson 1 – Mitosis

Why cells divide Genetic material and cell division Mitosis

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Lesson 2 – Meiosis

Sex cells Meiosis Steps of Meiosis Meiosis versus Mitosis

Lesson 3 – Sexual and Asexual Reproduction

Asexual reproduction Sexual reproduction Comparing asexual and sexual reproduction

Lesson 4 – Heredity

Mendel’s work DNA’s role in inheritance Genes, traits, and characteristics

Lesson 5 – Punnett Squares and Pedigrees

Punnett squares Pedigrees

Key Vocabulary

DNA, chromosomes, cell cycle, interphase, mitosis, cytokinesis, homologous chromosomes, meiosis, asexual reproduction, sexual reproduction, fertilization, heredity, gene, allele, genotype, phenotype, dominant, recessive, incomplete dominance, codominance, probability, ratio, Punnett square, pedigree

Unit 8 – DNA and Modern Genetics (total days for Unit 8 = 10)




Standard 3 – Life Science:Page | 28


8.3.4 Understand the relationship between deoxyribonucleic acid (DNA), genes, and chromosomes. (L1,4)

8.3.10 Recognize and describe how new varieties of organisms have come about from selective breeding. (L1)

Essential Questions

What is DNA? How does biotechnology impact our world?


Indiana Science Fusion Textbook (Hard Copy and Online) Indiana Science Fusion Student Edition with Audio (Differentiated) Indiana Science Fusion Lab Manual Indiana Science Fusion Virtual Labs Think Central (Digital) ScienceSaurus (Student Handbook) Science News Magazine DNA Resource (Delta Science Module) DNA Learning Center (Online Website)


Lesson 1 – DNA Structure and Function (4)

Lesson 2 – Biotechnology (3)



Below LevelPage | 29


o Modified Instructional Timeo Targeted Assistanceo Reduction of Materialo Recall and Application Questions



Assessments

Unit Pre-Post Exam

Unit Project(s): Protein Synthesis Activity




Lesson 1 – DNA Structure and Function

DNA structure DNA replication Mutations DNA transcription and translation

Lesson 2 – Biotechnology

Applications of biotechnology Biotechnology and society

Key Vocabulary

DNA, nucleotide, replication, mutation, RNA, ribosome, biotechnology, artificial selection, genetic engineering, clone

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Literacy integration Plan

Will incorporate an extensive reading and writing plan based on an approach by Creech and Hale, in collaboration with the Strategic Literacy Initiative at WestEd. (*see appendix A for complete details)

Literacy Plan Outline

1st Quarter:

Metacognitive Logs – a yearlong literacy routine.

Science in the News – a yearlong literacy routine.

2nd Quarter:

Read a nonfiction science book, then write a children’s science book.

3rd Quarter:

Read a biography of a scientist, then write and present a historical vignette based on that historical figure.

4th Quarter:

Read a work of fiction – science related, then participate in a journaling and “book club” sharing activity.

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Appendix A – “Literacy in Science: A Natural Fit”

Reading is an essential part of science literacy, but what, when, and how can we incorporate reading in the science classroom? Like many of my colleagues, I avoided relying on the textbook by engaging students in lectures, hands-on activities, demonstrations, and videos. Unfortunately, as each year passed, my students read less while I worked harder.

I wanted students to become the scientifically literate citizens envisioned in the National Science Education Standards: students who read science, enjoy reading science, and even experience the passion I feel for the natural world. However, with 65% of incoming freshmen at my school reading below the sixth-grade level, it was clear that our science curriculum, especially the textbook, did not include motivating or accessible reading for most students. To bring reading back into our science classrooms, my colleague, Ann Akey, and I designed four quarterly reading projects with yearlong literacy routines that we use successfully with our ninth-grade students, including English language learners.

An inquiry approach to literacy and science

We created these projects as part of a three-year professional inquiry into literacy in science with our colleagues at the Strategic Literacy Initiative at WestEd. The two yearlong literacy routines we developed are based on Reading Apprenticeship, an instructional framework offered by the Strategic Literacy Initiative (Schoenbach et al. Promoting student literacy through inquiry A Natural Fit in LITERACY Janet Creech and Gina Hale February 2006 1999) to support middle and high school student literacy in content areas. Reading Apprenticeship encourages reading in classrooms as an active problem-solving process. Students and teachers engage in a shared inquiry into literacy by taking mental risks as they read together and discuss

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their reading processes, confusions, and methods of resolution. Creating a classroom climate that supports inquiry is essential to both science and literacy learning. This connection to inquiry made the Reading Apprenticeship approach a natural fit in our science classrooms (Schoenbach et al. 2003).

Yearlong metacognitive conversation

To begin our classroom inquiries into science literacy, we talk about our thinking processes every day as we delve into lab procedures, graphs, data tables, and all the different “texts” of science. I model talking aloud about my own thinking processes and encourage students to “think aloud” about how they make sense of what they are doing. Through this metacognitive conversation, students learn that text includes labs, data, and their own work, and that reading is an active problem-solving process.

As this way of working becomes comfortable and routine, I teach students to record their thinking by writing down their confusions, questions, connections, clarifications, and summaries in “Metacognitive Reading Logs.”[Editor’s note: The tools and projects described in this article, including Metacognitive Logs, were created by the author and can be downloaded from the Reading Apprenticeship website at http://wested.org/stratlit.]

As a yearlong literacy routine, these logs take on different forms depending on their purpose. Some are as simple as a vertical line drawn down the center of a piece of binder paper with an “I read” heading on the left and an “I thought” heading on the right. At other times logs may contain a series of sentence stems to choose among and complete such as “I was confused by” or “This reminded me of.”

Often students are asked to write questions, short summaries, or personal connections to what they are reading. Some logs have a printed format, some are kept in spiral notebooks, and others are simply written on the edges of the reading handout itself. This routine metacognitive writing and conversation supports students throughout the year as they encounter more difficult texts and complex reading tasks. Once we establish this foundation, we are ready to expand our reading experiences.

Four non-textbook reading projects

We begin our reading projects in the first quarter with “Science in the News” (SIN), which we also continue throughout the year—along with the Metacognitive Logs—as a yearlong literacy routine. In the second quarter we introduce a nonfiction reading project and accompanying children’s science book writing project. In the third quarter students read a biography of a scientist and present Interactive Historical Vignettes (Roack and Wandersee 1993). In the fourth

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quarter, students read fiction books and participate in book clubs (Steineke 2002). Although we sequenced these projects to take advantage of students’ growing skills, motivation, and stamina, any of these projects can be used independently of the others (Figure 1).

Science in the News

To help students read, evaluate, and discuss scientific issues and findings that appear in popular media, we developed SIN, a format to help students have an informed scientific perspective. Figure 2 summarizes the student objectives of SIN.

We assigned the first SIN as homework, providing a structured report format and instructions to find a science article in a newspaper or magazine (Figure 3). We thought our highly structured report format would help students read deeply. Looking at student work samples, however, we realized that even with relatively accessible text, such as the daily newspaper, students were not able to read and respond to the science without more help. The report format was not enough support; we had to teach our students how to read science in the news.

I started by finding an article to read and discuss in class. In small groups, students read the article and completed a SIN reading together, discussing how they approached highlighting the methods and results and how they constructed summaries. Teams shared their results with the whole class while I recorded their reading strategies on an overhead. Later we read anonymous student work samples, evaluating them using our new understandings of how to read SIN.

Our efforts paid off. With practice, students are able to do the SIN reading activities independently. Teams discuss the science in the reading, instead of how to read the science. Working together, students become expert readers of science in the news. More importantly, we are learning that science literacy is not a fixed object; people are not good readers or nonreaders, but evolving readers. Figure 4 (p. 26) shows the grading rubric for this project.

Read a nonfiction book and write a children’s science book

First quarter Second quarter Third quarter Fourth quarterMetacognitive Logs (Yearlong literacy routine)Science in the News (Yearlong literacy routine)

Introduction to metacognitive conversation, Metacognitive Logs, Science in the News

Read a nonfiction science bookWrite a children’s science book

Read the biography of a scientistPresent a historical vignette

Read a fiction book with good scienceBook club discussions

In the fall our classes make a trek to the school library’s nonfiction science section. We give students a chart that describes where science topics can be found and let students look for a book that interests them. Once they find one, we negotiate. Because our goals for this project

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are to build fluency, stamina, and motivation as well as general science knowledge, our focus is helping students find books that genuinely interest them and that are not too difficult. As a result, I start to see science-based library books appearing at Sustained Silent Reading—20 minutes of reading a day, a school wide policy—instead of magazines and newspapers.

FIGURE 1

FIGURE 2

Monthly Science in the News objectives.

◆ Highlight the research methods or procedures.

◆ Highlight in a different color the results or conclusions.

◆ Use highlighting to summarize procedures and results.

◆ Report the name and expertise of a researcher or scientist involved.

◆ Draw a picture or diagram of an important aspect of the research.

◆ Compose a brief summary of the big idea.

◆ Ask a question of the researchers or the author.

During the next four to five weeks students complete most of their reading outside of class with the support of teacher-generated Metacognitive Logs designed specifically for nonfiction text. I collect and check these logs weekly to give students written encouragement on their progress. When they finish reading, students demonstrate their understanding of the topic by writing and illustrating a children’s science book on the same subject.

Tapping into students’ interests produces some amazing results and encourages student engagement. One English language learner filled her book with photos and descriptions of her own beloved parrots. Another student, who produced little other work during the year, wrote a book about lizards, which he proudly shared. Many students chose their children’s book

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projects (from their science class!) to include in their schoolwide assessment portfolios as evidence for meeting reading and writing expectations.

Read a scientist’s biography and present an interactive historical vignette

Empowering students with personal knowledge about real scientists and the work they do is our primary goal for the biography project. For instance, during a class discussion of the Tacoma Narrows Bridge failure, a student who had just finished Joseph Strauss’ biography for his reading project eagerly explained that Strauss, who designed the Golden Gate Bridge, planned for the bridge to flex up and down several feet to prevent a failure like the Tacoma Narrows disaster.

When we initially introduced the biography project, we reencountered a familiar problem. We lacked motivating and accessible text to read. Our library had a scant collection of dusty, unused volumes of “classics.” Over the next three years, we added biographies of women scientists, such as A Feeling for the Organism:

FIGURE 3

Science in the News report student handout.

Name: ____________________________________________________________Period: ____________________________________________________________Month: ____________________________________________________________Topic: _____________________________________________________________Due date: __________________________________________________________Internet use (circle one):

No Yes (any reputable source) Yes (Newsbank only)

Directions:

1. Find an article about scientific research/observations that was published in a newspaper, magazine or journal during the month listed above. The article must be at least 200 words long.

2. Read the article and write down what the scientists were trying to find out (what question were they trying to answer)?

3. Underline, in two different colors, the following information (color in the boxes to make a key).

❑ The methods the scientists were using (procedure) and the type of data collected.

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❑ What the scientists found out (results and conclusion).

4. Answer the questions below.

5. Staple the article, or a copy of it, to the back of this page.

6. Turn in this assignment on or before the due date listed above.

Questions:

1. a) Title of the article _______________________________________________b) Topic of the article ______________________________________________c) Author(s) ______________________________________________________d) Source of article (name of newspaper, magazine, address/URL and name of internet site) _____________________________________________________

2. a) Write the full name and title (if given) of a person quoted in the article. (If no one is quoted, choose a different article.)

b) Why was this person quoted? What is his/her expertise?

3. How did scientists obtain the evidence on which this article is based? What steps did they follow, what types of tools did they use, and what type of data did they collect?

4. Draw a diagram of the important information explained in this article. Label your drawing with words/descriptions.

5. Write a summary of this article. Your summary must be at least four complete sentences in your own words. Do not use direct quotes from the article.

6. Do some more thinking about this article. Write at least one “on my own” question that you would like to ask the author or the scientists involved.

26 The Science Teacher

The Life and Work of Barbara McClintock (Keller 1983); scientists of color, such as Charles Drew: Life-Saving Scientist (Shapiro 1997); contemporary researchers, such as The Beak of the Finch (Weiner 1994) about the work of Peter and Rosemary Grant; and the accessible biography series Great Minds of Science and Scientists Who Changed the World. For a full list of the books we have added, visit http://wested.org/stratlit and click on “Resources,” then “Resources for Teachers,” and finally “Extensive Reading in Science.”

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Once we had enough texts involving scientist biographies that students could and would read independently, students could do most of the reading outside of class. We developed new Metacognitive Log prompts to help students make connections to the influence of culture and society on scientific thought. Once students finish their reading, they write 250-word vignettes about a major event in the scientist’s life. They dress like their scientists, bring props representing the scientists’ work, and read their vignettes in small groups. The “scientists” ask their peers in these small groups to discuss opinions about their work and discoveries.

As students present I walk around and listen. Within groups, students keep track of each other’s presentations

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Beginning

Developing

Proficient

Selection ofarticle

Not about science.No authority quoted.Source of article not stated.Fewer than 200 words.

Includes science content.Authority quoted.Source stated.200 words or more.

Includes scientific research.Authority quoted.Reliable source stated.200 words or more.

Understandingof article

Highlighting misses important points and/or includes extraneous material.Summary misses key points and/or includes nonessentials.

Most highlighting correctly identifies important points.Summary shows understanding of most key points.

Highlighting shows understanding of scientific methodologies and results.Summary shows understanding of all key points.

Completion One or more section not attempted and/or partial responses to prompt.

All sections attempted.Responses do not always address prompt.

All sections completed.Responses address all aspects of theprompt.

Quality Responses show limited understanding of the article.Responses are not written in complete sentences.Responses are unorganized, hurried, scattered, or messy, with little evidence

Responses show partial understanding of the article.Most responses are written in complete sentences.Responses are poorly organized and show some engagement, with attempts at responding

Responses show evidence of completeunderstanding of the article.All responses are written in complete sentences.Responses are organized, show attention to detail, thoughtfulness, and


Question is related to article and thoughtful.by using a checklist to assure that all required aspects of the scientist’s life are covered. Students are asked to use this checklist to prompt the speaker if omissions occur, thus creating a collaborative approach to discovering the scientist’s achievements with the reporting student serving as resident expert.

This is my favorite literacy activity of the year. I give extra credit if students make and wear a life-size mask of the scientist’s face for their presentation. Later, I hang the masks around the room to create a gallery of scientific greats “participating” in class for the remainder of the school year. Allowing students to assume identities of scientists is a powerful tool to help them connect to the process of scientific discovery and the impact of political and religious beliefs on the history of scientific thought, as related to Content Standard G, The History and Nature of Science (NRC 1996, p. 200).

Read a fiction book with good science content and participate in a book club

Do you remember reading something that hooked you on science—a novel, or even a comic book? This last project elicits raised eyebrows—popular fiction in a

FIGURE 5

Examples of book club options.

Low reading level book choices

A Bone From A Dry Sea Peter Dickinson

Julie of the Wolves Jean George

The Missing Gator of Gumbo Limbo Jean George

There’s An Owl in the Shower Jean George

Shark Beneath the Reef Jean George

Clan Apis Jay Hosler

Medium reading level book choices

The Core Dean Wesley Smith

The Dechronization of Sam Magruder George Simpson

The Perfect Storm Sebastian Junger

Singularity William Sleator

The House of the Scorpion Nancy Farmer

High reading level book choices

The Andromeda Strain Michael Crichton

Jurassic Park Michael Crichton

Toxin Robin Cook

Rendezvous with Rama Arthur C. Clarke

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science class? When considering what students should read, we uncovered a closely guarded secret: Science people love to read good fiction about science. When reading fiction, we engage with the ideas of science in imaginative and enjoyable ways that we might not when reading for information. [Editor’s note: For more on science fiction in science class, see “Science Fiction and Scientific Literacy,” p. 38, in this issue of The Science Teacher.] We wanted students to have access to this experience while providing opportunities for them to evaluate and discuss the scientific ideas they encountered. Our critical reading and discussion goals make the book clubs our most demanding project, which is why we save it for last.

Book clubs are discussion groups of four to five students who have chosen to read the same book. To facilitate book choice, I bring copies of the books to class for students to look through and talk about. They rank first, second, and third choices on an individual, reading-level appropriate list. I use their choices to arrange book club groups. The book clubs meet twice a week during 100-minute blocks, plan their own reading schedules, and discuss their books. Each student assembles and decorates a reading journal specifically designed for fiction narrative. New Metacognitive Log prompts help students make connections to situations or characters in the novel and analyze the science presented in the story.

Students bring these journals with them to their book club and use them as the basis for group discussions that often lead to new insights about the far-reaching impact of science in their lives. As they contribute to scientific and literary conversations with their peers, students see themselves as successful readers of science. (For examples of books, see Figure 5.)

Making progress

Three years into our inquiry, one thing is clear: Our students have become more capable and more willing science readers. Although many students read well below grade level, they could still become science readers. Similarly, while we are not reading teachers, we can teach students to read science. Our goals in beginning this inquiry were to improve student’s attitudes toward science reading and give students the tools to become lifelong science readers.

We made significant progress toward establishing the kind of scientific literacy that “expands and deepens over a lifetime, not just during the years in school” (NRC 1996, p. 22). By the end of the school year, reading becomes an established routine in my classroom, and students’ attitudes about reading change dramatically. When I announce the first book project in the fall, the general response is “What, we have to read the whole book?” By the time the last project rolls around in late spring, students say, “Read another book? Okay, I can do that.” ■

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Janet Creech ([email protected]) is a teacher at Woodside High School, 199 Churchill Avenue Woodside, CA 94062; and Gina Hale ([email protected]) is a professional development associate at WestEd, 300 Lakeside Drive, 25th Floor, Oakland, CA 94612.

References

Keller, E.F. 1983. A feeling for the organism: The life and work of Barbara Mc Clintock. New York: W.H. Freeman.

National Research Council (NRC). 1996. National science education standards. Washington, DC: National Academy Press.

Reading Apprenticeship. http://wested.org/stratlit. Strategic Literacy Initiative at WestEd.

Roack, L.E., and J.H. Wandersee. 1993. Short story science. The Science Teacher 60(6): 18–21.

Schoenbach, R., C. Greenleaf, C. Cziko, and L. Hurwitz. 1999. Reading for understanding: A guide to improving reading in middle and high school classrooms. San Francisco, CA: Jossey-Bass

Publishers.

Schoenbach, R., J. Braunger, C. Greenleaf, and C. Litman. 2003. Apprenticing adolescents to reading in subject-area classrooms. Phi Delta Kappan October: 133–138.

Shapiro, M.J. 1997. Charles Drew: Life-saving scientist. Austin, TX: Raintree Steck-Vaughn.

Steineke, N. 2002. Reading and writing together: Collaborative literacy in action. Portsmouth, NH: Heinemann.

Weiner, J. 1994. The beak of the finch. New York: Alfred A. Knoph.

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Appendix B – Blooms Taxonomy Questioning

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Appendix C – Abbreviated list of Possible Student Products Page | 43


A. Artistic products

architecture murals decoration sculpture filmstrips slide shows comic strips yearbook advertisements drawing graphic design photography engraving etching

batik exhibits cartoons book covers/designs fabric design maps mobiles fashion design jewelry diorama furniture design wood carvings political cartoons horticultural design

landscaping terrariums mosaic collage silk screens movies videos computer graphics aquariums painting web pages package design postcards posters

puzzles car designs maps sewing puppets set design tin ware pottery iron work weaving calligraphy tessellations multimedia

presentations

B. Performance Products

skits role playing simulations theatrical

performance vocal athletic events

dance mime puppet shows dramatic

monologues comic performances demonstrations

films/videos reader's theater poetry readings improvisations musical

performance experiments

interpretive song composition chorale concerts parades reenactments

C. Spoken Products

debates speeches radio plays advertisements poetry readings storytelling poetry for two

voices interviews oral histories newscasts

teaching a lesson lecture mock trials songs sales promotions simulations demonstrations phone

conversations eulogies announcements comedy routines

master of ceremony D. J. shows panel discussions celebrity roasts narrations dedication

ceremony weather reports rap songs town crier guided tours

oral reports book talks chronicles forums sign language puppet shows book reviews audiotapes informercials

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D. Visual Products

videos slide/digital photo

shows sculptures table settings advertisements puppets calendars musical scores book jackets

layouts models pottery proclamations computer programs timelines diagrams/charts sketches graphs collages

ice sculptures demonstrations cartoons travel brochures athletic skills blueprints lists multimedia

presentations graphic design paintings

maps diagrams mobiles set design experiments caricatures silk screening graphic organizer photography fashion design

E. Models/Construction Products

drama sets sculpture relief map habitat bridges inventions food vehicles fitness trails microscopes microscope slides aqueducts terrariums greenhouses

gardens dioramas shelters collections ceremonies learning centers pottery working models ant farms buildings toys games books solar collectors

bird houses bulletin boards circuit boards paper engineering puppet theaters computer programs computers documentaries exhibitions interviews scale models 3-D figures graphs furniture

instruments robots machines rockets play facilities quilts multimedia

presentation hydroponic farms masks robots gifts catalogs mazes

F. Leadership Products

speeches plans school patrols leading rallies consensus building role playing mock trials musical

performance

elections debates campaigns protests open forums fund raising student council /government organizing a

business

organizing a group editorials service learning projects editing a newspaper directing a play club or class webmaster

G. Written Products

pamphlets brochures books speeches captions charts

parables advertisements laws graphs articles (newspaper,

journal, etc.)

grants analyses epics web pages autobiographies flow charts

budgets blue prints census reports folktales graphic organizers story problems

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radio programs instructions interview questions outlines simulations recipes legends definitions bibliographies rhymes limericks

diaries/journals poetry marketing plans comic strips jokes/riddles slogans songs/lyrics questionnaires invitations story boards greeting cards

amendments family trees position statements banners plays/skits letters/postcards crossword puzzles summaries consumer reports lists notes

public service announcements

ethnography maps timelines multimedia

presentations discussion group

questions

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