integrating literacy into inquiry-based science programs (foss emphasis)

Integrating Literacy Into Inquiry-Based Science Programs

(FOSS Emphasis)

A Quick Share

Jan LantingFOSS Consultant17 years in the classroom4 years as District [email protected]

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

What’s the Best Way to Learn About FOSS?

Experience it!

NSFFunded

and research-basedDevelopmentally

appropriate

Special Education

Multi-sensoryInquiry

Hands-on activitiesCooperatively grouped

Life Earth,

Physical, Scientific Reasoning

and Technology

FOSS

Essential Features of Inquiry:Learning Cycle E’s

Engage

Explore

Explain

Extend/Elaborate

Evaluate

EngagePiques their curiosity

Determines students’ prior knowledge

Stimulates their thinking

A Signature Activity

Magnetism and Electricity

Investigation 1:

The Force

Describe the Object

Focus Question:

What can a magnet stick to around your seat?

Things That Stick

Literacy Strategies

KWL/ KWLH

Kit Inventory

Interactive Word Wall

Kit Inventory BasicsFrom 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

PredictingPull out one item at a time. Students predict how the item might be used.

ClassifyingItems 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?

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.

leaf

Why Interactive Word Walls?

Facilitates notebook entries

Students have input

Includes scientific vocabulary

Includes kit vocabulary

leaves

water

Word Wall-ets

fish

worm

snail

isopod

Word Wall-etsfrom 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.

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/PurposePredictionPlanningData Collection/ObservationsClaims & Evidence Conclusion (line of learning)Reflections ( I wonder…. Questions?)

Science Story

Explains how magnets were discovered and named

FOSS: Science Stories


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

Shared Reading

“Magnificent Magnetic Models”



“Magnus” vs. “Magnificent Magnetic Models”

Magnus

How Magnets Interact

Standard:

Student will identify similarities and differences in two reading selections.

Assessments:

T-Chart, Venn diagram

Teacher led discussion

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.

leaf

Why Interactive Word Walls?

Facilitates notebook entriesStudents have input Includes scientific vocabularyIncludes kit vocabulary

leaves

water

Kit Inventory BasicsFrom Dr. Olga Amaral

Unpack the kit (literally), identify an objectPlace a word card on the wall for the objectAdd the kit object in a ziplock baggie next to the word cardDo 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?

More How To’sPredicting

Pull out one item at a time. Students predict how the item might be used.

ClassifyingItems are distributed.Items are grouped by students into categories.

UseProperties

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 areasOpen 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.

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?

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.

Investigation 1, Part 1

Engagement: Describe the Object GameExplore: Things That StickExplore: Test ObjectsExplore: Iron DetectorsExplore: Magnetic InteractionsExplain: Attract and Repel, ForceElaborate: Science Stories, Math Problem of the Week, FOSSweb: Kitchen MagnetsEvaluate: 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

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”



“Make a Compass”• Use Nonfiction Checklist• Discuss Table of Contents• Explain function of the glossaryStandards: 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


Main Idea“Renewable Resources”

Standard:Students will identify the main idea

and supporting details in what they have read.

Assessment:Main idea graphic worksheet



Stop and Jot

“Ben Franklin”



Frayer Model

I Wonder

I See

Journal Prompts

Additional Strategies

• Formative Assessments• Teacher Observation

• Anecdotal Records• File Folder

• Rubric – Student Response Sheet• Student Notebook

• Summative Assessments• End of Unit Test• Performance Assessment

Science Assessments

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?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

Science Story

Explains how magnets were discovered and named in a folk talk genre.



Literacy Strategies

Science Story Word SplashStop and JotPaired ReadingQuestioning Cubes

Attract and Repel

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

ExplainStudents 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

Magnet

Bar

Horseshoe

Refrigerator

Donut

Word Picture Example

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 misconceptionsExpand student understanding of the concept in a broader context beyond the previous explorationsMay provide further investigations in new situations to support learning

Shared Reading

“How Magnets Interact”



“Magnus” vs. “How Magnets Interact”

Magnus

Student will identify similarities and differences between two reading selections.

Assessments: T-Chart, Venn diagram Teacher-led discussion

How Magnets Interact

Main Idea

“Electromagnets”

Assessment:Main idea graphic worksheet

Delta Science Content Reader


“Make a Compass”

Nonfiction Checklist

FOSS: Delta Science Content Readers


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”



Anticipation Guides

“What is a Compass”



Discourse Circle

Discourse Statement:

Renewable sources of energy are best for making electricity.

Delta Science Content Reader

Electricity and MagnetismSeeds of Science 2008

I Wonder

I See

Additional Strategies

Quote

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

Benjamin Franklin

integrating literacy into inquiry-based science programs (foss emphasis)

Documents

science kit

kit object

students individual

word carddo

word bank

science lessons

leafwhy interactive

use labels