the “write” way to teach science sue pearson, co-director the center for effective learning...
TRANSCRIPT
The “Write” Way to Teach Science
Sue Pearson, Co-DirectorThe Center for Effective Learning
Webinar: February 23, 2012
The “WRITE” Way to Teach
Science
WELCOMEWHY THE FOCUS ON WRITING?
SCIENCE WRITING
STRATEGIES
NEXT STEPS?
KEYPOINT ONE
Intelligence Is A Function Of
ExperienceWe are not born intelligent—only with a capacity
to be so.
©2012 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
KEYPOINT TWOLearning is an inseparable partnership
between the body and the brain:Emotion is the gatekeeper to learning and performance.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
KEYPOINT THREE
There are multiple
intelligences.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
KEYPOINT FOUR
Learning is a two-step process:
pattern detection and program
building.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
Absence of Threat/Nurturing Reflecting
Thinking
Meaningful
Content
Adequate Time
Enriched Environment
Immediate
Feedback
Movement
Choices Collaboration
Mastery/Application
BodybrainCompatibleElements
© Susan Kovalik & Associates, 2012
Sensory-Rich Being There Experiences
COMMON CORE STATE STANDARDS
What’s the SCOOP?
CCSS-Grades K-5
Standards in reading in the subjects of
history/social studies, science, and technical subjects are integrated
into the K–5 ELA standards.
CCSS – Grades 6-12
The CCSS Science & Technology Subject Standards apply to grades 6-12.
They are in literacy-not science content!
http://www.corestandards.org/the-standards/english-language-arts-standards/science-technical/introduction/
KEY STANDARDS
Basically, at all grades, these are the key standards:Key ideas and detailsCraft and structureIntegration of knowledge and ideasRange of reading and level of text complexity
Why Write in Science?
Draws on prior knowledge Shares current student knowledge
and understandings Helps students learn and share
what they have learned Develops vocabulary (ESL) Fosters conceptual understanding Evaluate knowledge and skills
What Can Teachers Do?
Ask all students to write in science every day
Expect all students to be successful writers in science
Provide writing tasks that go beyond recording and summarizing
Include writing prompts that help students structure their writing
Respond to writing with direct feedback about the science ideas
WRITING IN SCIENCE
• Being a great science writer means not only being able to convey frequently complex ideas and theories: it also involves being able to write in a way that keeps readers, even those who aren't experts in the field, engaged and wanting to learn more about the subject.
• It's a delicate balance to attain, but there have been many throughout the years who've managed to do it, though some with more grace than others.
Famous Scientist “Writers”
• Charles Darwin• Isaac Newton• Galileo Galilei• Nicolaus Copernicus• Aristotle• Carl Sagan• Stephen Hawkings• Richard Feynman*• Albert Einstein• E. O. Wilson*
• Richard Dawkins• Matt Ridley• James D. Watson• David Attenborough• Jane Goodall• Dian Fossey• Konrad Lorenz*• Rachel Carson• Stephen Pinker• Roy Chapman Andrews
* Nobel or Pulitzer Prize Winners
HOW DO I START?
Text whose primary purpose is to convey information about the natural and social world
Text that typically has characteristic features such as addressing whole classes of things in a timeless way
Text that come sin many different formats, including books, magazines, handouts, brochures, CDs/DVDs, and the Internet.
INFORMATIONAL TEXT is . . .
Students increasingly differentiate among genres
Exposure to a variety of texts is keyClose relationship between what students are
exposed to and the kind of writing they choose to write and are able to write well
READING INFORMATIONAL TEXT IS IMPORTANT BECAUSE . . .
BUILDING WRITING SKILLS THROUGH
RESEARCH
Lesson #1: Recording Science Observations
PREPARATION•Model observing and note-taking for the students (e.g. use a teddy bear)•Investigate color, texture, size, odor and share observations.•Teacher writes observations on poster paper/white board-save.
Lesson #1: Recording Science Observations
Investigate the. . .•color (brown/tan/light brown)•bear’s size (about 12 inches)•texture-furry; soft; fuzzy; hairy•odor-sweet; soft;•Wearing clothes•Tattoo on upper paw•Amore
Lesson: Recording Science Observations
THE PREPARATION:•Model how to take notes.•Ask selected children to do specific tasks (e.g. watering plant) while all other children describe what they observe.•Teacher writes their observations on chart tablet/white board for future use.
WRITING IN SCIENCE: STRATEGIES
1. SCIENCE JOURNALS
K-W-U
KNOW WANT TO KNOW
UNDERSTAND
O-W-L
WHAT DID I OBSERVE?
WHAT DO I WONDER?
WHAT DID I LEARN?
SCIENCE JOURNALS
• Develop informational writing skills
• Encourage careful observation habits
• Assist students in writing expansively about developing knowledge
SCIENCE JOURNALS
• Observe• Record• Organize• Draw• Make inferences• Track ideas over time
Lesson: Recording Science Observations
THE LESSON:
•Read several informational text books on a topic (e.g., trees)•Take students out of the building to observe trees (being there)•Students write notes and make drawings of their findings.•Repeat several times. Share and compare notes.
Journal Prompts: Trees
• What do you think is a tree?
• How is it different from other plants?
• What do you think a tree is made of?
• What are the parts of a tree?
• Draw a tree.
• Why do you think trees are different shapes?
• What different shapes of leaves did you find?
• How has your tree changed since you first started observing it?
• What can you tell me about a tree now?
Trees have different shapes
• Square trees
• Circle trees
• Triangle trees
• Rectangle trees
My Favorite TreeThe shape of my favorite tree: Bark rubbing from my favorite tree:
Observations of the bark:
Leaf Rubbing:
Observations of the leaf:
Wonderings about my favorite tree:
Why this is my favorite tree:
Lesson:Taking Field Notes
• Read several books on butterflies.• Go outside to observe butterflies • Alt: Raise butterflies in the classroom• Take observation notes in butterfly journal
(movement, color, actions, etc.)• Include a scientific drawing of a butterfly• Compare your illustration to that in a science
book
Example-Butterfly
Investigate the. . .•Colors: black, dark orange, light orange•Size: about 2 inches tall; 2.5 inches wide •Body parts: 2 antennae, 3 pairs of legs, 2 wings, head, 2 part body•Texture: scaly, soft, brittle,•Movements: fly, land, rest, cling
Butterflies
On the school playground I observed several different kinds of butterflies. I chose to observe the orange and black one that I first saw resting on a plant leaf. It rested there for a few minutes and then flew with some jerky movements to another plant where it landed on a pink flower. I saw the butterfly’s tongue come out of its mouth and go into the center part of the flower. Then it pulled it back out and flew away.
Example-Buckminsterfullerine
Observe. . .•Cage-like fused ring structureTruncated icosahedron; 60 vertices; 32 faces•Carbon atom at the vertices of each polygon; bond across each polygon edge•Size: about 1.01 nanometers
HOT TOPICS SCIENCE JOURNAL
Every week, each student selects a science article from an approved list of newspaper/journals. After reading the article they:Highlight important information from the articleAttach it to the “Hot Topics” journalSummarize the article’s points in writingWrite an additional paragraph about why they chose this article and how it is important to them/societyCircle five unfamiliar words and define them (vocab)
A valuable activity because. . .
• Students self-select topics• Information updates textbooks• Provides practice in reading/writing skills In real-
world materials• Students improve in determining what information is
important in an article• Develops vocabulary• Improves communication skills as students discuss,
share and compare articles
MY WORM JOURNAL
Zoologist’s Name: ___________________________________________Dates: From ________________________ To _____________________Grade: ___________________________________________________
A Day in the Life of an Earthworm
Pretend you are a real earthworm. How do you help the earth? What are some of your adaptations for living underground? What dangers do you face? What would a day in your life be like?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I wonder. . . I predict. . . I learned. . .1. Do worms make tunnels?
2. Do worms have teeth?
3. Can worms crawl above ground?
4. Do worms have eyes and noses?
5. Do worms prefer damp or dry places?
6. Can you tell a worm’s head from its tail?
Worm Wonderings
My Own Worm Wonderings
I wonder. . . I predict. . . I learned . . .
Earthworm Observations1. Draw and color your earthworm in the box below.
2. An earthworm’s head is closest to the thickened part of its body, called the saddle. Label your earthworm’s head, tail and saddle in the box above.
3. An earthworm’s body is made up of rings, or segments , that let it bend. How many segments can you count on the earthworm in the jar?10 20 30 40 50 >504. What does the earthworm do when you gently touch it? ____________________________________________________________________________5. An earthworm has eight tiny bristles under each segment that act like little legs. They help it move. Gently place the worm on your arm. Can you feel the bristles? ______________________________6, Data Table
Length Width Feels Like
cm cm
Damp or Dry?Experiment
QUESTION: Do earthworms prefer damp or dry places?PREDICTION: I think the earthworm will move to the damp/dry paper towel (circle one).PROCEDURE:1.Put two paper towels on opposite sides of the box.2.Put two worms in the box and cover.3.Observe the worms. Record the results using a for each worm.4.Repeat with two new worms.
Worm’s Response Trial #1 Trail #2
Damp paper towel
Dry paper towel
Conclusion: Do earthworms prefer damp or dry places? What is your evidence?____________________________________________________________________________________________________________________________________________________________________________
2. 3.
2. OBSERVATIONS VS. INFERENCES
OBSERVATIONS vs. INFERENCES
Observation vs. Inference Charts
OBSERVATIONS•Pair of footprints on surface approximately under the astronaut. •Astronaut’s feet are not on the ground. •Astronaut’s head is level with top of flag.
INFERENCES•Astronaut jumped into space just before the photo was taken.
• Juan is not in school today. Yesterday he was coughing and sneezing.
• Juan is out sick today.
Observations vs. Inferences
• The balloon is in the tree.
• The string got caught in the branches.
• Mark was playing in the snow without mittens but then came inside.
• Mark came inside to get warm OR Mark came inside to get his mittens.
Comparing
John Muir Rachel Carson
BOTH:Authors of booksProtected the
natural worldWorked to
preserve/save the natural
environment
Inventor Industrial Engineer Argued correctly that
glacial erosion that created Yosemite
Founder of Sierra Club Woods, trails,
mountains, glacier-all bear his name
Marine Biologist Writer of radio
scripts Editor-in-chief: Fish
& Wildlife Service Fought for safety for
human health and the environment
3. CLASS/SCHOOL SCIENCE NEWSLETTER
Mrs. Pearson’s Science ClassHawthorne Junior High School Issue 12
Students Work with Technology in the Classroom
Last week in Mrs. Pearson’s class we got the opportunity to work with Microsoft PowerPoint. Our class did PowerPoint presentations on the stages of mitosis. It went so fast! We had the laptops during the week, too. This was a fun way to get ready for our cell test, this Friday, February 17th, while at the same time, strengthening our knowledge of cell division. Mitosis is the process by which cells reproduce. We were required to create 7 slides within the program. Each slide contained information about one of the phases of mitosis. We even created sketches of the cells dividing using Microsoft’s Paint. Our whole class had a great time learning new technology skills and preparing for our unit test!
CELLS
Students in Mrs. Pearson’s class will soon be ending their study of cells. The test will be on Friday, Feb. 17th. The test will include 47 regular questions and one bonus question. There will be one essay question, too. The test will cover the two main types of cells (plant and animal), cell organelles, cell functions, mitosis, and the order of structure that cells make up (cells, tissue, organs, etc. This will be a major test grade and will cover the content in chapter 9 in our science text book.
4. ORGANIZING INFORMATION
Organizing InformationName Use Science Example(s) Picture
Web (also referred to as the “topical net” or “cluster”
To group similar concepts/ideas related to a unifying theme; may also be used to indicate sequence if arrows are used to connect sub-groups
The rock cycle (with subgroups indicating different types of rock and processes); states of matter
Organizing InformationName Use Science Example(s) Picture
Linear string To represent a sequence but with no indication of cause/effect
Food chain; scientific timeline; steps of an experiment
Organizing Information
Name Use Science Example(s) Picture
Falling dominoes
To represent a causal sequence
Tsunami; origin of the solar system
Organizing Information
Name Use Science Example(s) Picture
Branching tree
To represent sequences from multiple perspectives
Parasite/host interaction, each line representing what is happening to one of the organisms
Organizing Information
Name Use Science Example(s) Picture
Matrix For categorization and classification
Compare and contrast different animals and their characteristics
I Found a Rock!COLOR
What color or patterns does your
rock have?
TEXTURE
How does it feel?
LUSTER
How shiny or dull is it?
SIZE
What is the longest length in cm?
Labeled Drawing of My Rock
OUR HYPOTHESIS
We think the items were attracted to the magnet because . . . ____________________________________________________________________________________________________________________________________________________________________________________________________________
POND QUESTIONS
Name of animal: _______________________ _____________________________________ My questions about this animal: __________ _____________________________________ _____________________________________ ___________________________ ___________________________
5. WRITING IN THE SCIENCE WHEEL
Writing in
Science
PurposeAudience
Method of Production
Form
atTopic
Main Ideas?
Purpose in Writing?W
riting For?
How will I produce this?
Type
of W
riting
?
Key Concepts
Links b
etween Id
eas
ExamplesTo explore ideas
To clarify my understanding
Show I can apply what I knowReview for a test
Persuade others
Other students
Younger students
Teacher
Visitor
Parent
ConsumerTextbook readers
On my ownIn pairs In groups
Different groups on different parts
Computer Poster
Markers
Narrative Brochure
Journal PoetryConcept map Letter
InstructionsReport Poster
6. GRASP:HOW TO SUMMARIZE
CONTENT AND WRITE IN OWN WORDS
GRASP Strategy -Summarize
Individually•Read passage. •Close books.•List infoAs a class:•Generate categories (Suggestions OK)Partner•Sort list items into categories•Write ONE sentence that incorporates the most important info in each category
Focus on critical information; write it in their own words (Hayes 1992)
Sample GRASP-Types of Rocks
TOPICS THE ROCK CYCE IGNEOUS ROCKS
SEDIMENTARY ROCKS
METAMORPHIC ROCKS
CONTENT Igneous rocks
Sedimentary rocks
Metamorphic rocks
Change into each other
From cooling magma
Obsidian and basaltIntrusive-under Earth’s surface
Extrusive-over Earth’s surface
Sediment cements together
Layers = strata
Rocks broken by wind & rain
Chalk and Sandstone
Pressure and heat create
Mountains cause
Slate and marble
Come from other rocks
SUMMARY There are three main types of rocks: igneous, sedimentary and metamorphic
Igneous rocks, such as obsidian and basalt, form from cooling magma
Sedimentary rocks, such as chalk and sandstone, form when sediments dislodged by wind and rain are cemented together
Metamorphic rocks, such as slate and marble, are created from other rocks by intense heat and pressure,
7. DISCUSSION WEB
Discussion Web
Complex level of transforming texts: Read and form opinionsControversial topics (e.g., environment, genetics)Teach students to consider BOTH/ALL points of viewNeed an issue that has two or more sides; several sets of resourcesShare findings with whole class (strong/weak points)After discussion, draw conclusions, fill in box(es)Write an essay explaining chosen point of view/why?
Sample Discussion Web on Nuclear Power
Question: Should the U.S. use nuclear power?
Conclusion: The U.S. should use nuclear power to help meet energy needs for the future.
no yes
Deadly if something goes wrong
Target for terrorists
Toxic waste must be stored for generations
Decommissioning a plant is expensive-$300 million
Mining uranium pollutes
Lots of money spent on safety
Extremely clean --- Coal releases C and S
Abundant source of energy
Safety measures mean accidents are rare
May be possible to recycle spent fuel
1/3 the cost of fossil fuels
More reliable than wind, solar, and coal power plants
8. THE NATURE OF HAIKU
HAIKU
• 5-7-5? Not necessarily-different language structures
• Best described as “Concisely written observations of nature”
HAIKU
National Science Education Standards/Topics (K-4 content)•Properties of objects and materials•Position and motion of objects•Characteristics of organisms•Life cycles of organisms•Organisms and environments•Properties of Earth materials•Objects in the sky•Changes in Earth and sky•Types of resources•Changes in environment
HAIKU
• Stay with observations• Setting in nature• Observation lists• Interesting observations• Three lines (3rd line should contain the most
interest-amaze, startle, or make reader think)• Conciseness• Rewrite
HAIKU EXAMPLES
Monarch butterfly Flutters to a soft stop; and closes its wings
Roses are blooming.The dew is starting to dripAs the sun rises.
A small spider weaves in and out - he makes his web it shines in the sun
Curly seed pods grow. They fall to the ground and wilt; and make room for more
Birds high in the skyGlide down and have a good feastOn the mesquite pods
9. STUDENT-AUTHORED BOOKS
a)Flip Bookb)Custom A-B-C -individual -partner -group
Student-Authored Books
Can include:•Observations•Inferences•New/familiar content•Themes•Experiments•Conceptual learnings•Research•Charts
May Include:•Cover/title page•Dedication•Table of contents•Index•Chapters •Vocabulary list•Resources•Scientific illustrations•Photographs
All About Trees
ByRoxie
Gribbin
A) FLIP BOOK
FLIP BOOK
Staple at the fold
Flap 2
Stapled
Cover
Flap 1
Flap 5
1.
FOLD
2.
3.
Flap 3Flap 4
Flap 2
SCIENTIFICCONCLUSION
What was the objective?
What did you do?
What evidence do you have?
What did you learn?
Sample conclusion
4.
TAB TITLE TEXT WRITTEN UNDER EACH TAB
What was the objective? • The objective today was . . .• Turn the objective statement into a question or vice versa.• Scientists can use _____________ to help them __________.• In order to _______, you first need to __________________.
Briefly, what did you do? • Today in lab we . . .• In this activity . . .• In order to answer our objective we . . .• To collect evidence we . . .• We calculated . . .• We measured. . .
What evidence do you have? Be specific.
• For example . . . • For instance . . .• At Station 1 . . .• We found . . . • We tested . . .
What did you learn? • I learned . . .• I discovered . . .• I understand . . .
Sample conclusion Identifying the characteristic properties of metals can help us make better uses of our resources. In this activity we observed the characteristic properties of copper, aluminum, and steel. We found that copper is malleable and does not react to acid. Aluminum is even more malleable and very lightweight, and also does not react to acid. Steel is a strong and dense metal, but it will rust. By looking at the characteristic properties of metals, I now understand how different metals can be used in different ways.
B) CUSTOM ABC BOOKS
Custom ABC Books
• Good for all grade levels-content is adjusting factor
• Individual/Partner/small group• Can be worked on over a period of time• Develops vocabulary (ESL students)• Involves research• Multiple Intelligences (Smarts): word, number,
spatial, naturalist
Student-Authored ABC Books
C is for clouds • S is for snow
Pre-K, K and Grade One
Student-Authored Books-Examples
A is for Arboretum B is for Bark
A place where trees and plants are grown for scientific and educational purposes
The tough, protective outer sheath of the trunk, branches, and twigs of a tree or woody shrub.
Grades 2-12
Student-Authored Books-Examples
C is for cell N is for NUCLEUS
The basic structural and functional unit of all organisms; cells may exist as independent units of life (as in monads) or may form colonies or tissues as in higher plants and animals
The cell nucleus acts like the brain of the cell. It helps control eating, movement, and reproduction. The nucleus is not always in the center of the cell.
Grades 4-12
Student-Authored Books-Example
C is for change • P is for Periodic Table of the Elements
Chemistry is the study of MATTER and the changes that take place with that matter.
A tabular arrangement of the chemical elements according to atomic number as based on the periodic law.
Grades 5-12
10. SNAIL MAIL & E-MAILS
Snail Mail & E-Mail
Students can write to real scientists. They can: Ask scientists how they use writing in their workShare the results of their own experimentsClarify their own theories and thoughtsExplain an experience he/she has had in that area of scienceCompliment the scientist for his/her use of the LG/LSAsk their own questions in that field of science
Where do I find the scientists?
• Local community and 4 year colleges and universities• Regional inventors/patent holders• Hospitals and Research Centers• Industry/Technology Businesses/Corporations• TV programs (local/national - Discovery Channel,
etc.)• Newspaper/magazine/journal articles• Relatives of students
NEXT STEPS
“Writing in Science” Strategies
Model with informational text(s)
Charts: K-W-U and O-W-L Science JournalsObserve-Infer Science Newsletter Student-Authored books
–Flip Book, A-B-C, etc.Writing Wheel
Organizing Information -Web -Linear string -Falling dominoes -Branching treeGRASPDiscussion WebHaikuWrite to a Scientist
The “WRITE” Way to Teach
Science
WELCOMEWHY THE FOCUS ON WRITING?
SCIENCE WRITING?
STRATEGIES
NEXT STEPS
Schools Exceeding Expectations
“Making a Difference in the World”Excellence in Education
April 26-28, 2012Site: Lone Tree, CO
On-Site School: Lone Tree Elementary School
http://schools.dcsdk12.orgSelect Lone Tree
Visit: http://www.thecenter4learning.com/html/events/2011/see.htm
“OPEN” Model Teaching Week
• June 18-22, 2012• OPEN to all• Inexpensive way for a school district to
introduce model• Huntington County Community Schools
Corporation-SEE 2010• Chuck Grable and Adam Drummond
http://www.thecenter4learning.com Choose “Events”, then MTW
HET SUMMER INSTITUTE
• July 15-18, 2012• Two Strands 1) Conceptual Curriculum 2) Science Academy• Granlibakken Conference Center, Lake Tahoe, CA• Appropriate for ALL educators• 4 days of interactive sessions in pristine
environment• http://www.granlibakken.com/
http://www.thecenter4learning.com Choose “Events”, then Summer Inst.
NSTA.org