Welcome. Please enjoy a Gallery Walk.Explore the student work around the room• What do you notice about the student work?• What do you wonder?Share your comments – jot your thoughtson sticky notes and post them on or nearstudent work.
• Doug Baker, EMU, EMWP • firstname.lastname@example.org• Julie King, Livonia Public Schools • email@example.com• Jeffrey Taylor, Ann Arbor Public Schools • firstname.lastname@example.org• Julie Blomquist, Livonia Public Schools • email@example.com• Lauren Luedtke, International Academy Bloomfield Hills ◦ firstname.lastname@example.org
How do real-world, professional scientists use writing? Who are the “consumers”, or the audiences, of scientific writing? What are the “genres” of scientific thinking? How is writing connected to scientific thinking? What do our students need to know and be able to do? How can we prepare them for future literacy demands while increasing science learning?
Why Write? How writing both shapes and showslearning. – Julie King, Emerson Middle School, LivoniaScience Literacy and the Wonder Wall: CapturingCuriosity the „Write‟ Way – Jeffrey Taylor, ClagueMiddle School, Ann ArborScientific Discoveries: Incorporating WritingTo Think Like a Scientist – Julie Blomquist, EmersonMiddle School, LivoniaScience and Literacy Standards – LaurenLuedtke, International Academy, Bloomfield Hills
Writing forces the brain to slow down and search more deeply for meaning.“The act of putting pen to paper encouragespause for thought, this in turn makes us thinkmore deeply about life, which helps us regainour equilibrium.”~Norbet Platt
Writing is generative.“How can I know what I think until I seewhat I say?” E.M. Forster
Writing increases “time on task”“Writing, I think, is not apart fromliving. Writing is a kind of double living.The writer experiences everythingtwice. Once in reality and once in that mirrorwhich waits always before or behind.”~Catherine DrinkerBowen, Atlantic, December 1957
Writing increases vocabularyacquisition. Scientific thinking requireslanguage precision.“The difference between the almost right wordand the right word is really a large matter - itsthe difference between the lightning bug andthe lightning. ” ~Mark Twain
Capturing student curiosity the “write” way Jeffery Taylor Ann Arbor Public Schools
With a group of 3 or 4, write down questions about energy. ◦ What are you curious about? ◦ Is there anything in the news that makes you wonder? Mrs. Taylor Octane story Share with large group
Before we began our session I had posters on the wall from my 8th grade physical science class Take 3 minutes to discuss the questions below with people at your table What did you notice about what the students wrote? Do you think that they were intrinsically motivated? What questions caught your attention?
Science investigation is being curious about our surroundings and finding truths about the physical World Simply working through the curriculum often fails to give students a chance to investigate and research Students need an opportunity to think about how the “real world” relates to what they are learning in class Wondering idea came from 1st grade teacher Why do we stop wondering?
Students develop questions individually or as a group Can occur before or after a unit of study Teachers choose common questions and place them on a “Wonder Wall” or present them in another way Students can use their own questions if approved by teacher Students share what they learned through a simple one page paper-Show on ELMO
Share examples of what students have produced based on what they learned Follow-up questions or further curiosities How to share with others?
Multiple age levels and topics Can happen at any point during a unit of study Scaffolds students to become self-starters and take control of their learning Students write to demonstrate what they learned and to construct meaning
Please take 5 minutes to write down answers tothe following questions How can students use a multitude of genres to present their findings? What form of sharing makes sense in your classroom? How could you adapt this to fit your curriculum?
Incorporating Writing to Think Like a Scientist Julie Blomquist email@example.com 7th/8th Grade Science Emerson Middle School Livonia Public Schools
A 7th grade unit supporting theMichigan Science K-7 Content ExpectationsCreated by Battle Creek Area Mathematics & Science Center
The prescribed units are designed as whole class inquiry, sharing, and discussion, but do not promote enough individual accountability. Kids may be new to the inquiry approach (versus a teacher-delivery model) Weaknesses in language, thinking skills, and expression – which limits class discussion
WHY use Scientific Journals? ◦ Authentic piece of writing (scientists use journals) ◦ An expanded format that required more information for students to “think” about ◦ forced students to collect more data and name the details (use language – more expression)
Objective: prove that sound travels and learn to describe; how sound transfers energy Activity: Use Scientific Discovery Journals throughout the course of the unit
What do we know about Sound? ◦ Groups share knowledge about sound with classWhat do we wonder about Sound? ◦ Groups were given time to ask QUESTIONS about sound
Quickwrite:What did you experience when you heard the singing rod?Write for 1 minute about your experience. SHARE! What did you feel? Hear?
Importance of being specific and detailed in our observations ◦ One person experiences a sound differently than another person. Emphasized the use of descriptive words
1. Refer to the Journal “sample” page – Write a hypothesis about if and how sound will travel through a meter stick and an aluminum foil strip. These are two different types of solids.2. Using two types of sound, (Tuning Fork & Timer), experiment with different ways to allow sound to travel through each solid.3. Write down your observations in the “Observation Chart.” Be descriptive! What do you hear, feel, see?
Groups share experiences and how they described what they observed about sound traveling through a solid.
Write a Claim, Evidence, Scientific Reasoning Paragraph using data/observations fromthe sound activities.Refer to the Sound Travels Through Different Media ASSESSMENT HandoutWrite a conclusion or scientific explanation for the investigation into how soundtravels through different media (types of matter – solids, liquids and gases). Include aclaim,evidence, and scientific reasoning in your response. Your response should be atleast one paragraph, five to six sentences. You response MUST include the following: ◦ Claim: A clear and concise statement of what you found out. This is a statement that is stating a fact about how sound travels through different media. ◦ Evidence: Data and observations from the three activities to support your claim. Your evidence is what you observed in your “Scientific Discovery” Booklets. You tested three types of media: solid, liquid and gas. You need to provide evidence of what you observed in all THREE of these media. ◦ Reasoning: Scientific principles that support your claim and evidence. The reasoning is the science behind what you observed. What allowed sound to travel through different media? You are explaining HOW and WHY sound traveled through all media. Think about the molecule arrangement in matter, and how the particles in solids, liquids and gases are arranged differently. Consider the importance of vibration which allows sound to transfer its energy through different material.
View Student “Scientific Discovery” Journals andClaim/Evidence/Reasoning ParagraphsWhat do you notice about the student writing?How did Scientific Discovery Journals enhancethe students‟ writing?What science principles or processes havestudents gained?
Lauren Luedtke International Academy Bloomfield Hills, MILluedtke@bloomfield.org
NSTA report on Next Generation Science Standards: http://www.nsta.org/publications/news/story.aspx ?id=58847 ACHIEVE will use this document to create new standards in science According to these standards our teaching practices should be based on three dimensions ◦ Cross-cutting concepts ◦ Scientific and engineering practices ◦ Core ideas in four disciplinary areas (physical science, life science, earth/space science, and engineering/technology)
a. scientific methodb. observation/inferencec. measurementd. categorizing informatione. real-life applications of sciencef. looking for patternsg. cause and effecth. systems, cycles, flow of energy/matter
Reading Standard 1: “[Students will be able to] cite specific textual evidence to support analysis of science and technical subjects” Common Core on Writing: “[Students] have to become adept at…reporting findings from their research and analysis of sources in a clear and cogent manner” This is just like scientific thinking and just like how scientists communicate their ideas!
Internet sources – Critical Literacy Interpreting and creating diagrams – Visual Literacy Discriminating sounds – Auditory Literacy
The Common Core prescribes three kinds of writing in the sciences Writing to persuade Writing to explain How could I describe that sound? Writing to convey real or imagined experience ◦ “The Standards require that students be able to incorporate narrative elements [description] effectively into arguments and informative/explanatory texts.”
“…they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials”[Students] build strong content knowledge“Students establish a base of knowledge across a widerange of subject matter”[Students] value evidence “[Students] use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener….”
Questions?Please contact any one of us formore information.Email addresses are in your packet.