Linking Literacy With Science Inquiry

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Linking Literacy With Science Inquiry

  1. 1. Linking Literacy with Science Inquiry<br />Laura Chambless<br />St. Clair RESA, K-7 Science/Math Consultant<br />www.protopage.com/lchambless<br />
  2. 2. Classroom Climate<br />Norms<br /><ul><li>Use words and actions that are respectful
  3. 3. Contribute to the work of the group
  4. 4.  Share Talk Time
  5. 5.  Listen to Understand
  6. 6.  Challenge Ideas, Not People
  7. 7. Share your experiences, thoughts, and knowledge
  8. 8.  Ask Questions</li></li></ul><li>Classroom Climate<br />Teacher Behaviors<br /> <br />Set ground rules well in advance (Positive Expectations)<br />Provide well-planned activities<br />Have planned routines for all standard tasks and procedures<br />Show respect for each student<br />Let students know what they will be doing<br />Promote nonthreatening activities<br />Be flexible<br />Accept individual differences<br />Exhibit positive attitudes<br />Model thinking skills<br />Acknowledge every response<br />Allow students to be active participants<br />Create experiences that will ensure success at least part of the time for every student<br />Use a wide variety of teacher modalities<br />
  9. 9. Classroom Climate<br />Classroom Management<br />Physical environment<br />Organize materials for distribution Safety<br />Traffic flow Teaching space <br />Routines, Policies, and Procedures<br />Norms Starting class<br />Ending class Positive expectations<br />Getting Students’ Attention<br />Signal method <br />Move to teaching space<br />Classroom Management, by Donna R. Sterling<br />Article: Classroom Management<br />
  10. 10. Creating a Journal<br />Objective: <br />Create a folder that will hold ideas and materials<br />Directions:<br />Decorate folder with your name<br />Title your folder: Learning is About the Negotiation of Meaning<br />Write on the first page about what science journaling means to you.<br />Date page in top right corner<br /> Add page numbers on bottom right corner<br /> Title writing: What science journaling means to me<br />Share with a partner<br />
  11. 11. Claim & Evidence<br />
  12. 12. Introduction Activity<br />Materials: brown paper bags (one per group)<br /> an object for each bag<br /> claims & evidence page<br />Objective: Make a claim and support it with evidence<br />Directions: <br />No touching the bag. Introduce yourself to the group as you give your brainstorming idea of what is in your bag.<br />Record your claim and evidence<br />Have each person in the group pick up and bag and set it down once.<br />Record your claim and evidence<br />Have each person shack the bag a couple of times.<br />Record your claim and evidence<br />No peaking, have each person feel the object<br />Record your claims and evidence<br />Pull out object and record your final claim and evidence<br /> Discuss the activity as a group. Participants can only add to the conversation by telling what others did and said by using their <br /> names.<br />
  13. 13. Activating Prior Knowledge<br />Materials: Using Science Notebooks in Elementary Classrooms Sample Page<br />Objective: Have teachers think about the<br />Components of their journaling<br />Directions: <br />Read and think time (4 min)<br />Talking Chips- discuss in small group (3 turns: 30 sec.)<br />Thoughts and feelings of journaling <br />How do you use journals in your classrooms?<br />Group comes up with one answer-Best thing about journaling is…<br />Share team answer- (celebrate after team answer)<br />
  14. 14. Share: Building Prior Knowledge Activities List<br />Goal: create a sense of wonderment- creates curiosity of students and curiosity leads to questions<br />Prior Knowledge Activities<br />Read-aloud of a quality fiction or non-fiction book<br />Article<br />Graphic organizer (KWL chart)<br />Pictures or Posters to stimulate dialogue<br />Video clip<br />Poems<br />Newspaper articles<br />Videotaped segment of a news program<br />Teacher tube video<br />Journaling: How is a prior knowledge activity helping students<br />to negotiate meaning?<br />
  15. 15. Build a Concept Map<br />Topic: Science Journaling<br />Materials: Bulletin board paper <br /> Push pins/tape (hang paper)<br /> Sticky notes (2 colors)<br /> Black Sharpie<br /> My concept map<br />Objective: Building the knowledge in our KWL chart<br />Directions: <br />Everyone brainstorms what they know about science journaling; each idea on a different sticky note<br />Categorize sticky notes to place on the concept map<br />Fill out concept map (whole group)<br />Add connecting words- pass ; the marker<br />
  16. 16. Build a Concept Map<br />Show Sample Science Concept Maps: http://www.ci.hs.iastate.edu/scilit/index.html<br />Free Concept Maps: Cmap Tools <br />http://cmap.ihmc.us/conceptmap.html<br />
  17. 17. Asking Questions<br />Topic: Questions on Concept Maps<br />Materials: Sticky notes<br /> Poster: Nice to Know, Need to Know, Essential to Know (Pg.73) <br /> Bloom’s Taxonomy Pages (67 & 167)<br /> SWH Student Template<br /> Talk Moves Page<br />Objective: Building the wondering part of our KWL chart<br />Directions:<br />Have teachers write down each question on a sticky note <br />Teachers place sticky note on question chart<br />Discussion on questions as they are placed on the chart<br />Look at SWH student template<br />
  18. 18. Asking Questions<br />See Mini Lesson Handout<br />Researchable vs. Testable questions<br />Bloom’s Taxonomy<br />Talk Moves<br />Journaling: How do student questions control individual learning<br />
  19. 19. What We Want Students To Do<br />1. Question<br /> <br />2. Investigate<br /> <br />3. Observe<br /> <br />4. Reflect upon their observations and have opportunities to record their observations in a variety of ways<br /> <br />5. Make a claim based on their evidence<br /> <br />6. Share their claim and evidence with peers<br /> <br />7. Listen to the claims and evidence of others<br /> <br />8. Find out what other experts say<br /> <br />9. Ask more questions <br /> <br />10. Reflect upon their ideas<br />
  20. 20. Templates to Keep Track of Learning<br />Topic: Negotiation of meaning by using templates<br />“Teacher modeling of the use of the template is essential to its success as a tool for recording information and helping students to negotiate meaning.”<br />Materials: SWH Template<br />Explanations Template<br />Notebook Template (from website)<br />Claims and Evidence Summary Sheet (from website)<br />Objective: Negotiate meaning of templates<br />Directions:<br />Time for looking over all templates<br />Divide into 4 groups<br />Each group takes one template and compares to the What We What Students to Do<br />Report on:<br />What’s good about your template?<br />How does it compare to list?<br />Is there anything you would add or change?<br />Give other templates that might help at different grade levels<br />“The parts of the template will never flow smoothly in a perfect linear fashion- sometimes we begin with a claim that leads to an investigation that fuels a question.”<br />
  21. 21. Templates<br />Mini Lesson: Writing a Test to Investigate- Write a Recipe <br />Once questions have been written<br />Have materials table ready for students to start thinking about how to conduct investigation<br />Management issues<br />Safety issues<br />Teachers need to be very purposeful in relating everything to the big idea<br />Model developing a test procedure “think aloud”<br />Shared writing of test process<br />Providing a typed copy of the test steps<br /> <br /> <br /> <br />“Yes this all takes time: If we value engaging students in authentic literacy tasks and connecting those tasks with science, then it is important that we teach students how to do those tasks.”<br /> <br />“Engaging students in authentic tasks in science provides more time for students to negotiate meaning about curricular concepts and big ideas.”<br /> <br />Journaling: How does using a template aid in negotiation of meaning for students?<br />
  22. 22. Writing Claims and Evidence<br />Topic: Writing a Claim and Evidence<br />Materials: Claim and Evidence Page (Laura’s)<br /> What’s the Weather Website (FOSS-1st grade)<br />http://www.fossweb.com/modulesK-2/AirandWeather/activities/whatstheweather.html<br />Objective: Learning is about negotiation meaning of evidence/claims<br />Directions: <br />Use weather bear website to fill in evidence and than claims<br />Write on claims and evidence page<br />
  23. 23. Claims and Evidence<br />“Remember, learning is about negotiation and if we don’t let students think about what they’ve just done, they’ll do exactly what they have been told to do- hurry up and find an answer. They might have learned how to complete on more section of the template, but chances are they haven’t deepened their understanding of the big idea. Slow down!”<br />Sharing Claim and Evidence<br /> Claims and Evidence Sheet<br /> Posters<br /> Holding a Science Conference<br /> Classroom Management<br />Mini Lesson: Claim/Evidence & Sharing<br />Journaling: How is claim and evidence related to negotiation<br />of meaning?<br />
  24. 24. Ask the Experts<br />Topic: Check What the Experts Say<br />Materials: <br />How Students Build a Deeper Understanding of the Concept Through Negotiation of Evidence – Concept Map<br />14- one page readings from the experts on journaling and note booking from:<br />Science Notebooks: Writing About Inquiry<br />Questions, Claims and Evidence<br />Books and Tool Templates (page 112)<br />Article: Science and Children (Nov.08)- The Science and Literacy Framework<br />Objective: Negotiating meaning through research of an expert.<br />Directions: <br />Talk about the concept map of negotiation of evidence<br />Look at the Books and Tools (pg.112) template and discuss what is needed to complete.<br />Teachers pick a question to answer. Either from the original question poster or a new question they have.<br />Teachers pick and read one of the expert pages and take notes in journals.<br />Switch articles with another person, or one on table, that will answer the question they have picked. Take notes on that article too.<br />Inside/Outside Circle: Discuss your books and tools page (112) with your partners.<br />Hold science talk with whole class on what was discovered by the experts. How do all the articles relate to the big idea of learning is about the negotiation of meaning.<br />Journaling: Note taking and add new knowledge to concept map<br />
  25. 25. Claims and Reflections<br />Topic: How has thinking changes?<br />Materials: Journals<br /> Objective: Write a reflective statement on what learned today.<br />Directions: Gallery Walk<br />Teachers divide into 4 groups to take a gallery walk<br />Each group is given 3 minutes to answer the question on the poster.<br />Poster 1: Write about an aha moment you had today.<br />Poster 2: What challenged your thinking today?<br />Poster 3: Write a question you still have.<br />Poster 4: How are you going to change your teaching?<br />Spend some time reflecting on what others wrote.<br /> <br />Mini Lesson: Read<br />There’s More to Teaching Science<br /> Make it into a corral reading<br />Books and Tools (pg 131) Planning a Unit<br /> <br />Journaling: Final Reflection: How learning is about the negotiation <br />of meaning.<br />
  26. 26. Assessment<br />Mini Lesson: Assessment Resources<br />Another Guide: Using Science Notebooks folder<br />Find Assessment Rubrics<br />Writing Across the Curriculum (Laura’s Protopage)<br />http://www.michigan.gov/documents/mde/Science_WAC_2_3_264454_7.pdf<br />List of projects to show understanding of concept <br />
  27. 27. Final Thoughts<br />Start Slow <br />This is a process<br />

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