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Beaks and Biomes: Integrating Science and Literacy October 14, 2010 Jessica Fries-Gaither Terry Shiverdecker Beyond Penguins is funded by the National Science Foundation under Grant No. 0733024.

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<ul><li>A – Classroom Teacher </li></ul><ul><li>B – Librarian </li></ul><ul><li>C – Administrator </li></ul><ul><li>D – Higher Education </li></ul><ul><li>E - Other </li></ul>What best describes your professional position? Answer using the poll buttons underneath the participant window!

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What grade(s) do you teach? <ul><li>A – Grades K-2 </li></ul><ul><li>B – Grades 3-5 </li></ul><ul><li>C – Grades 6-8 </li></ul><ul><li>D – Grades 9-12 </li></ul><ul><li>E - Other </li></ul>Answer using the poll buttons underneath the participant window!

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From where are you joining us today? Answer using the stamping tool to the left of the whiteboard!

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Beaks and Biomes: Integrating Science and Literacy Download these slides at: http://slidesha.re/beaksandbiomes

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Today’s presenters Jessica Fries-Gaither Education Resource Specialist The Ohio State University College of Education and Human Ecology School of Teaching and Learning [email_address] Terry Shiverdecker Science Content Specialist Ohio Resource Center Ohio State University College of Education and Human Ecology School of Teaching and Learning [email_address]

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About Beyond Penguins and Polar Bears <ul><li>Online magazine </li></ul><ul><li>Professional and instructional resources </li></ul><ul><li>Science and literacy integration </li></ul><ul><li>Aligned to national standards </li></ul><ul><li>Multimedia </li></ul>http://beyondpenguins.nsdl.org

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Today’s Agenda <ul><li>Quick Review </li></ul><ul><ul><li>Multi-genre text sets </li></ul></ul><ul><ul><li>Inquiry and the learning cycle </li></ul></ul><ul><li>Rationale </li></ul><ul><li>Beaks and Biomes unit </li></ul>

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Text Sets <ul><li>Nonfiction </li></ul><ul><li>Multigenre </li></ul><ul><ul><li>Reference, Explanation, Narrative Expository, Biography, How-To, Journal, Field Guides </li></ul></ul><ul><li>Support students in all phases of learning cycle </li></ul>

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5-E Learning Cycle

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Choosing Beaks and Biomes <ul><li>Integrates multiple life science concepts </li></ul><ul><li>Supports literacy skills </li></ul><ul><ul><li>Reading informational text </li></ul></ul><ul><ul><li>Writing to represent scientific knowledge </li></ul></ul><ul><li>Availability of many quality texts </li></ul><ul><li>Supports development of science process skills </li></ul><ul><li>Unites science and literacy </li></ul><ul><ul><li>skills in an authentic way </li></ul></ul>

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Engage

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<ul><li>Read Beaks! by Sneed Collard </li></ul><ul><ul><li>A bird’s beak is related to its diet </li></ul></ul><ul><li>Predict how a sanderling would use its beak to find food </li></ul>Engage

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Explore <ul><li>What’s it like at the beach? </li></ul><ul><li>What kinds of food might sanderlings find at beach? </li></ul>Answer using the text box tool to the left of the whiteboard! Or, type in the chat window.

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A Shore Feast Shore Feast food items Walnut pieces = mole crabs Shells = various mollusks Wood flowers = sand dollars Wood beads = insects Rocks and pebbles Explore

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Explore Re-read this page of the electronic book to transition to the tundra environment

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Explore <ul><li>What’s it like on the tundra? </li></ul><ul><li>What kinds of food might sanderlings find on the tundra? </li></ul>Answer using the text box tool to the left of the whiteboard! Or, type in the chat window.

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Idea Circle <ul><li>Cooperative group activity </li></ul><ul><li>Students select from a variety of reference and explanation books </li></ul><ul><li>Variety of reading levels represented </li></ul><ul><li>No repeat books within a group </li></ul>Explore

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Idea Circle Graphic Organizer Explore Download at http://onramp.nsdl.org/eserv/onramp:19439/Beaks_and_Biomes_Idea_Circle.pdf What we learned about the tundra Where we found it (Title, Team member)

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A Tundra Feast Tundra Feast food items Gummy worms = insect larvae Black pompoms = insects Foam insects = adult insects Spanish moss = plants Wood beads = beetles Wood knobs = rodents (lemmings) Pebbles and rocks Explore

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Explore

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Identify Similarities and Differences <ul><li>Compare and contrast the sanderling’s behavior on the shore and in the tundra. How do its adaptations help it to survive in both places? </li></ul>SHORE TUNDRA Explain Download at http://onramp.nsdl.org/eserv/onramp:19438/Beaks_and_Biomes_Venn.pdf

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RAFT* writing prompts <ul><li>*Role, Audience, Format, Topic </li></ul><ul><li>Use what you’ve learned from your investigations with the feasts and the texts to answer one of the following prompts. </li></ul><ul><ul><li>1. You are a sanderling . Write a diary for your children in which you describe how you able to survive in the tundra and on the shore . </li></ul></ul><ul><li> </li></ul><ul><ul><li>2. You are a researcher who studies sanderlings by observing them in the wild. Write a journal for other researchers that describe your observations of the behaviors that help sanderlings survive in these two different environments . </li></ul></ul>Explain Download at http://onramp.nsdl.org/eserv/onramp:19440/Beaks_and_Biomes_RAFTS.pdf

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Mentor Texts <ul><li>Support students as they write in a new format </li></ul><ul><li>Journals and Narrative expository text </li></ul>Explain

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Expand <ul><li>Possibilities: </li></ul><ul><li>Tundra food webs </li></ul><ul><li>Different types of bird beaks </li></ul><ul><li>Other ecosystems and biomes </li></ul><ul><li>Other birds and mammals that migrate to and within the tundra </li></ul>What would you do in this phase? Answer using the text box tool to the left of the whiteboard! Or, type in the chat window.

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Assess <ul><li>Formative assessment </li></ul>Summative assessment <ul><li>Observations of students at work </li></ul><ul><li>Graphic organizers </li></ul><ul><li>Conversations and class discussions </li></ul><ul><li>RAFT writing prompts </li></ul>

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Assessing Student Writing Assess Modify as needed for use with your students! Download at http://onramp.nsdl.org/eserv/onramp:19441/Beaks_and_Biomes_rubric.pdf 4 3 2 1 Scientific Content Illustrates an accurate and thorough understanding of scientific concepts Illustrates an accurate understanding of most scientific concepts Illustrates a limited understanding of scientific concepts Illustrates inaccurate understanding of scientific concepts Scientific Terminology (Vocabulary) All terms are used appropriately and accurately in explanation Most terms are used appropriately and accurately in explanation Some terms are used appropriately and accurately in explanation Few or no terms are used appropriately and accurately in explanation Use of Evidence (from texts and investigations) All claims supported by evidence Most claims supported by evidence Some claims supported by evidence Few or no claims supported by evidence.

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For More Information <ul><li>The Learning Cycle </li></ul><ul><li>ht tp://www.ohiorc.org/pm/science/Sci_LearningCycle.aspx </li></ul><ul><li>Science Text Sets </li></ul><ul><li>http://tinyurl.com/2e2ee8j </li></ul><ul><li>The Dance of Life </li></ul><ul><li>http://tinyurl.com/asodyo </li></ul><ul><li>Electronic Book </li></ul><ul><li>http://rs1.contentclips.com/ipy/fwd/ipy_0902_str_45_1057.html </li></ul>

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Coming Soon! <ul><li>Thursday, November 11, 2010: Research Projects, Revisited </li></ul><ul><li>Do your students struggle with research projects and reports? Are you just as frustrated as they are? Join us as we discuss strategies for making that standard report fresh and meaningful </li></ul><ul><li>Presenter: Jessica Fries-Gaither </li></ul>http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars

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Thank you! <ul><li>Jessica Fries-Gaither: [email_address] </li></ul><ul><li>Terry Shiverdecker: [email_address] </li></ul><ul><li>Today’s slides available at: http://slidesha.re/beaksandbiomes </li></ul><ul><li>Archived recording at: </li></ul>http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars