Integrate!€¦ · Seeds%of%Science/Roots%of%Reading% NSTA%Naonal%Conference%2013% (c)%The%Regents%of%the%University%of% California 1 Integrate!! Do%it Talk%it Read%it Write%it

Seeds of Science/Roots of Reading NSTA Na3onal Conference 2013

(c) The Regents of the University of California 1

Integrate! Do it Talk it

Read it Write it

Rebecca AbboE, Carrie Strohl & Traci Wierman The Lawrence Hall of Science

Na3onal Science Teacher’s Associa3on Na3onal Conven3on San Antonio, Texas April 11 , 2013

Created it Uses it

Thousands of Teachers in 42 States

Funded it Distributes it



Goals for Today’s Workshop

•  Introduce our approach to integra3ng science and literacy

•  Demonstrate this approach with exemplars from several Seeds of Science/Roots of Reading® units

Two extremes

Text-‐dominated Science

Hands-‐on-‐dominated Science

(mostly reading and wri3ng)

(mostly doing and talking)

Learning through text and experiences

Balance that is authen3c to science

Reading, interpre3ng, and producing text are fundamental prac3ces of science in par3cular, and they cons3tute at least half of engineers’ and scien3sts’ total working 3me.

From 2012 NRC Framework for K-‐12 Science Educa3on



Do it * Talk it * Read it * Write it

Explicit instruc3on in literacy

Science and Engineering Prac3ces

1.  Asking ques3ons and defining problems

2.  Developing and using models

3.  Planning and carrying out inves3ga3ons

4.  Analyzing and interpre3ng data

5.  Using mathema3cs and computa3onal thinking

6.  Construc3ng explana3ons and designing solu3ons

7.  Engaging in argument from evidence

8.  Obtaining, evalua3ng, and communica3ng informa3on




1.  Asking ques3ons and defining problems

2.  Developing and using models

3.  Planning and carrying out inves3ga3ons

4.  Analyzing and interpre3ng data

5.  Using mathema3cs and computa3onal thinking





1.  Asking ques3ons 2.  Developing and using

models 3.  Planning and carrying

out inves3ga3ons 4.  Analyzing and

interpre3ng data 5.  Using mathema3cs,

informa3on and computer technology, and computa3onal thinking






An Example from Designing Mixtures

A 20-‐Session unit for 2nd-‐3rd graders

•  Proper3es of substances

•  Mixtures •  Dissolving •  Design process

See the relevance

Read Students read a book that connects the unit to real world problems



Set up s3cky tests

Do Students test ingredients and mixtures to learn more about possible glue ingredients and to select those that are s3ckiest

Conduct s3cky tests

Do Students collect firsthand evidence about which possible glue ingredients are s3ckiest Reflect Students evaluate results and decide which ingredients to use to make glue



Read about the work of other scien3sts

Read Students read a book that models the design process Reflect Students reflect on the design process used in the book, and how they could use this same property-‐driven design process to refine their glue mixtures

Set up strength tests

Do Students conduct more ingredient tests, this 3me focusing on the property of strength



Conduct strength tests

Do Students collect firsthand evidence about which ingredients are strongest Write Students record results

Search for addi3onal evidence

Read Students search for secondhand evidence about ingredients that might have the proper3es needed to make good glue



Evaluate evidence and make decisions

Reflect Students evaluate what they have learned about ingredients from both first and secondhand sources and make decisions about what combina3on of ingredients best meets their design goals

Create own glue recipe

Write Students write procedures form making the best glue based on the evidence they have collected so far

Revise Then they revise their procedures based on feedback from a buddy who tries to make glue following the procedure



Read about other work from “the field”

Read Students read about a food scien3st who designs and tests new jelly beans Reflect Students reflect on how their design process is like that used by the jelly bean scien3st

Do-‐Read-‐Do-‐Write-‐Reflect-‐Do-‐Read-‐Reflect-‐Do-‐Reflect-‐Write-‐Do-‐Do-‐

Write-‐Do-‐Do-‐Read-‐Write…

•  Read-‐it, Write-‐it, Do-‐it, Talk-‐it •  In any order •  Literacy and Science are inextricably integrated



Seeds and Roots model of integrated science and literacy instruc3on:

Includes a balance of learning modali3es DO-‐TALK-‐READ-‐WRITE

Engage students in firsthand and secondhand inves3ga3ons to make sense of the world

Capitalizes on science-‐literacy synergies

2nd-‐5th Grade Scope & Sequence Focus for Today



Varia3on and

Adapta3on Grades 3-‐4

Gravity and

Magne3sm Grades 2-‐3

Planets and Moons grades 4-‐5

Lunar Phase Simulator



Shared Listening Partner A Listens while Partner B talks:

Visualize a @me when you observed the moon in the sky. What did it look like? Partner A summarizes what they heard.

Partner B Listens while Partner A talks:

Visualize a @me when you observed the moon in the sky during the day. What did it look like?

Partner B summarizes what they heard.

Posi3ve Results Across the Board:

STUDENTS •  Outperform control

students on measures of: –  science conceptual

knowledge –  science vocabulary

•  Perform equivalently or higher than control students on measures of: –  science reading

comprehension –  science wri3ng

TEACHERS

•  Spend more 3me teaching science than control teachers

•  Have more student-‐to-‐student talk in their classrooms



Effec3ve for students at both ends of the Achievement Con3nuum

•  For both Grade 2-‐3 units in the study, students who scored lowest on pre-‐tests made comparably-‐sized gains as students who scored highest on pre-‐tests

•  English language learners (ELL) outperform ELL control students on measures of: –  science conceptual knowledge –  science vocabulary –  science wri3ng –  science reading comprehension –  science inquiry

Student Wri3ng: Pre-‐Instruc3on



Student Work: Post-‐Instruc3on



Exploring the Seeds/Roots Website



Unit Components

•  Library of Science Books (18 copies of each book—for a total of 72 to 162 books)

•  Materials Kit •  Teachers Guide •  Summa3ve Assessment Booklet •  Copymaster Booklet •  Student Inves3ga3on Notebook

Ques3ons?



www.scienceandliteracy.org

This material is based upon work supported by the National Science Foundation under Grant #s ESI-0242733, 0628272 and 0822119.

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Integrate!€¦ · Seeds%of%Science/Roots%of%Reading% NSTA%Naonal%Conference%2013% (c)%The%Regents%of%the%University%of% California 1 Integrate!! Do%it Talk%it Read%it Write%it