Linking Literacy and Science:

Summer 2014

Getting the most out of Picture Perfect Science

Choose one person at your table to read the Roller Coaster book aloud to your group.

Choose one person at your table to read the Roller Coaster book aloud to your group.

What do you think your face would look like if you were riding this roller coaster?

List five words that describe what it would feel like to ride this roller coaster.

(Page 136)The motion of the roller coaster is similar to…

With a partner, do each of the challenges on page 33 of your notebook.

Read “The Role of the Teacher” on page 22.

Which of these questions might be helpful as you guide students in meeting these challenges?

What patterns do you notice about the motion of the marble?

Draw a picture of two of the challenges.

Label the place(s) on each picture where the marble is fastest.

Label the place(s) on each picture where the marble is slowest.

5E Learning Cycle

EngageExploreExplainElaborateEvaluate

http://www.bscs.org/bscs-5e-instructional-model

5E Learning Cycle

EngageExploreExplainElaborateEvaluate

http://www.bscs.org/bscs-5e-instructional-model

Read pages 32 and 33.

If a visitor walks into your classroom, how will they know it is a “5E” learning environment?

5E Learning Cycle

EngageExploreExplainElaborateEvaluate

http://www.bscs.org/bscs-5e-instructional-model

Writing prompts for science notebooks

What questions do you have about falling objects?

What causes things to fall?

Do heavy things fall faster than light things?

Read pages 20 and 21.

What are some ways you might support students as they generate their own questions?

How might you support students in finding answers to testable questions?

Research questions?

Scientific Questions

Read pages 138 and 139.

What are the strengths and limitations of the Dropping Races activity as written in More Picture-Perfect Science?

What are some ways you might get the most out of this activity?

Getting the most out of the Dropping Races activity

Start with a testable question (generated by students)

Make predictionsModel procedures

“Too close to tell” and “tie” Multiple trials

Compile class data Answer the testable question (support with

evidence) Class discussion Science notebooks

Compile class data

Answer the testable question

Class discussionWriting

What are we looking for in a written response?

CLAIM: Answers the

question correctly

EVIDENCE: Provides several

pieces of evidence to

support answer

Providing Feedback to Students

What did you actually observe?

What are the important details that another scientist would need to know?

What evidence do you have to support your thinking?

Does what you have written agree with the data you recorded?

What questions do you have now?

Providing Feedback to Students

What did you actually observe?

What are the important details that another scientist would need to know?

What evidence do you have to support your thinking?

Does what you have written agree with the data you recorded?

What questions do you have now?

What would you say to this student

to move their scientific thinking

forward?

Providing Feedback to Students

What did you actually observe?

What are the important details that another scientist would need to know?

What evidence do you have to support your thinking?

Does what you have written agree with the data you recorded?

What questions do you have now?

What would you say to this student

to move their scientific thinking

forward?

Providing Feedback to Students

What did you actually observe?

What are the important details that another scientist would need to know?

What evidence do you have to support your thinking?

Does what you have written agree with the data you recorded?

What questions do you have now?

What would you say to this student

to move their scientific thinking

forward?

Summer school science notebooks are about

thinking like a scientist, not about…

• …a grade• ...lots of extra teacher work

Science Logistics

Which Picture-Perfect Lessons?

Science Kit More Picture-Perfect Science Chapters

Science Kit A Chapter 7: How Big is a Foot?Chapter 12: Be a Friend to Trees

Science Kit B Chapter 14: Roller CoastersChapter 16: If You Find a Rock

Science Kit CChapter 15: Mirror, MirrorChapter 17: Sunshine on My Shoulders

Science Kit D Chapter 19: Imaginative InventionsChapter 20: A Sense of Wonder

Science Kit Rotation Schedule

  Classroom 1

Classroom 2

Classroom 3

Classroom 4

Week 1July 21-24 Science Kit A Science Kit D Science Kit C Science Kit B

Week 2July 28-31 Science Kit B Science Kit A Science Kit D Science Kit C

Week 3August 4-7 Science Kit C Science Kit B Science Kit A Science Kit D

Week 4August 11-

14Science Kit D Science Kit C Science Kit B Science Kit A

Science Kit InventoryNonconsumables:• These items will not be used

up by doing the activities.• Use the “Check” columns on

the page to show that they are there when you pass the kit along to the next classroom.

• These items must be returned to MISD at the end of camp.

Consumables:• These items will be used up

by doing the activities. Please only use the amount allotted for one class during your rotation.

• These items do not need to be returned to MISD at the end of camp unless you have leftovers.

Science Kit Inventory

Some kits only have nonconsumables.

NOTE: Please inventory your kits as soon as you get

them.

If you do not have enough materials,

call Mike or Jennifer ASAP.

Returning the Science Kits

Deliver to MISD August 14 1:00 – 3:00 PM

Repackage materials in labeled bags.

Please keep kits together in the assigned tubs.

SCIENCE QUESTIONS?

J E N N I F E R G O TT L I E Bj g o t t l i e b @ m i s d . n e t

M I K E K L E I Nm k l e i n @ m i s d . n e t

Thank you!