INTRODUCTION CHAPTER 1 OVERVIEW

Writing in Science in Action

Group Norms

Do homework. Arrive on time with WISIA. Be respectful. Be positive. Be active, attentive and focused. Have an open mind and be curious. Care for and support each other.

Purpose

Reflect on reading Introduction and Chapter 1.

Understand attributes of classroom. Develop one scaffolding strategy –

because and I think this because

Foundation of Science Writing Approach

Three Key Elements

Science Content

Scientific ThinkingScience

Skills

Structure of Science- Writing Approach

Science Session

Engagement

Active Investigation

Shared Reflection

Application

Writing Session

Shared Review

Shared Writing

Scaffolding

Independent Writing

Writing in Science Notebooks

What to

Write

Scientific observations

Scientific illustrations

and diagrams

Comparisons

Cause and effect

Predictions with

reasoning

Data tables and graphs

Claims and evidence – reasoning

Format of Notebook Date Focus Question Notebook Entry

Observations Illustrations, diagrams,

graphs Comparisons Cause and Effect Predictions with

Reasoning Data Tables Graphs Claims and evidence –

Reasoning Conclusions

Assessment of Notebook Entries

1. For students - a place where they do their thinking.

2. A rough draft - resist teaching conventions, sentence fluency, hand-writing, neatness

3. For teachers, the notebook is student work used for formative assessment.

Teachers Notebook

Do what students doUnderstand students’ experienceUse for shared writing (modeling)

Three Types of Scaffolding

TYPES OF SCAFFOLDING

Visual

Word Banks

Graphic Organ-izers

OralWritten

Learning to integrate hands on inquiry science and scientific writing is a journey….

It takes three years for professional teachers to learn how to apply Fulwiler’s approach effectively.

Reflecting on Practice

1. Make a Same – Different “T” Chart How is what you read in Chapter 1 similar to and different from what you have done when you have learned science?

2. Make a Group ListWhat do you think a classroom looks like that supports the learning of science?

- Teacher behavior- Student behavior- Physical environment in classroom

Viewing Soils Classroom Video Episode

Background InformationSeattle Public SchoolsGrade 2, 24 studentsDemographics and Culture

○ 26.6 % Free and reduced-price ○ 5.7% English Language Learners○ 63% White, 14% Asian, 10.5 % African American,

9.3 % Latino, 3.2% Native AmericanSoils science kit from Science and Technology for

Children science program

Reflecting on Soils Video

1. How does the teacher use modeling and scaffolding?

2. What modeling and scaffolding do you think helped the students learn?

3. How does the physical setup of the classroom contribute to the students’ learning of science and science writing?

4. What revisions can you make from group’s list of attributes?

Assessing 3 Key Elements - Mar’Jon’s Notebook

Mar’Jon’s data table and conclusion in Ch 2 (Figures 2–1 and 2–2)

Assessing 3 Key Elements - Jonah’s Notebook

Jonah’s data table and conclusion in Ch 2 (Figures 2–3 and 2–4)

Considering Next Steps

What are one or two things could you do with your students during the science practicum to help them learn to use the scaffolding strategy - because and I think this because?

Useful Words and Phrases – p. 9

Prepare for Next Class

Take notes on class notes – organize, Preview WISIA Chapter 2. View Soils classroom video episode (2nd time). Bring Writing in Science in Action to class.