Download pdf - Science and Literacy—A Natural Fit Program Goals · Gradual Release of Responsibility • whole-group explicit instruction (mini-lessons) • small-group or individual guided instruction

©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-1

Science and Literacy—A Natural Fit Program Goals

Goals •  to develop an understanding of the role of literacy in science

inquiry

•  to develop an understanding of the critical role of literacy in the science thinking and reasoning that leads to understanding

•  to develop a repertoire of instructional strategies that support the role of literacy in science inquiry


Module Goals

•  to develop a common understanding of inquiry science

•  to identify and define the role of literacy in science inquiry


Take-Home Messages

•  Science inquiry can be described as a four-part process: engaging, designing and conducting investigations, drawing conclusions, and communicating.

•  The development of the ability to think and reason scientifically depends on discussion, writing, and reading skills as well as direct investigation.

•  Student use of discussion, writing, and reading skills in science requires explicit instruction.


The Inquiry Learning Cycle


The Purposes of the Four Stages of the Inquiry Learning Cycle

•  Engage: to provoke curiosity, questions, connections to prior experience, and ideas

•  Design and Conduct Investigations: to focus on a question, plan and implement investigations

•  Draw Conclusions: to analyze and synthesize data, make claims based on evidence, and explain

•  Communicate: to convey what has been done and learned to others


Balanced Literacy

Components

•  reading

•  writing

•  word study (study of phonics and vocabulary)

Overall Instructional Approach: Gradual Release of Responsibility

•  whole-group explicit instruction (mini-lessons)

•  small-group or individual guided instruction

•  sustained independent work


Balanced Literacy: Important Beliefs

•  Talk and writing support development of student thinking skills and help students clarify ideas.

•  Talk and writing are intimately connected.


Commonalities Between Science Inquiry and Balanced Literacy

•  Learning is constructed by the student and guided by the teacher using a balance of direct and guided instruction.

•  Students must take on growing responsibility for their own learning as they develop skills and strategies of learning.

•  Formative assessment is used to adapt instruction to individual needs.

•  Learning takes place in a culture in which ideas are respected and collaboration, risk taking, and questioning are valued.


Notebook Entries

Basics The date, the focus, and the following elements (as appropriate).

Engage Stage •  initial ideas •  questions Design and Conduct Investigations Stage •  question or purpose •  predictions •  procedures •  data •  reflections Draw Conclusions Stage •  conclusion •  new questions •  next steps

Formats •  text •  bulleted list •  diagrams •  graphs •  labeled drawings •  charts


Discussion Prompt: Gathering-Ideas Discussion

With a partner, discuss the following:

•  What do you think was the purpose of the discussion?

•  How did the facilitator support active participation and science reasoning?

•  What literacy skills were you aware of using?


Gathering-Ideas Discussions

Purposes •  to elicit and activate prior knowledge

•  to generate and share experiences, ideas, questions, and wonderings

•  to provoke curiosity

•  to prepare for the investigation at hand

Key Characteristics •  are open-ended

•  focus on a science topic or idea

•  begin with a statement or productive question


Investigation Question

What physical properties of water drops do you observe?

The Investigation Process

•  do

•  observe

•  discuss

•  record


Physical Properties of Water Drops: The Notebook Entry

Record your data, including the following:

•  drawings of drops from top and side

•  descriptions of shape and size

•  descriptions of movement

•  surprises, confirmations, questions


Second Investigation Question

In what ways is the behavior of drops different on different surfaces?

The Investigation Process

•  Discuss what might happen.

•  Write predictions and reasoning.

•  Do.

•  Discuss, record, discuss.


Water Drops on Different Surfaces: The Notebook Entry

Record your data, including the following:

•  drawings of drops from top and side

•  descriptions of shape and size: contrasts

•  descriptions of movement: contrasts

•  surprises, confirmations, questions


Discussion Prompt: Literacy Skills in Science Inquiry


As you worked, how did the talk among you and the writing in your notebook contribute to your thinking about the physical properties of water drops? Give specific examples.


Drawing Conclusions: Some Definitions

Conclusion: Includes a claim with the supporting evidence, followed by a possible explanation, new question, speculation, and/or idea for next steps.

•  Claim: A brief concise statement about the phenomenon that can be supported by evidence from the collected data.

•  Evidence: Selected data that can support a claim.

•  Explanation: An investigator’s current thinking (may be very tentative) that explains why something might happen the way it does.


Discussion Prompt: Making-Meaning Discussion


•  What do you think was the purpose of the discussion?

•  How did the facilitator support active participation and science reasoning?

•  What literacy skills were you aware of using?

•  How was this discussion different from the gathering-ideas discussion we had at the beginning of this investigation?


Making-Meaning Discussions

Purposes •  to share claims based on

evidence

•  to consider findings, claims, evidence, and explanations of others

•  to analyze, question, and debate ideas

•  to arrive at tentative conclusions

•  to raise new questions

Key Characteristics •  focus on the investigation

question

•  statements are supported by evidence

•  student-to-student debate

•  debate and argument based on evidence

•  emphasis on synthesis and making generalizations


Drawing Conclusions: Reviewing the Process

•  wrote thoughts individually in notebooks

•  discussed in small group

•  developed group claim with evidence

•  presented and debated in whole-group making-meaning discussion

•  wrote final conclusion and explanation


Connections: Talking and Writing in Science Inquiry