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This web seminar (presented October 14, 2010) explores a 5E learning cycle unit that integrates science and literacy through the study of the adaptations and habitats of the sanderling, a migratory shorebird. The unit is designed for students in the elementary grades.
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Beaks and Biomes: Integrating Science and Literacy
October 14, 2010Jessica Fries-GaitherTerry Shiverdecker
Beyond Penguins is funded by the National Science Foundation under Grant No. 0733024.
A – Classroom TeacherB – LibrarianC – AdministratorD – Higher EducationE - Other
Answer using the poll buttons underneath the participant window!
What best describes yourprofessional position?
What grade(s) do you teach?
A – Grades K-2B – Grades 3-5C – Grades 6-8D – Grades 9-12E - Other
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From where are you joining us today?
Answer using the stamping tool to the left of the whiteboard!
Beaks and Biomes: Integrating Science and Literacy
Download these slides at:http://slidesha.re/beaksandbiomes
Today’s presentersJessica Fries-GaitherEducation Resource Specialist
The Ohio State UniversityCollege of Education and Human EcologySchool of Teaching and Learning
Terry ShiverdeckerScience Content Specialist
Ohio Resource CenterOhio State UniversityCollege of Education and Human EcologySchool of Teaching and Learning
About Beyond Penguins and Polar Bears
•Online magazine•Professional and instructional resources•Science and literacy integration•Aligned to national standards•Multimedia
http://beyondpenguins.nsdl.org
Today’s Agenda• Quick Review
– Multi-genre text sets– Inquiry and the learning cycle
• Rationale• Beaks and Biomes unit
Text Sets
• Nonfiction• Multigenre
– Reference, Explanation, Narrative Expository, Biography, How-To, Journal, Field Guides
• Support students in all phases of learning cycle
5-E Learning Cycle
Choosing Beaks and Biomes• Integrates multiple life science concepts• Supports literacy skills
– Reading informational text– Writing to represent scientific knowledge
• Availability of many quality texts• Supports development of science process
skills• Unites science and literacy
skills in an authentic way
Engage
• Read Beaks! by Sneed Collard– A bird’s beak is
related to its diet
• Predict how a sanderling would use its beak to find food
Engage
Explore
What’s it like at the beach?What kinds of food might sanderlings find at
beach?
Answer using the text box tool to the left of the whiteboard! Or, type in the chat window.
A Shore Feast
Shore Feast food items
Walnut pieces = mole crabsShells = various mollusksWood flowers = sand dollarsWood beads = insectsRocks and pebbles
Explore
Explore
Re-read this page of theelectronic book to transition to the tundra environment
Explore
What’s it like on the tundra?What kinds of food might sanderlings find on
the tundra?
Answer using the text box tool to the left of the whiteboard! Or, type in the chat window.
Idea Circle
• Cooperative group activity
• Students select from a variety of reference and explanation books
• Variety of reading levels represented
• No repeat books within a group
Explore
Idea Circle Graphic Organizer
What we learned about the tundra Where we found it (Title, Team member)
Explore
Download at http://onramp.nsdl.org/eserv/onramp:19439/Beaks_and_Biomes_Idea_Circle.pdf
A Tundra FeastTundra Feast food items
Gummy worms = insect larvaeBlack pompoms = insectsFoam insects = adult insectsSpanish moss = plantsWood beads = beetlesWood knobs = rodents (lemmings)Pebbles and rocks
Explore
Explore
Identify Similarities and Differences
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?
SHORE TUNDRA
Explain
Download at http://onramp.nsdl.org/eserv/onramp:19438/Beaks_and_Biomes_Venn.pdf
RAFT* writing prompts
*Role, Audience, Format, Topic
Use what you’ve learned from your investigations with the feasts and the texts to answer one of the following prompts.
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.
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.
Explain
Download at http://onramp.nsdl.org/eserv/onramp:19440/Beaks_and_Biomes_RAFTS.pdf
Mentor Texts
• Support students as they write in a new format
• Journals and Narrative expository text
Explain
Expand
Possibilities: • Tundra food webs• Different types of bird beaks• Other ecosystems and
biomes• Other birds and mammals
that migrate to and within the tundra
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.
Assess
Formative assessment
Summative assessment
• Observations of students at work• Graphic organizers• Conversations and class discussions
• RAFT writing prompts
Assessing Student Writing
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.
Assess
Modify as needed for use with your students!
Download at http://onramp.nsdl.org/eserv/onramp:19441/Beaks_and_Biomes_rubric.pdf
For More Information
The Learning Cyclehttp://www.ohiorc.org/pm/science/Sci_LearningCycle.aspx
Science Text Setshttp://tinyurl.com/2e2ee8j
The Dance of Lifehttp://tinyurl.com/asodyo
Electronic Bookhttp://rs1.contentclips.com/ipy/fwd/ipy_0902_str_45_1057.html
Coming Soon!
Thursday, November 11, 2010: Research Projects, Revisited
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
Presenter: Jessica Fries-Gaither
http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars
Thank you!
Jessica Fries-Gaither: [email protected]
Terry Shiverdecker: [email protected]
Today’s slides available at: http://slidesha.re/beaksandbiomes
Archived recording at: http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars
