Linking Literacy with Science

InquiryLaura Chambless

St. Clair RESA, K-7 Science/Math Consultant

www.protopage.com/lchambless

Classroom Climate

NormsUse words and actions that are respectful Contribute to the work of the group Share Talk Time Listen to Understand Challenge Ideas, Not People Share your experiences, thoughts, and knowledge Ask Questions

Classroom ClimateTeacher Behaviors

 Set ground rules well in advance (Positive Expectations)Provide well-planned activitiesHave planned routines for all standard tasks and proceduresShow respect for each studentLet students know what they will be doingPromote nonthreatening activitiesBe flexibleAccept individual differencesExhibit positive attitudesModel thinking skillsAcknowledge every responseAllow students to be active participantsCreate experiences that will ensure success at least part of the time for every studentUse a wide variety of teacher modalities

Classroom ClimateClassroom Management

Physical environment Organize materials for distribution Safety Traffic flow Teaching space

Routines, Policies, and Procedures Norms Starting class Ending class Positive expectations

Getting Students’ Attention Signal method Move to teaching space

Classroom Management, by Donna R. SterlingArticle: Classroom Management

Creating a JournalObjective: Create a folder that will hold ideas and materials

Directions:1.Decorate folder with your name2.Title your folder: Learning is About the

Negotiation of Meaning3.Write on the first page about what science journaling

means to you. Date page in top right corner Add page numbers on bottom right corner Title writing: What science journaling means to me

Share with a partner

Claim & Evidence

Introduction ActivityMaterials: brown paper bags (one per group)

an object for each bag claims & evidence page

Objective: Make a claim and support it with evidence

Directions: 1. No touching the bag. Introduce yourself to the group as you give

your brainstorming idea of what is in your bag.2. Record your claim and evidence3. Have each person in the group pick up and bag and set it down once.4. Record your claim and evidence5. Have each person shack the bag a couple of times.6. Record your claim and evidence7. No peaking, have each person feel the object8. Record your claims and evidence9. Pull out object and record your final claim and evidence10. Discuss the activity as a group. Participants can only add to the

conversation by telling what others did and said by using their names.

Activating Prior Knowledge

Materials: Using Science Notebooks in Elementary Classrooms Sample Page

Objective: Have teachers think about theComponents of their journaling

Directions: 1.Read and think time (4 min)2.Talking Chips- discuss in small group (3 turns: 30 sec.)

Thoughts and feelings of journaling How do you use journals in your classrooms? Group comes up with one answer-Best thing about journaling

is…3.Share team answer- (celebrate after team answer)

Share: Building Prior Knowledge Activities List

Goal: create a sense of wonderment- creates curiosity of students and curiosity leads to questions

Prior Knowledge ActivitiesRead-aloud of a quality fiction or non-fiction bookArticleGraphic organizer (KWL chart)Pictures or Posters to stimulate dialogueVideo clipPoemsNewspaper articlesVideotaped segment of a news programTeacher tube video

Journaling: How is a prior knowledge activity helping students to negotiate meaning?

Build a Concept MapTopic: Science Journaling

Materials: Bulletin board paper Push pins/tape (hang paper) Sticky notes (2 colors) Black Sharpie My concept map

Objective: Building the knowledge in our KWL chart

Directions: 1.Everyone brainstorms what they know about science

journaling; each idea on a different sticky note2.Categorize sticky notes to place on the concept map3.Fill out concept map (whole group)4.Add connecting words- pass ; the marker

Build a Concept MapShow Sample Science Concept Maps: http://www.ci.hs.iastate.edu/scilit/index.html

Free Concept Maps: Cmap Tools http://cmap.ihmc.us/conceptmap.html

Asking QuestionsTopic: Questions on Concept Maps

Materials: Sticky notes Poster: Nice to Know, Need to Know, Essential to Know (Pg.73) Bloom’s Taxonomy Pages (67 & 167) SWH Student Template Talk Moves Page

Objective: Building the wondering part of our KWL chart

Directions:1.Have teachers write down each question on a sticky note 2.Teachers place sticky note on question chart3.Discussion on questions as they are placed on the chart4.Look at SWH student template

Asking Questions

See Mini Lesson HandoutResearchable vs. Testable questions

Bloom’s TaxonomyTalk Moves

Journaling: How do student questions control individual learning

What We Want Students To Do

1. Question 2. Investigate 3. Observe 4. Reflect upon their observations and have opportunities to record

their observations in a variety of ways 5. Make a claim based on their evidence 6. Share their claim and evidence with peers 7. Listen to the claims and evidence of others 8. Find out what other experts say 9. Ask more questions  10. Reflect upon their ideas

Templates to Keep Track of Learning

Topic: Negotiation of meaning by using templates

“Teacher modeling of the use of the template is essential to its success as a tool for recording information and helping students to negotiate meaning.”

Materials: SWH TemplateExplanations TemplateNotebook Template (from website)Claims and Evidence Summary Sheet (from website)

Objective: Negotiate meaning of templates

Directions:1. Time for looking over all templates2. Divide into 4 groups3. Each group takes one template and compares to the What We What Students to Do4. Report on:

What’s good about your template? How does it compare to list? Is there anything you would add or change?

5. Give other templates that might help at different grade levels

“The parts of the template will never flow smoothly in a perfect linear fashion- sometimes we begin with a claim that leads to an investigation that fuels a question.”

TemplatesMini Lesson: Writing a Test to Investigate- Write a Recipe

Once questions have been writtenHave materials table ready for students to start thinking about how to conduct investigation

Management issues Safety issues

Teachers need to be very purposeful in relating everything to the big ideaModel developing a test procedure “think aloud”

Shared writing of test process Providing a typed copy of the test steps

 

  

“Yes this all takes time: If we value engaging students in authentic literacy tasks and connecting those tasks with science, then it is important that we teach students how to do

those tasks.” 

“Engaging students in authentic tasks in science provides more time for students to negotiate meaning about curricular concepts and big ideas.”

 

Journaling: How does using a template aid in negotiation of meaning for students?

Writing Claims and Evidence

Topic: Writing a Claim and Evidence

Materials: Claim and Evidence Page (Laura’s) What’s the Weather Website (FOSS-1st grade)

http://www.fossweb.com/modulesK-2/AirandWeather/activities/whatstheweather.html

Objective: Learning is about negotiation meaning of evidence/claims

Directions: 1.Use weather bear website to fill in evidence and than

claims2.Write on claims and evidence page

Claims and Evidence“Remember, learning is about negotiation and if we don’t let students think about what they’ve just done, they’ll do exactly what they have been told to do- hurry up and find an answer. They might have learned how to complete on more section of the template, but chances are they haven’t deepened their understanding of the big idea. Slow down!”

Sharing Claim and EvidenceClaims and Evidence SheetPostersHolding a Science ConferenceClassroom Management

Mini Lesson: Claim/Evidence & Sharing

Journaling: How is claim and evidence related to negotiation of meaning?

Ask the ExpertsTopic: Check What the Experts Say

Materials: 1. How Students Build a Deeper Understanding of the Concept Through Negotiation of Evidence – Concept Map2. 14- one page readings from the experts on journaling and note booking from:

Science Notebooks: Writing About InquiryQuestions, Claims and Evidence

3. Books and Tool Templates (page 112)4. Article: Science and Children (Nov.08)- The Science and Literacy Framework

Objective: Negotiating meaning through research of an expert.

Directions: 5. Talk about the concept map of negotiation of evidence6. Look at the Books and Tools (pg.112) template and discuss what is needed to complete.7. Teachers pick a question to answer. Either from the original question poster or a new question

they have.8. Teachers pick and read one of the expert pages and take notes in journals.9. Switch articles with another person, or one on table, that will answer the question they have

picked. Take notes on that article too.10.Inside/Outside Circle: Discuss your books and tools page (112) with your partners.11.Hold science talk with whole class on what was discovered by the experts. How do all the

articles relate to the big idea of learning is about the negotiation of meaning.

Journaling: Note taking and add new knowledge to concept map

Claims and ReflectionsTopic: How has thinking changes?

Materials: Journals Objective: Write a reflective statement on what learned today.

Directions: Gallery Walk1. Teachers divide into 4 groups to take a gallery walk2. Each group is given 3 minutes to answer the question on the poster.

Poster 1: Write about an aha moment you had today. Poster 2: What challenged your thinking today? Poster 3: Write a question you still have. Poster 4: How are you going to change your teaching?

3. Spend some time reflecting on what others wrote. 

Mini Lesson: ReadThere’s More to Teaching Science

Make it into a corral readingBooks and Tools (pg 131) Planning a Unit Journaling: Final Reflection: How learning is about the negotiation

of meaning.

AssessmentMini Lesson: Assessment Resources

Another Guide: Using Science Notebooks folder

Find Assessment Rubrics

Writing Across the Curriculum (Laura’s Protopage)

http://www.michigan.gov/documents/mde/Science_WAC_2_3_264454_7.pdf

List of projects to show understanding of concept 

Final Thoughts

Start Slow This is a process