integrating literacy into inquiry-based science programs (foss emphasis)
DESCRIPTION
Integrating Literacy Into Inquiry-Based Science Programs (FOSS Emphasis). A Quick Share. Jan Lanting FOSS Consultant 17 years in the classroom 4 years as District Science Coordinator [email protected]. My Goals for You. - PowerPoint PPT PresentationTRANSCRIPT
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Integrating Literacy Into Inquiry-Based Science Programs
(FOSS Emphasis)
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A Quick Share
Jan LantingFOSS Consultant17 years in the classroom4 years as District [email protected]
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My Goals for You
See how the Learning Cycle E model is woven into FOSS lessons/investigations
Understand how literacy strategies support FOSS investigations
Strategies for observing and evaluating science lessons in the elementary classroom
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Thought Swap
Why integrate science and literacy in your classroom?
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Why integrate science and literacy?
Reading and writing best reside in a content area
Reading and writing are authentic to inquiry science
Congested curriculum: finding time in the day for science
Evidence of mutual benefit
Proven benefits for English as A Second Language Learners
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What’s the Best Way to Learn About FOSS?
Experience it!
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NSFFunded
and research-basedDevelopmentally
appropriate
Special Education
Multi-sensoryInquiry
Hands-on activitiesCooperatively grouped
Life Earth,
Physical, Scientific Reasoning
and Technology
FOSS
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Essential Features of Inquiry:Learning Cycle E’s
Engage
Explore
Explain
Extend/Elaborate
Evaluate
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EngagePiques their curiosity
Determines students’ prior knowledge
Stimulates their thinking
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A Signature Activity
Magnetism and Electricity
Investigation 1:
The Force
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Describe the Object
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Focus Question:
What can a magnet stick to around your seat?
Things That Stick
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Literacy Strategies
KWL/ KWLH
Kit Inventory
Interactive Word Wall
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Kit Inventory BasicsFrom Dr. Olga Amaral
Unpack the kit (literally), identify an object
Place a word card on the wall for the object
Add the kit object in a Ziploc baggie next to the word
card
Do this for each item in the kit
Take the object down when you need it
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More How To’s
PredictingPull out one item at a time. Students predict how the item might be used.
ClassifyingItems are distributed.Items are grouped by students into categories.
Usage
Properties
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Kit Inventory Process Questions
The teacher asks the following questions:What is it?
Teacher or student look at an object from the kit.
What is it used for?
Where have you seen this before?
Why is it in our science kit?
What does it feel, look, smell like?
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Your Interactive Science Word Wall
Select words from each module that address the big ideas.
Use the word bank to guide you.
Discuss the words with your students.
Write the words on tag board, strips of paper large enough to see from the other side of the room.
Display on the word wall.
Add picture or object in baggie next to word.
leaf
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Why Interactive Word Walls?
Facilitates notebook entries
Students have input
Includes scientific vocabulary
Includes kit vocabulary
leaves
water
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Word Wall-ets
fish
worm
snail
isopod
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Word Wall-etsfrom Kellie Lauth and Tracy Tellinger, Adams 12
Use colored file folders for different subject areas.Open the file folder. This is the student’s individual word wall.Use labels or strips of paper for words.Find pictures or draw pictures that show the meaning of the term.
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Explore
Provide hands-on, concrete experiences to formally construct a concept, process or skill
Formulate a hypothesis, make a prediction
Test hypothesis and gather data
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Notebook Components
Focus questions/Problem/PurposePredictionPlanningData Collection/ObservationsClaims & Evidence Conclusion (line of learning)Reflections ( I wonder…. Questions?)
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Science Story
Explains how magnets were discovered and named
FOSS: Science Stories
Magnetism and Electricity
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Genre: Folk Tale
• Stories passed down orally from generation to generation
• Early cultures made up stories to explain natural phenomena
• Often had animals in the stories
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Attract and Repel
Standard:
Develop an understanding of the position and motion of objects
Develop an understanding of magnetism
Assessment:
Worksheet question
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Shared Reading
“Magnificent Magnetic Models”
FOSS: Science Stories
Magnetism and Electricity
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“Magnus” vs. “Magnificent Magnetic Models”
Magnus
How Magnets Interact
Standard:
Student will identify similarities and differences in two reading selections.
Assessments:
T-Chart, Venn diagram
Teacher led discussion
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Vocabulary/Word Bank
force
magnet
magnetism
attract
repel
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Connections
Kit Inventories
Interactive Science Word Walls
Vocabulary Development
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Your Interactive Science Word Wall
Select words from each module that address the big ideas. Use the word bank to guide you.Discuss the words with your students.Write the words on tagboard, strips of paper large enough to see from the other side of the room.Display on the word wall.Add picture or object in baggie next to word.
leaf
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Why Interactive Word Walls?
Facilitates notebook entriesStudents have input Includes scientific vocabularyIncludes kit vocabulary
leaves
water
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Kit Inventory BasicsFrom Dr. Olga Amaral
Unpack the kit (literally), identify an objectPlace a word card on the wall for the objectAdd the kit object in a ziplock baggie next to the word cardDo this for each item in the kit Take the object down when you need it
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Kit Inventory Process Questions
The teacher asks the following questions:
What is it?
Teacher or student look at an object from the kit.
What is it used for?Where have you seen this before?Why is it in our science kit?What does it feel, look, smell like?
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More How To’sPredicting
Pull out one item at a time. Students predict how the item might be used.
ClassifyingItems are distributed.Items are grouped by students into categories.
UseProperties
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Word Wall-ets
fish
worm
snail
isopod
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Word Wall-ets from Kellie Lauth and Tracy Tellinger, Adams 12
Use colored file folders for different subject areasOpen the file folder. This is the student’s individual word wall.Use labels or strips of paper for words.Find pictures or draw pictures that show the meaning of the term.
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Content/Inquiry
•Magnets stick to iron
•Two magnets can attract and repel.
•A force is a push or a pull.
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During a FOSS Investigation
What was the role of the student?
What was the role of the teacher?
How did the teacher interact with the students?
What was the source of the information the students were learning?
What thought processes/scientific problem solving skills were the students using?
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Essential Features of Inquiry:Learning Cycle E’s
Engage - Pique students’ curiosity, determines students’ prior knowledge, invites students to express what they think and ask questions.
Explore - Student or teacher designed experiences that enable student to test questions and ides related to BIG IDEAS, encourages student-to-student interactions.
Explain – Direct teaching of concepts through discussion, and vocabulary lessons. Students read for information. Students use common experiences and data to develop explanations. Students express their learning in a variety of ways.
Extend/Elaborate - Students establish connections between new and former experiences. Further experiments to support learning may be provided.
Evaluate- Students apply what they have learned in new situations, students demonstrate what they have learned.
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Investigation 1, Part 1
Engagement: Describe the Object GameExplore: Things That StickExplore: Test ObjectsExplore: Iron DetectorsExplore: Magnetic InteractionsExplain: Attract and Repel, ForceElaborate: Science Stories, Math Problem of the Week, FOSSweb: Kitchen MagnetsEvaluate: Teacher Observation, Assessment Chart 1
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Investigating More Magnetic
Properties
How do magnets interact with other objects?
Does an iron object have to touch a magnet to become a temporary magnet?
Does magnetic force go through all materials?
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Investigation 2: Making Connections
• Students find ways to make simple circuits
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Investigation 3:
•Students build series and parallel circuits
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Investigation 4: Current Attractions
Building an electromagnet
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Investigation 5: Click It
Building the Telegraph
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Break
•Register for prizes
•Look at books
•Ask Questions
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Integrating Literacy Strategies Into Your Foss Kit
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Interactive Editing
“Magnets”
Delta Science Reader
Electricity and Magnetism
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Anticipation Guides
“What is a Compass”
FOSS: Science Stories
Magnetism and Electricity
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“Make a Compass”• Use Nonfiction Checklist• Discuss Table of Contents• Explain function of the glossaryStandards: Students will identify the resource appropriate for a specific
purpose, and use that resource to locate information.Students will identify and apply knowledge of the text
structure and organizational elements to analyze nonfiction or informational text.
Assessment:• Nonfiction Checklist• Discussion FOSS: Science Stories
Magnetism and Electricity
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Main Idea“Renewable Resources”
Standard:Students will identify the main idea
and supporting details in what they have read.
Assessment:Main idea graphic worksheet
Delta Science Reader
Electricity and Magnetism
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Stop and Jot
“Ben Franklin”
FOSS: Science Stories
Magnetism and Electricity
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Frayer Model
I Wonder
I See
Journal Prompts
Additional Strategies
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• Formative Assessments• Teacher Observation
• Anecdotal Records• File Folder
• Rubric – Student Response Sheet• Student Notebook
• Summative Assessments• End of Unit Test• Performance Assessment
Science Assessments
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Quote
"Tell me and I forget. Teach me and I remember. Involve me and I learn."
Benjamin Franklin
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Focus question: What kind of materials do magnets stick to?Formulate a Hypothesis: Example: If all metal objects stick to a magnet, then we can sort the objects into two groups, metal/non-metal, and all objects in the metal group should stick to the magnet.Predict and gather data
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Literacy Strategies
I’m Curious – Example: “What Makes You Curious About…”
Quick Write – Example: Giant Magnet
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Science Story
Explains how magnets were discovered and named in a folk talk genre.
FOSS: Science Stories
Magnetism and Electricity
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Literacy Strategies
Science Story Word SplashStop and JotPaired ReadingQuestioning Cubes
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Attract and Repel
Focus Question: What happens when two or more magnets interact?
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ExplainStudents use common experiences and data to develop and discuss explanations
Teacher clarifies student concepts, corrects misconceptions and introduces scientific terminology
Connect student’s explanations to experiences from engage and explore phases
Provide reading and writing opportunities to reinforce concepts.
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Vocabulary / Word Bank
force
magnet
magnetism
attract
repel
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Vocabulary Strategies
Frayer Model
Word Web
Foldables
3 Column Vocabulary
Glossary Index
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Glossary: 3 Column Vocabulary
Magnet
Bar
Horseshoe
Refrigerator
Donut
Word Picture Example
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Content / Inquiry
Magnets stick to iron
Two magnets can attract and repel.
A force is a push or a pull.
Magnetism is a force
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Extend / Elaborate
Correct any remaining misconceptionsExpand student understanding of the concept in a broader context beyond the previous explorationsMay provide further investigations in new situations to support learning
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Shared Reading
“How Magnets Interact”
FOSS: Science Stories
Magnetism and Electricity
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“Magnus” vs. “How Magnets Interact”
Magnus
Student will identify similarities and differences between two reading selections.
Assessments: T-Chart, Venn diagram Teacher-led discussion
How Magnets Interact
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Main Idea
“Electromagnets”
Assessment:Main idea graphic worksheet
Delta Science Content Reader
Electricity and Magnetism
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“Make a Compass”
Nonfiction Checklist
FOSS: Delta Science Content Readers
Magnetism and Electricity
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Evaluate
Teachers use a variety of formal and in-formal procedures to assess conceptual understanding and progress towards learning objectives
Students apply what they have learned in new situations to test their own understanding and skills
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Interactive Editing
“Magnets”
Delta Science Reader
Electricity and Magnetism
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Anticipation Guides
“What is a Compass”
FOSS: Science Stories
Magnetism and Electricity
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Discourse Circle
Discourse Statement:
Renewable sources of energy are best for making electricity.
Delta Science Content Reader
Electricity and MagnetismSeeds of Science 2008
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I Wonder
I See
Additional Strategies
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Quote
“Tell me and I forget. Teach me and I remember. Involve me and I learn.”
Benjamin Franklin