Writing in Science in Action. Group Norms Do homework. Arrive on time with WISIA. Be respectful. Be positive. Be active, attentive and focused.
Post on 31-Dec-2015
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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)
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?
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