Writing in Science in Action - 1. Group Norms Do homework. Arrive on time with WISIA. Be Respectful. Be Positive. Be Active, Attentive and Focused.

INTRODUCTION CHAPTER 1 OVERVIEW

Writing in Science in Action - 1

Group Norms

Do homework. Arrive on time with WISIA. Be Respectful. Be Positive. Be Active, Attentive and Focused. Have an Open Mind and Take Risks. Care for and Support Each Other.

Purpose

1. Reflect on reading Introduction and Chapter 1.

2. Analyze attributes of classroom that support the teaching of science.

3. Develop one scaffolding strategy – because and I think this because.

Which of the following is not considered one of Fulwiler’s “three elements?”

A. Science content

B. Scientific thinking

C. Scientific writing

D. Science skills

Foundation of Science Writing Approach

Three Key Elements

Science Content

Scientific ThinkingScience

Skills

True or False.

Students should devote most of their time to procedural writing – writing about what the did in an experiment.

A. True

B. False

True or False.

The teaching of science and teaching of writing should be treated separately.

A. True

B. False

Which of the following is not a phase of the science session?

A. Engagement

B. Active Investigation

C. Shared Reflection

D. Independent Writing

E. Application

Which is not an example of visual scaffolding?

A. Venn diagrams

B. Organized vocabulary in a Word Bank

C. Labeled diagrams

D. Written phrases and sentences used in modeling

E. T charts

Practicum Team Assignments

First Name Last Name Clinical Instr Grade TimeJacqueline Landry Cynthia McDonnell 1 10:50-11:50Melissa Mason Cynthia McDonnell 1 10:50-11:50Frances Rivard Cynthia McDonnell 1 10:50-11:50Nicolette Ogden Jill Patrie 1 10:50-11:50Elyssa Renzi Jill Patrie 1 10:50-11:50Dana Mazzone Kim Lupino 1 10:50-11:50Elizabeth Tipple Kim Lupino 1 10:50-11:50Elizabeth Allen Melissa Bibeault 1 10:50-11:50Bethany Melo Melissa Bibeault 1 10:50-11:50Caitlyn Valletta Melissa Bibeault 1 10:50-11:50Jessica Hill Janet Conti 3 9:15-10:15Katie Larsh Janet Conti 3 9:15-10:15Stacy Pokora Janet Conti 3 9:15-10:15Elizabeth Creta Michelle Gallagher 3 10:30-11:30Nicole Robinson Michelle Gallagher 3 10:30-11:30Brittany D'Amico Jen Almeida 4 11:00-12:00Julie Pichette Jen Almeida 4 11:00-12:00Holly St. Pere Jen Almeida 4 11:00-12:00

Structure of Science- Writing Approach

Science Lesson

Engagement

Active Investigation

Shared Reflection

Application

Writing Lesson

Shared Review

Shared Writing

Scaffolding

Independent Writing

Three Types of Scaffolding

TYPES OF SCAFFOLDING

Visual

Word Banks

Graphic

Organizers

OralWritten

Science Notebooks

Types of Science Writing

Scientific observations

Scientific illustrations

and diagrams

Comparisons

Cause and effect

Predictions with

reasoning

Data tables and graphs

Claims and evidence – reasoning

Teachers Notebook

Do what students do1. Understand students’ experience

2. Use for modeling

It takes three years….

Begin by applying a few scaffolding strategies

Because and I think this because

Reflecting on Practice (30 min)

Attributes of Classroom Viewing Soils Video Episode

List Attributes that Support Learning of Science and Scientific Thinking

1. Teacher Behavior

2. Student Behavior

3. Physical Environment in Classroom

Reflection on Soils Video1. How does the teacher use modeling and scaffolding in

the science session and in the writing session?

2. What modeling and scaffolding do you think helped the students learn the behaviors they demonstrate during the sessions (e.g., talking with each other about their observations and thinking, making and using data tables, talking and writing about evidence)?

3. How does the physical setup of the classroom contribute to the students’ learning of science and science writing?

4. What revisions, if any, would you make to the group’s list of attributes that you think support students’ learning of science and scientific thinking?

Critiquing Notebooks (15 min) Mar’Jon’s data table and conclusion in

Chapter 2 (Figures 2–1 and 2–2) Jonah’s data table and conclusion in

Chapter 2 (Figures 2–3 and 2–4)

Data Tables and Conclusions Science Content Scientific Thinking Science Skills

Considering Next Steps

What one or two things could you do with your students during the practicum to help them learn to use the scaffolding strategy - because and I think this because?

Prepare for Next Class

Take notes on class notes – organize, connect.

Do homework – Chapter 2. View Soils video episode again. Bring Writing in Science in Action to

class