Literacy in the Science Classroom by the iZone Science Team Alethea Henry Detra Humble Brian Ingram LaDonna Tardy.

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Presentation transcript:

Literacy in the Science Classroom by the iZone Science Team Alethea Henry Detra Humble Brian Ingram LaDonna Tardy

Objectives Identify the TNCore literacy shifts in science. Identify the components of a 5E lesson. Effectively incorporate literacy into a science lesson.

5E Lesson Design Components – Engage – Explore – Explain – Elaborate – Evaluate Promotes inquiry and concept depth

TN Core Instructional Shifts for Science Literacy Building knowledge through content rich nonfiction Reading, writing and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language

Diffusion (Middle) GLE Observe and explain how materials move through simple diffusion 5E ComponentsActivitiesShifts EngageArticle on Diffusion (non-fiction)Shift 1 Shift 2 Shift 3 ExploreFood Coloring See, Think, Wonder ExplainCornell Notes (ISN) ElaborateCell Membrane Simulation Lab EvaluateLab Analysis QuestionsShift 2

Engage (left side of ISN) What questions do you have about your vegetables?Predictions about your vegetables.

Marking the Text Strategy 1.Number the paragraphs. 2. Read the title and generate a question. 3. Circle key terms, names of people, names of places, and or dates. Consider if the word or phrase is a. repeated b. defined by the author c. Used to explain or represent an idea. d. a central concept or idea e. relevant to the reading purpose. adapted from AVID resources

Marking the Text Strategy 4. Box a term that may be used in other content areas. Adapted from AVID resources

Marking the Text Strategy 5. Underline an author’s claim(s). a. may appear anywhere in the text (may have to be inferred). b. may be repeated throughout the author’s argument. c. the author may signal his or her own claim. Adpated from AVID resources

Marking the Text Strategy 6. Underline relevant information. Read informational texts carefully to identify information that is relevant to the reading task, for example: a. A process b. Evidence c. Definitions d. Explanations e. Descriptions f. Data/Statistics taken from AVID resources

Explore (left side ISN) See: Think: Wonder Your black dots represent the water.

Explain (right side of ISN) Refer to Cornell Note Template In their ISN’s, have students set up their ISN for notes. (see next slide)

Cell Transport 3/19/2016 Spi 1.7 Diffusion - Osmosis Hypertonic Hypotonic Draw illustrations in notes. Summarize notes here Concentration Gradient

_________ _________ = mass of a solute in a given volume of solution CONCENTRATION The _______ molecules there are in a given volume the ____________the concentration Images by Riedell MORE GREATER

Sound (Elementary) GLE Investigate how the pitch and volume of a sound can be changed. 5E ComponentsActivitiesShifts EngageStraw Instruments ExploreStudents Make Straw Instruments and Ruler for Pitch ExplainArticle (non-fiction) Cornell Notes Shift 1 Shift 2 Shift 3 ElaborateThe Remarkable Farkle McBride (fiction) Shift 2 EvaluateStudents Make InstrumentsShift 2

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