Connecting Literacy and Science through Technology

Connecting Literacy and Science through Technology OVERARCHING GOAL Activate and engage students in critical thinking and writing. SPECIFIC GOALS Explicitly engage and explore with students similarities and differences with inquiry and discussion. Identify similarities and differences through initial writing to obtain general awareness. Deepen students understanding of content via graphic or symbolic form.

Texas Essential Knowledge and Skills (TEKS) Intro (a(1) Science : Students also use computers and information technology tools to support their investigations. Science ELA and Reading 110.1. Kindergarten A. Plan a first draft of generating ideas for writing through class discussion. B. Sharing writing with others. 110.16, Grade 5 11D. Use multiple texts features and graphics to gain an overview of the contents of text and to locate information. 110.17, Middle School 12B. Interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. 110. 34, English IV 4.1  Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:(A)  determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes; 112.2. Kindergarten 2B Plan and conduct simple descriptive investigations 112.7, Grade 5 3C Draw or develop a model that represents how something works or looks that cannot be seen. 112.20, Grade 8 4E.B Determine that all organisms are composed of cells that carry on functions to sustain life. 112.34, Biology 4. Investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules.

THE 5E Model—Engage, Explore, Explain, Elaborate, Evaluate Engage—sticker fun Explore—comparing personal model with poster Explain—brief whole group discussion Elaborate—making a cartoon on Toondoo.com about animal and plant cells using either a story line, or a metaphor. Evaluate—formative assessment by sharing work with each other Llewellyn, D. (2005). Teaching high school science through inquiry: A case study approach. Thousand Oaks, Corwin Press.

Connecting Literacy and Science through technology TARGET: To demonstrate understanding of the differences and similarities in animal and plant cells. Directions: Work with the person sitting next to you to create one animal cell and one plant cell based on the chart and the cell posters. Make sure you draw a cell wall and a cell membrane on your plant cell! Llewellyn, D. (2005). Teaching high school science through inquiry: A case study approach. Thousand Oaks, Corwin Press. Marzano, R. J. (2003). Classroom instruction that works. Alexendria, Association for Supervision Curriculum Development. Marzano, R. J. (2003). Classroom instruction that works. Alexendria, Association for Supervision Curriculum Development.

Connecting Literacy and Science through technology 2. Comparing and contrasting Open your journal to a two-page spread! Observe and notice the similarities and list in a box. Observe and notice the differences and list in a a T-chart. Fulwiler, B. (2007). Writing in science: How to scaffold instruction to support learning. Portsmouth, Heinemann. Marzano, R. J. (2003). Classroom instruction that works. Alexendria, Association for Supervision Curriculum Development.

What did you notice? What if an animal cell could talk, what would it say? What if a plant cell could talk, what would it say? 3. Please write a description on the similarities and differences between plant and animal cells. Also, begin to think about what plant and animal cells would say if they could talk to humans, to each other, or to other cells (bacteria, fungi, etc.). Johnston, P. H. (2004). Choice words: How our language affects chidren's learning. Portland, Stenhouse Publishers.

Transfer of learning into a visual product—a cartoon! “Layering complex literacy analysis skills with visual representation allows students to practice with visualizing the texts they read. Graphic representations of popular texts provide a contemporary canvas for authors to share their stories using a fresh, relevant approach.” Seglem, R. and S. Witte (2009). "You gotta see it to believe it: Teaching visual literacy in the English classroom." Journal of Adolescent and Adult Literacy 53(3): 216-226.  

Creating Meaning “Learning is more than the accumulation of facts or skills. Learning is created by the learner and generates its own energy that reinforces itself through a cycle of ongoing creativity and change. Unless students interact creatively with information to construct meaning, there is little or no change. If they have not changed in some way—by gaining a new understanding, considering new ideas, acquiring additional data, or learning a new application or behavior—as a result of their interactions with information, they have not learned. The more engaged students are in creating meaning, the more they change and learn.” Garner “Provide students with tasks and activities that are inherently engaging.” Marzano Garner, B. K. (2007). Getting to got it: Helping struggling students learn how to learn. Alexandria, Association for Supervision and Curriculum Development. Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, Association for Supervision and Curriculum Development.

Sharing and evaluating “As students write and speak reflectively about their experiences, they often discover deeper personal meanings in them. When their understanding reaches that depth, students typically begin to ask additional questions.” Llewellyn, D. (2005). Teaching high school science through inquiry: A case study approach. Thousand Oaks, Corwin Press. Thier, M. and B. Daviss (2002). The new science literacy: Using language skills to help students learn science. Portsmouth, Heinemann.