1. Science Matters
September-October 2012

2. Increase Student Achievement in Science
Science Matters
Every Child…Every Classroom
Implement formative and summative science assessments
Collect evidence of student understanding, adjusting to ensure all students reach learning targets.
Implement research-based instructional strategies, such as inquiry, science notebooking, and formative assessment
Demonstrate mastery of science teaching strategies.
Master science content and associated science standards, performance expectations and progression of each crosscutting concept, ability and “big idea” being taught.
Demonstrate confidence in implementing instructional materials.
North Kitsap School District’s Science Matters: Every Child…Every Classroom is funded by a Department of Defense Activity (DoDEA) grant.

4. Writing in Science in Action

13. Science Content NSTA Standard 1: Content Knowledge
Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications.

16. Our 2012 Fifth Grade Science MSP scores district wide averaged 77%!

18. Writing in Science in Action

19. Introduction
Think about your own approach to science and science writing. What similarities and differences do you notice?
Introduction Video

20. Record in a box and t chart in your notebook
Think pair share?

21. Overview
Read pages 1-6 from

22. Three Key Elements of the Science Writing Approach
Science Concepts
Scientific Thinking
Scientific Skills
Reading Discussion:
Science Concepts- EALR 4
Science Thinking and Skills EALR 1-3

23. Science Session Reading Discussion:
Science and writing are most successful in separate sessions,
What are some words that describe a science session?

24. Writing Session
Reading Discussion:
Describe a writing session

25. What to Write Reading Discussion: Three Key Elements
What should students be writing about in their science and writing sessions?
What should students not be writing about?

26. Format notes
Table of contents discussion.

27. Assessment
Reading Discussion:

28. Modeling and Scaffolding
How does the teacher use modeling and scaffolding in the science session and in the writing session?
What modeling and scaffolding do you think helped the students learn the behaviors they demonstrated during the sessions? (in other words what happened before this lesson)
How does the physical setup of the the classroom lead to the students’ learning.
While you watch, consider:
Copy questions into notebook. Write notes for post video discussions. (setting up expectations that student will refer to notebook for specifics during class discussions.)

29. What modeling did the teacher demonstrate?
In video:
Behavior and language of scientists- How they talk and think.
Earlier
How to conduct soil tests.
How to work collaboratively in pairs and small groups.

30. Temporary is key. Know when to use it and when to pull it back.

31. What types of scaffolds did the teacher provide?
Visual- word banks, data table kept up for reference
Oral- specific science language and thinking
Written- sentence started and writing frames

32. Strategies for Your Classroom
Think
Write
Line of Learning
Share
Line of Learning

33. Strategies for Preparing for the Lesson
Student grouping
Create a discussion area
Two word banks
Check for visibility
Post focus questions
Gather materials and plan for use
Use your notebook to see how many of these and other preparation ideas you have.
Grouping- pairs or 4s for discussions
Discussion area- place to gather with notebooks and talk
Science word back and word bank for other words and phrases they are likely to need
Can all students see word bank? Other visuals?
Large focus question
Gather materials in area (poster paper) designated materials person “getter”

34. Modeling Strategies- Behaviors and Techniques
“Expectations”
Show how to conduct test or part of investigation.
Making Connections
Expectations- transitions, sharing and using materials, routines
Procedures
Connections- between investigations, interpreting evidence, using evidence to support claims.

35. Model Scientific Language
Model how to agree and disagree in nonthreatening ways.
Pull cards from word banks
Scaffold and use scientific phrases
Repeat key phrases
Refer back to focus question.
Ban right and wrong…I agree with…, I have a different idea…I disagree because….
Pull card when using word for visual association
Statements like …I think this because, prompts students (and teachers) to use evidence to support claims Use phrases, such as a scientist would say…
Repeat key phrases, especially over sessions. Internalization of words will result in use in writing
Focus on task and purpose

36. Model Notebook Use
Use is expected for both science and writing sessions
Data table
Data on left page, observations on right
Model using data when writing.
Science session always uses notebook. Writing sessions follows. Students expected to refer to notebook for specificity in introductions.
Guide students through making their own data table. Think aloud to connect table to actions during investigation.
Record data table on left page and observations on right to encourage making connections and ease using them as a reference in writing.
Model how to use a data table when writing a notebook entry.

37. Scaffolding Strategies
Post class data tables and student questions.
Provide writing structure, have students provide content.
Remove share writing
Use identical frames at first; vary later
Postings very reinforcing and will be incorporated in writing
For example; My evidence is…
So students don’t copy, rather thinking and writing for themselves (We (and ultimately they) tend to be so concerned they do it right, that all kids do is memorize and parrot. Not transferable learning!) .

38. http://heinemann.com/wisia/ Writing in Science in Action
CHECKLISTS FOR EXEMPLARY NOTEBOOK ENTRIES
REPRODUCIBLES: WRITING IN SCIENCE IN ACTION
REPRODUCIBLES: WRITING IN SCIENCE
STUDENT NOTEBOOK ENTRIES, PRE-KINDERGARTEN THROUGH FIFTH GRADE
GUIDELINES FOR SCIENCE-WRITING GROUP MEETINGS—
WRITING IN SCIENCE IN ACTION
GUIDELINES FOR SCIENCE—WRITING GROUP MEETINGS—WRITING IN SCIENCE, WITH RESOURCES FROM WRITING IN SCIENCE IN ACTION
STORIES FROM SCHOOLS
BACKGROUND INFORMATION ABOUT THE VIDEO EPISODES
Enough for now!!! Here is lots more online.
Each school has a copy of Writing in Science in Action

39. Science Notebooks
I used to…
Now, I …
Metacogniton, Reflection