1. Strategic Science Teaching Grade Six – Earth Science
Connecting Literature with the
California Science Standards
Presenter Preparation: BEFORE YOU PRESENT
Specific science materials preparation and literacy strategy details are found in the free “Strategic Science Teaching Booklet” document PDF at
2) Prior to your workshop with teachers you should :
Read/review pages v-vi in SST as it outlines how the document is organized and the elements of a model lesson linking literature to science.
3) Print out and copy from the SST PDF, for each participant:
Pages v-vi to illustrate the format and use of SST
Page vii to describe the 5E Learning Cycle
Each grade level lesson to be presented
Any Handouts or Data Sheets indicated in each lesson
The complete Literacy Strategy from the Appendix, for each you will be presenting
4) Depending on timeframe and focus of your workshop have:
Copies of the children’s literature available
Science investigation materials ready well ahead of time for your familiarity and preparation
A copy of, or publishers information for, Strategic Teaching and Learning-STL, the research-base source cited for all the literacy strategies
A sample copy of your COE hardbound version of SST, if available.
SST 6th/Earth Science

2. A model lesson for each grade level: • Literature selection • Science Standards • Literacy Strategy • Science Investigation
This presentation is to provide an overview of the document Strategic Science Teaching, and point out both the literature selection for their reference and a grade level-aligned science lesson.
This resource was developed by and for California Science Educators.
SST 6th/Earth Science

3. http://www.cde.ca.gov/ci/sc/ll/ SST 6th/Earth Science
Point out that all the literature selections in Strategic Science Teaching and MANY more are on this searchable California Department of Education website.
If able to, illustrate active weblink on this slide and how to search for titles.
Mention that this is why SST was written:
To provide a model for teachers to develop their own lessons linking literature to science,
To apply literacy strategies to science content,
To meet needs of English Language Learners.
SST 6th/Earth Science

4. Browse The Elements Of The Lesson
Standards Alignment
Lesson at a Glance
Teacher Background
Materials and Advanced Preparation
Teacher Tips
Common Misconceptions
Explicit Script for delivering the lesson through the 5E instructional model
Teacher Reflection
Teacher and Student pages
These are additional features of the SST document for each lesson
Take some time to walk through these with participants
SST 6th/Earth Science

5. The 5E Model of Instruction
Refer to Hand Out page vii: The Learning Cycle and the icons used throughout the lessons.
To summarize this important pedagogical design and its source, Dr Roger Bybee.(Further cited on page ii).
It is worth noting as you review the 5E design that this a learning sequence similar in many ways to others teachers have used, or be using such as “into/through/beyond”, “three-phase lesson design”, “direct instruction”.
In the case of SST highlight that 5E model does not require the literature be used as any particular phase, SST models the literature and literacy strategies at several point in the learning cycle.
Also note that Evaluate is central to the cycle and used continuously at any stage to evaluate student learning, allowing a stage to be repeated, or instruction to be modified, before moving on.
SST 6th/Earth Science

6. Earthquakes by Seymour Simon Quake Safe Buildings
Essential Question:
How do movements of Earth’s surface impact human and wildlife
habitats?
Student Outcomes:
Students review the natural phenomena of earthquakes and learn how the force released in an earthquake can cause structural damage to buildings.
Students test various structural designs of buildings to determine “quake-safeness.”
Students use “Graphic Outlining” as they review the book Earthquakes.
Presenter:
Have participants open handouts to front page of their grade level lesson (see list* of page numbers in the SST PDF below).
Note the Conceptual Statement and Learning Sequence on handouts.
Model opening of lesson, as it might occur with students, with participants by presenting the:
The Essential Question, an open-ended with no single answer, but lots of ways to answer and leading to opportunities for rich discussion.
The Student Outcomes, which describe what students will do to demonstrate science and literacy learning.
*Grade:
K page 4
1st page14
2nd page 30
3rd page 42
4th page 54
5th page 64
6th page 76
7th page 88
8th page 104
Physics page116
Chemistry page 130
Biology page 138
Earth Science page 146
SST 6th/Earth Science

7. The 5E Learning Cycle Engage
Engage students to discuss and share their experience with earthquakes. Have them describe what they felt, the motion of the ground, and how long the earthquake lasted.
Chart their responses.
Presenter Notes: As you move through the lesson, model and highlight how the lesson integrates science, learning strategies, and literature.
Knowing your teacher audience will help you modify what you emphasize in these slides but use them all. (i.e. mixed grade levels, ELD, upper vs. lower grades, science content focus vs. pedagogy focus, etc.
Depending on size of audience and time you may choose to have participants actually do each lesson discussing content and strategies as you proceed.
SST 6th/Earth Science

8. Graphic Outlining (it takes practice!)
Graphic Outlining is a method of representing information from a text so that the organizational pattern of the text is highlighted.
It helps students understand what they read by leading them to predict and organize information that they encounter.
Presenter Note: This slide introduces the Literacy Strategy being employed in this lesson. Each strategy is explained in detail in the SST Appendix and the original CDE publication Strategic Teaching and Learning, 2000.
Each participant should have a copy of the full Appendix reference for the strategy being used at their grade level.
Also introduced at this time:
ELL or ELD suggestions, which may be expanded upon to suit each audience.
The locations of the Literature selection and the Learning Strategy in the Learning Cycle is indicated with icons on the Lesson at a Glance page.
The pacing of the lesson may also be discussed at this time.
Point out all Strategies are located in the SST Appendix. Pages
Take time to examine this and discuss how it can be used across grade levels and subject areas to enable students to improve their learning.
SST 6th/Earth Science

9. Learning Strategy: Guided Reading
Use the graphic outline to record information they extract from the literature selection
Presenter Note:
This activity is used with the teachers as described in the the Stage of the lesson where the Learning Strategy is used, as indicated by icons and Lesson at a Glance.
Post a blank graphic organizer, like this one to lead the engage
Participants will use the graphic outline to record information they extract from the literature selection
Participants scan the text (first TEN pages) and add info about causes and evidence of Earthquakes to the oval in the center
SST 6th/Earth Science

10. Outline additional information
Explore
Outline additional information
Mexico City, Armenia, San Francisco, Niigata, Anchorage
Presenter Notes:
Point out the Teacher Background content support, Teacher Tips, Teacher Resources, and any science safety indicators.
Prepare ahead to have page references for grade levels you are presenting to.
Prepare any science stations, supplies or other prep well in advance as each lesson has different set up requirements depending on the nature/depth of your presentation.
Have participants scan the pages describing events in Mexico City, Armenia, San Francisco, Niigata, and Anchorage
Add to the graphic outline information about each earthquake and the structural damage they caused
Provide time for participants to work on this and then share out
What new information did they gain from the text about earthquakes or the destruction caused by earthquakes
SST 6th/Earth Science

11. Seismic Engineering Teams
Explore
Seismic Engineering Teams
Work in groups to Explore the building and testing of structures.
Record your findings.
At this point, ask groups of 3 to read through “Explore” section of the lesson script and the handouts Student Page 1.0 and 1.1
State clear expectations that this is a hands-on session and they are responsible for building and testing various walls and recording their findings
Lots of materials are required for this work, don’t skimp, provide it all.
SST 6th/Earth Science

12. Explain Synthesize Learning
Ask groups to synthesize on whiteboards what they learned from their graphic outline, the pictures of building damage in the book, and the results of their investigation. Have groups make a short presentation of their findings.
Conduct a class discussion on the similarities and differences in their findings. What structural designs work best? How did the sugar cube wall differ from the foam stick frames?
Refer to corresponding pages in SST document.
SST 6th/Earth Science

13. Using data to investigate further
Evaluate
Using data to investigate further
Based on prior knowledge, the Seismic Engineering Teams will plan, construct, and test the strength of a building.
Discuss project specifications (teacher approval, record progress, time constraint, etc.) and available materials.
Each group describes to the class their design and rationale for it.
Refer to corresponding page in SST document.
This slide is a good time to remind participants that the SST resource is a MODEL for designing of refining lessons of their won, not a stand alone book of lessons.
In many cases they will have an evaluation or Elaboration/Enrichment that suits a lesson yet has a very different design.
The use of summative vs. formative assessment in this document varies, depending how the lesson is being used.
Facilitate the groups to start “Investigation 2: Engineering Challenge”. Provide Student pages 2.0, 2.1
Encourage participants to use this time to design and build – it will help them develop confidence to attempt this with students
Facilitate a debriefing on how to best implement this activity/investigation with students
SST 6th/Earth Science

14. Elaborate
As a culminating activity, have students conduct research on building damage caused by earthquakes.
Ask students to compare their experimental data with observed damage to the real buildings.
Refer to corresponding page in SST document.
This slide is a good time to remind participants that the SST resource is a MODEL for designing of refining lessons of their won, not a stand alone book of lessons.
In many cases they will have an evaluation or Elaboration/Enrichment that suits a lesson yet has a very different design.
SST 6th/Earth Science

15. Teacher Reflection
How does the student work provide evidence of the student’s understanding of the effects of earthquakes on structures?
What instructional strategies used in this lesson promote student understanding? How do you know?
How does the literature selection support student understanding of the science concepts?
How would you modify the instruction to ensure understanding of student outcomes by all students?
Refer to corresponding page in SST document.
Discuss with participants if relevant; These prompts could be enriched by local PLC conversations or work, Blogs or chats or as ongoing use of lesson reflection by instructional coaches.
SST 6th/Earth Science

16. Strategic Science Teaching Provided by CISC-Science Sub-Committee
Your presenter will provide local contact information or you may contact your County Office of Education Science Specialist for more information.
Bibliography located in the publication:
Strategic Science Teaching Grades K-12: A Sampler of Science Lessons Connecting Literature with California Standards, 2002, CDE
Note: Provide local contact information here.
Website for free online document
Encourage those attending to share this resource and its potential to encourage more teaching of science!
SST 6th/Earth Science