The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning...

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The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012

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Page 1: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

The “Write” Way to Teach Science

Sue Pearson, Co-DirectorThe Center for Effective Learning

Webinar: February 23, 2012

Page 2: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

The “WRITE” Way to Teach

Science

WELCOMEWHY THE FOCUS ON WRITING?

SCIENCE WRITING

STRATEGIES

NEXT STEPS?

Page 3: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

KEYPOINT ONE

Intelligence Is A Function Of

ExperienceWe are not born intelligent—only with a capacity

to be so.

©2012 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Page 4: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

KEYPOINT TWOLearning is an inseparable partnership

between the body and the brain:Emotion is the gatekeeper to learning and performance.

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Page 5: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

KEYPOINT THREE

There are multiple

intelligences.

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Page 6: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

KEYPOINT FOUR

Learning is a two-step process:

pattern detection and program

building.

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Page 7: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Absence of Threat/Nurturing Reflecting

Thinking

Meaningful

Content

Adequate Time

Enriched Environment

Immediate

Feedback

Movement

Choices Collaboration

Mastery/Application

BodybrainCompatibleElements

© Susan Kovalik & Associates, 2012

Sensory-Rich Being There Experiences

Page 8: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

COMMON CORE STATE STANDARDS

What’s the SCOOP?

Page 9: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

CCSS-Grades K-5

Standards in reading in the subjects of

history/social studies, science, and technical subjects are integrated

into the K–5 ELA standards.

Page 10: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

CCSS – Grades 6-12

The CCSS Science & Technology Subject Standards apply to grades 6-12.

They are in literacy-not science content!

http://www.corestandards.org/the-standards/english-language-arts-standards/science-technical/introduction/

Page 11: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

KEY STANDARDS

Basically, at all grades, these are the key standards:Key ideas and detailsCraft and structureIntegration of knowledge and ideasRange of reading and level of text complexity

Page 12: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Why Write in Science?

Draws on prior knowledge Shares current student knowledge

and understandings Helps students learn and share

what they have learned Develops vocabulary (ESL) Fosters conceptual understanding Evaluate knowledge and skills

Page 13: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

What Can Teachers Do?

Ask all students to write in science every day

Expect all students to be successful writers in science

Provide writing tasks that go beyond recording and summarizing

Include writing prompts that help students structure their writing

Respond to writing with direct feedback about the science ideas

Page 14: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

WRITING IN SCIENCE

• Being a great science writer means not only being able to convey frequently complex ideas and theories: it also involves being able to write in a way that keeps readers, even those who aren't experts in the field, engaged and wanting to learn more about the subject.

• It's a delicate balance to attain, but there have been many throughout the years who've managed to do it, though some with more grace than others.

Page 15: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Famous Scientist “Writers”

• Charles Darwin• Isaac Newton• Galileo Galilei• Nicolaus Copernicus• Aristotle• Carl Sagan• Stephen Hawkings• Richard Feynman*• Albert Einstein• E. O. Wilson*

• Richard Dawkins• Matt Ridley• James D. Watson• David Attenborough• Jane Goodall• Dian Fossey• Konrad Lorenz*• Rachel Carson• Stephen Pinker• Roy Chapman Andrews

* Nobel or Pulitzer Prize Winners

Page 16: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

HOW DO I START?

Page 17: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Text whose primary purpose is to convey information about the natural and social world

Text that typically has characteristic features such as addressing whole classes of things in a timeless way

Text that come sin many different formats, including books, magazines, handouts, brochures, CDs/DVDs, and the Internet.

INFORMATIONAL TEXT is . . .

Page 18: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Students increasingly differentiate among genres

Exposure to a variety of texts is keyClose relationship between what students are

exposed to and the kind of writing they choose to write and are able to write well

READING INFORMATIONAL TEXT IS IMPORTANT BECAUSE . . .

Page 19: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

BUILDING WRITING SKILLS THROUGH

RESEARCH

Page 20: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Lesson #1: Recording Science Observations

PREPARATION•Model observing and note-taking for the students (e.g. use a teddy bear)•Investigate color, texture, size, odor and share observations.•Teacher writes observations on poster paper/white board-save.

Page 21: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Lesson #1: Recording Science Observations

Investigate the. . .•color (brown/tan/light brown)•bear’s size (about 12 inches)•texture-furry; soft; fuzzy; hairy•odor-sweet; soft;•Wearing clothes•Tattoo on upper paw•Amore

Page 22: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Lesson: Recording Science Observations

THE PREPARATION:•Model how to take notes.•Ask selected children to do specific tasks (e.g. watering plant) while all other children describe what they observe.•Teacher writes their observations on chart tablet/white board for future use.

Page 23: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

WRITING IN SCIENCE: STRATEGIES

Page 24: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

1. SCIENCE JOURNALS

Page 25: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

K-W-U

KNOW WANT TO KNOW

UNDERSTAND

Page 26: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

O-W-L

WHAT DID I OBSERVE?

WHAT DO I WONDER?

WHAT DID I LEARN?

Page 27: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

SCIENCE JOURNALS

• Develop informational writing skills

• Encourage careful observation habits

• Assist students in writing expansively about developing knowledge

Page 28: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

SCIENCE JOURNALS

• Observe• Record• Organize• Draw• Make inferences• Track ideas over time

Page 29: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Lesson: Recording Science Observations

THE LESSON:

•Read several informational text books on a topic (e.g., trees)•Take students out of the building to observe trees (being there)•Students write notes and make drawings of their findings.•Repeat several times. Share and compare notes.

Page 30: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Journal Prompts: Trees

• What do you think is a tree?

• How is it different from other plants?

• What do you think a tree is made of?

• What are the parts of a tree?

• Draw a tree.

• Why do you think trees are different shapes?

• What different shapes of leaves did you find?

• How has your tree changed since you first started observing it?

• What can you tell me about a tree now?

Page 31: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Trees have different shapes

• Square trees

• Circle trees

• Triangle trees

• Rectangle trees

Page 32: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

My Favorite TreeThe shape of my favorite tree: Bark rubbing from my favorite tree:

Observations of the bark:

Leaf Rubbing:

Observations of the leaf:

Wonderings about my favorite tree:

Why this is my favorite tree:

Page 33: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Lesson:Taking Field Notes

• Read several books on butterflies.• Go outside to observe butterflies • Alt: Raise butterflies in the classroom• Take observation notes in butterfly journal

(movement, color, actions, etc.)• Include a scientific drawing of a butterfly• Compare your illustration to that in a science

book

Page 34: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Example-Butterfly

Investigate the. . .•Colors: black, dark orange, light orange•Size: about 2 inches tall; 2.5 inches wide •Body parts: 2 antennae, 3 pairs of legs, 2 wings, head, 2 part body•Texture: scaly, soft, brittle,•Movements: fly, land, rest, cling

Page 35: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Butterflies

On the school playground I observed several different kinds of butterflies. I chose to observe the orange and black one that I first saw resting on a plant leaf. It rested there for a few minutes and then flew with some jerky movements to another plant where it landed on a pink flower. I saw the butterfly’s tongue come out of its mouth and go into the center part of the flower. Then it pulled it back out and flew away.

Page 36: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Example-Buckminsterfullerine

Observe. . .•Cage-like fused ring structureTruncated icosahedron; 60 vertices; 32 faces•Carbon atom at the vertices of each polygon; bond across each polygon edge•Size: about 1.01 nanometers

Page 37: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

HOT TOPICS SCIENCE JOURNAL

Every week, each student selects a science article from an approved list of newspaper/journals. After reading the article they:Highlight important information from the articleAttach it to the “Hot Topics” journalSummarize the article’s points in writingWrite an additional paragraph about why they chose this article and how it is important to them/societyCircle five unfamiliar words and define them (vocab)

Page 38: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

A valuable activity because. . .

• Students self-select topics• Information updates textbooks• Provides practice in reading/writing skills In real-

world materials• Students improve in determining what information is

important in an article• Develops vocabulary• Improves communication skills as students discuss,

share and compare articles

Page 39: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

MY WORM JOURNAL

Zoologist’s Name: ___________________________________________Dates: From ________________________ To _____________________Grade: ___________________________________________________

Page 40: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

A Day in the Life of an Earthworm

Pretend you are a real earthworm. How do you help the earth? What are some of your adaptations for living underground? What dangers do you face? What would a day in your life be like?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

I wonder. . . I predict. . . I learned. . .1. Do worms make tunnels?

2. Do worms have teeth?

3. Can worms crawl above ground?

4. Do worms have eyes and noses?

5. Do worms prefer damp or dry places?

6. Can you tell a worm’s head from its tail?

Worm Wonderings

My Own Worm Wonderings

I wonder. . . I predict. . . I learned . . .

Page 41: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Earthworm Observations1. Draw and color your earthworm in the box below.

2. An earthworm’s head is closest to the thickened part of its body, called the saddle. Label your earthworm’s head, tail and saddle in the box above.

3. An earthworm’s body is made up of rings, or segments , that let it bend. How many segments can you count on the earthworm in the jar?10 20 30 40 50 >504. What does the earthworm do when you gently touch it? ____________________________________________________________________________5. An earthworm has eight tiny bristles under each segment that act like little legs. They help it move. Gently place the worm on your arm. Can you feel the bristles? ______________________________6, Data Table

Length Width Feels Like

cm cm

Damp or Dry?Experiment

QUESTION: Do earthworms prefer damp or dry places?PREDICTION: I think the earthworm will move to the damp/dry paper towel (circle one).PROCEDURE:1.Put two paper towels on opposite sides of the box.2.Put two worms in the box and cover.3.Observe the worms. Record the results using a for each worm.4.Repeat with two new worms.

Worm’s Response Trial #1 Trail #2

Damp paper towel

Dry paper towel

Conclusion: Do earthworms prefer damp or dry places? What is your evidence?____________________________________________________________________________________________________________________________________________________________________________

2. 3.

Page 42: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

2. OBSERVATIONS VS. INFERENCES

Page 43: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

OBSERVATIONS vs. INFERENCES

Page 44: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Observation vs. Inference Charts

OBSERVATIONS•Pair of footprints on surface approximately under the astronaut. •Astronaut’s feet are not on the ground. •Astronaut’s head is level with top of flag.

INFERENCES•Astronaut jumped into space just before the photo was taken.

Page 45: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

• Juan is not in school today. Yesterday he was coughing and sneezing.

• Juan is out sick today.

Observations vs. Inferences

• The balloon is in the tree.

• The string got caught in the branches.

• Mark was playing in the snow without mittens but then came inside.

• Mark came inside to get warm OR Mark came inside to get his mittens.

Page 46: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Comparing

John Muir Rachel Carson

BOTH:Authors of booksProtected the

natural worldWorked to

preserve/save the natural

environment

Inventor Industrial Engineer Argued correctly that

glacial erosion that created Yosemite

Founder of Sierra Club Woods, trails,

mountains, glacier-all bear his name

Marine Biologist Writer of radio

scripts Editor-in-chief: Fish

& Wildlife Service Fought for safety for

human health and the environment

Page 47: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

3. CLASS/SCHOOL SCIENCE NEWSLETTER

Page 48: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Mrs. Pearson’s Science ClassHawthorne Junior High School Issue 12

Students Work with Technology in the Classroom

Last week in Mrs. Pearson’s class we got the opportunity to work with Microsoft PowerPoint. Our class did PowerPoint presentations on the stages of mitosis. It went so fast! We had the laptops during the week, too. This was a fun way to get ready for our cell test, this Friday, February 17th, while at the same time, strengthening our knowledge of cell division. Mitosis is the process by which cells reproduce. We were required to create 7 slides within the program. Each slide contained information about one of the phases of mitosis. We even created sketches of the cells dividing using Microsoft’s Paint. Our whole class had a great time learning new technology skills and preparing for our unit test!

CELLS

Students in Mrs. Pearson’s class will soon be ending their study of cells. The test will be on Friday, Feb. 17th. The test will include 47 regular questions and one bonus question. There will be one essay question, too. The test will cover the two main types of cells (plant and animal), cell organelles, cell functions, mitosis, and the order of structure that cells make up (cells, tissue, organs, etc. This will be a major test grade and will cover the content in chapter 9 in our science text book.

Page 49: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

4. ORGANIZING INFORMATION

Page 50: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Organizing InformationName Use Science Example(s) Picture

Web (also referred to as the “topical net” or “cluster”

To group similar concepts/ideas related to a unifying theme; may also be used to indicate sequence if arrows are used to connect sub-groups

The rock cycle (with subgroups indicating different types of rock and processes); states of matter

Page 51: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Organizing InformationName Use Science Example(s) Picture

Linear string To represent a sequence but with no indication of cause/effect

Food chain; scientific timeline; steps of an experiment

Page 52: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Organizing Information

Name Use Science Example(s) Picture

Falling dominoes

To represent a causal sequence

Tsunami; origin of the solar system

Page 53: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Organizing Information

Name Use Science Example(s) Picture

Branching tree

To represent sequences from multiple perspectives

Parasite/host interaction, each line representing what is happening to one of the organisms

Page 54: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Organizing Information

Name Use Science Example(s) Picture

Matrix For categorization and classification

Compare and contrast different animals and their characteristics

Page 55: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

I Found a Rock!COLOR

What color or patterns does your

rock have?

TEXTURE

How does it feel?

LUSTER

How shiny or dull is it?

SIZE

What is the longest length in cm?

Labeled Drawing of My Rock

Page 56: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

OUR HYPOTHESIS

We think the items were attracted to the magnet because . . . ____________________________________________________________________________________________________________________________________________________________________________________________________________

Page 57: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

POND QUESTIONS

Name of animal: _______________________ _____________________________________ My questions about this animal: __________ _____________________________________ _____________________________________ ___________________________ ___________________________

Page 58: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

5. WRITING IN THE SCIENCE WHEEL

Page 59: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Writing in

Science

PurposeAudience

Method of Production

Form

atTopic

Main Ideas?

Purpose in Writing?W

riting For?

How will I produce this?

Type

of W

riting

?

Key Concepts

Links b

etween Id

eas

ExamplesTo explore ideas

To clarify my understanding

Show I can apply what I knowReview for a test

Persuade others

Other students

Younger students

Teacher

Visitor

Parent

ConsumerTextbook readers

On my ownIn pairs In groups

Different groups on different parts

Computer Poster

Markers

Narrative Brochure

Journal PoetryConcept map Letter

InstructionsReport Poster

Page 60: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

6. GRASP:HOW TO SUMMARIZE

CONTENT AND WRITE IN OWN WORDS

Page 61: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

GRASP Strategy -Summarize

Individually•Read passage. •Close books.•List infoAs a class:•Generate categories (Suggestions OK)Partner•Sort list items into categories•Write ONE sentence that incorporates the most important info in each category

Focus on critical information; write it in their own words (Hayes 1992)

Page 62: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Sample GRASP-Types of Rocks

TOPICS THE ROCK CYCE IGNEOUS ROCKS

SEDIMENTARY ROCKS

METAMORPHIC ROCKS

CONTENT Igneous rocks

Sedimentary rocks

Metamorphic rocks

Change into each other

From cooling magma

Obsidian and basaltIntrusive-under Earth’s surface

Extrusive-over Earth’s surface

Sediment cements together

Layers = strata

Rocks broken by wind & rain

Chalk and Sandstone

Pressure and heat create

Mountains cause

Slate and marble

Come from other rocks

SUMMARY There are three main types of rocks: igneous, sedimentary and metamorphic

Igneous rocks, such as obsidian and basalt, form from cooling magma

Sedimentary rocks, such as chalk and sandstone, form when sediments dislodged by wind and rain are cemented together

Metamorphic rocks, such as slate and marble, are created from other rocks by intense heat and pressure,

Page 63: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

7. DISCUSSION WEB

Page 64: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Discussion Web

Complex level of transforming texts: Read and form opinionsControversial topics (e.g., environment, genetics)Teach students to consider BOTH/ALL points of viewNeed an issue that has two or more sides; several sets of resourcesShare findings with whole class (strong/weak points)After discussion, draw conclusions, fill in box(es)Write an essay explaining chosen point of view/why?

Page 65: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Sample Discussion Web on Nuclear Power

Question: Should the U.S. use nuclear power?

Conclusion: The U.S. should use nuclear power to help meet energy needs for the future.

no yes

Deadly if something goes wrong

Target for terrorists

Toxic waste must be stored for generations

Decommissioning a plant is expensive-$300 million

Mining uranium pollutes

Lots of money spent on safety

Extremely clean --- Coal releases C and S

Abundant source of energy

Safety measures mean accidents are rare

May be possible to recycle spent fuel

1/3 the cost of fossil fuels

More reliable than wind, solar, and coal power plants

Page 66: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

8. THE NATURE OF HAIKU

Page 67: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

HAIKU

• 5-7-5? Not necessarily-different language structures

• Best described as “Concisely written observations of nature”

Page 68: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

HAIKU

National Science Education Standards/Topics (K-4 content)•Properties of objects and materials•Position and motion of objects•Characteristics of organisms•Life cycles of organisms•Organisms and environments•Properties of Earth materials•Objects in the sky•Changes in Earth and sky•Types of resources•Changes in environment

Page 69: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

HAIKU

• Stay with observations• Setting in nature• Observation lists• Interesting observations• Three lines (3rd line should contain the most

interest-amaze, startle, or make reader think)• Conciseness• Rewrite

Page 70: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

HAIKU EXAMPLES

Monarch butterfly Flutters to a soft stop; and closes its wings

Roses are blooming.The dew is starting to dripAs the sun rises.

A small spider weaves in and out - he makes his web it shines in the sun

Curly seed pods grow. They fall to the ground and wilt; and make room for more

Birds high in the skyGlide down and have a good feastOn the mesquite pods

Page 71: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

9. STUDENT-AUTHORED BOOKS

a)Flip Bookb)Custom A-B-C -individual -partner -group

Page 72: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Student-Authored Books

Can include:•Observations•Inferences•New/familiar content•Themes•Experiments•Conceptual learnings•Research•Charts

May Include:•Cover/title page•Dedication•Table of contents•Index•Chapters •Vocabulary list•Resources•Scientific illustrations•Photographs

All About Trees

ByRoxie

Gribbin

Page 73: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

A) FLIP BOOK

Page 74: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

FLIP BOOK

Staple at the fold

Flap 2

Stapled

Cover

Flap 1

Flap 5

1.

FOLD

2.

3.

Flap 3Flap 4

Flap 2

SCIENTIFICCONCLUSION

What was the objective?

What did you do?

What evidence do you have?

What did you learn?

Sample conclusion

4.

Page 75: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

TAB TITLE TEXT WRITTEN UNDER EACH TAB

What was the objective? • The objective today was . . .• Turn the objective statement into a question or vice versa.• Scientists can use _____________ to help them __________.• In order to _______, you first need to __________________.

Briefly, what did you do? • Today in lab we . . .• In this activity . . .• In order to answer our objective we . . .• To collect evidence we . . .• We calculated . . .• We measured. . .

What evidence do you have? Be specific.

• For example . . . • For instance . . .• At Station 1 . . .• We found . . . • We tested . . .

What did you learn? • I learned . . .• I discovered . . .• I understand . . .

Sample conclusion Identifying the characteristic properties of metals can help us make better uses of our resources. In this activity we observed the characteristic properties of copper, aluminum, and steel. We found that copper is malleable and does not react to acid. Aluminum is even more malleable and very lightweight, and also does not react to acid. Steel is a strong and dense metal, but it will rust. By looking at the characteristic properties of metals, I now understand how different metals can be used in different ways.

Page 76: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

B) CUSTOM ABC BOOKS

Page 77: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Custom ABC Books

• Good for all grade levels-content is adjusting factor

• Individual/Partner/small group• Can be worked on over a period of time• Develops vocabulary (ESL students)• Involves research• Multiple Intelligences (Smarts): word, number,

spatial, naturalist

Page 78: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Student-Authored ABC Books

C is for clouds • S is for snow

Pre-K, K and Grade One

Page 79: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Student-Authored Books-Examples

A is for Arboretum B is for Bark

A place where trees and plants are grown for scientific and educational purposes

The tough, protective outer sheath of the trunk, branches, and twigs of a tree or woody shrub.

Grades 2-12

Page 80: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Student-Authored Books-Examples

C is for cell N is for NUCLEUS

The basic structural and functional unit of all organisms; cells may exist as independent units of life (as in monads) or may form colonies or tissues as in higher plants and animals

The cell nucleus acts like the brain of the cell. It helps control eating, movement, and reproduction. The nucleus is not always in the center of the cell.

Grades 4-12

Page 81: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Student-Authored Books-Example

C is for change • P is for Periodic Table of the Elements

Chemistry is the study of MATTER and the changes that take place with that matter.

A tabular arrangement of the chemical elements according to atomic number as based on the periodic law.

Grades 5-12

Page 82: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

10. SNAIL MAIL & E-MAILS

Page 83: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Snail Mail & E-Mail

Students can write to real scientists. They can: Ask scientists how they use writing in their workShare the results of their own experimentsClarify their own theories and thoughtsExplain an experience he/she has had in that area of scienceCompliment the scientist for his/her use of the LG/LSAsk their own questions in that field of science

Page 84: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Where do I find the scientists?

• Local community and 4 year colleges and universities• Regional inventors/patent holders• Hospitals and Research Centers• Industry/Technology Businesses/Corporations• TV programs (local/national - Discovery Channel,

etc.)• Newspaper/magazine/journal articles• Relatives of students

Page 85: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

NEXT STEPS

Page 86: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

“Writing in Science” Strategies

Model with informational text(s)

Charts: K-W-U and O-W-L Science JournalsObserve-Infer Science Newsletter Student-Authored books

–Flip Book, A-B-C, etc.Writing Wheel

Organizing Information -Web -Linear string -Falling dominoes -Branching treeGRASPDiscussion WebHaikuWrite to a Scientist

Page 87: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

The “WRITE” Way to Teach

Science

WELCOMEWHY THE FOCUS ON WRITING?

SCIENCE WRITING?

STRATEGIES

NEXT STEPS

Page 88: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Schools Exceeding Expectations

“Making a Difference in the World”Excellence in Education

April 26-28, 2012Site: Lone Tree, CO

On-Site School: Lone Tree Elementary School

http://schools.dcsdk12.orgSelect Lone Tree

Visit: http://www.thecenter4learning.com/html/events/2011/see.htm

http://schools.dcsdk12.org/
http://schools.dcsdk12.org/
Page 89: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

“OPEN” Model Teaching Week

• June 18-22, 2012• OPEN to all• Inexpensive way for a school district to

introduce model• Huntington County Community Schools

Corporation-SEE 2010• Chuck Grable and Adam Drummond

http://www.thecenter4learning.com Choose “Events”, then MTW

http://www.thecenter4learning.com/
Page 90: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

HET SUMMER INSTITUTE

• July 15-18, 2012• Two Strands 1) Conceptual Curriculum 2) Science Academy• Granlibakken Conference Center, Lake Tahoe, CA• Appropriate for ALL educators• 4 days of interactive sessions in pristine

environment• http://www.granlibakken.com/

http://www.thecenter4learning.com Choose “Events”, then Summer Inst.

http://www.thecenter4learning.com/
Page 91: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

NSTA.org

Page 92: The “Write” Way to Teach Science Sue Pearson, Co-Director The Center for Effective Learning Webinar: February 23, 2012.

Chair’s Corner · day.ConstraintsonBobby’sschedule maketeachinginothertime-slotsdif-ficult for him. Sue is similarly con-strained but could teach at 1:25 pm on Mondays, Wednesdays,

Chair’s Corner · day.ConstraintsonBobby’sschedule maketeachinginothertime-slotsdif-ficult for him. Sue is similarly con-strained but could teach at 1:25 pm on Mondays, Wednesdays,

Welcome to this Getting Ready to Teach presentation on Pearson … · 2020-05-21 · Welcome to this Getting Ready to Teach presentation on Pearson [s new Edexcel GCSE (9–1) in

Welcome to this Getting Ready to Teach presentation on Pearson … · 2020-05-21 · Welcome to this Getting Ready to Teach presentation on Pearson [s new Edexcel GCSE (9–1) in

CHOICES PRE-INTERMEDIATE BY PEARSON...CHOICES PRE-INTERMEDIATE BY PEARSON Curriculum match, 2nd degree ASO Author(s): Rod Fricker, Michael Harris, Vaughan Jones, Sue Kay, Anna Sikorzynska,

CHOICES PRE-INTERMEDIATE BY PEARSON...CHOICES PRE-INTERMEDIATE BY PEARSON Curriculum match, 2nd degree ASO Author(s): Rod Fricker, Michael Harris, Vaughan Jones, Sue Kay, Anna Sikorzynska,

Snakes, snails and puppy dog tails : Teach patients to ... · AAP News€2003;23;66 Sue Wallace contracting zoonotic infections Snakes, snails and puppy dog tails : Teach patients

Snakes, snails and puppy dog tails : Teach patients to ... · AAP News€2003;23;66 Sue Wallace contracting zoonotic infections Snakes, snails and puppy dog tails : Teach patients

Teachers' Experiences of using PRIMM to Teach Programming ... · Teachers’ Experiences of using PRIMM to Teach Programming in School (Author Pre-Print) SUE SENTANCE∗,King’s

Teachers' Experiences of using PRIMM to Teach Programming ... · Teachers’ Experiences of using PRIMM to Teach Programming in School (Author Pre-Print) SUE SENTANCE∗,King’s

Sue Fidler sue@suefidler.com 07889 350285 .

Sue Fidler [email protected] 07889 350285 .

Getting Ready to Teach the NEW Pearson BTEC · Getting Ready to Teach the NEW Pearson BTEC Nationals in Children’s Play, Learning and Development from 2016. ... Who will find and

Getting Ready to Teach the NEW Pearson BTEC · Getting Ready to Teach the NEW Pearson BTEC Nationals in Children’s Play, Learning and Development from 2016. ... Who will find and

Differentiated Instruction - Pearson Educationassets.pearsonschool.com/asset_mgr/versions/1B...Teach, practice, and assess using multi-sensory strategies. Many students benefit when

Differentiated Instruction - Pearson Educationassets.pearsonschool.com/asset_mgr/versions/1B...Teach, practice, and assess using multi-sensory strategies. Many students benefit when

PARENT GUIDE Spelling Workout - Pearson Educationassets.pearsonschool.com/asset_mgr/current/201328/SpellingWorko… · Everything you teach will be personalized to fit your child.

PARENT GUIDE Spelling Workout - Pearson Educationassets.pearsonschool.com/asset_mgr/current/201328/SpellingWorko… · Everything you teach will be personalized to fit your child.

About the Artist: Sue Pearson › bitstream › ...About the Artist: Sue Pearson N orfolk Island artist Sue Pearson is a descen-dant of the mutineers of the hms Bounty and the Tahitian

About the Artist: Sue Pearson › bitstream › ...About the Artist: Sue Pearson N orfolk Island artist Sue Pearson is a descen-dant of the mutineers of the hms Bounty and the Tahitian

PRONUNCIATION ERRORS MADE BY CHINESE ...eprints.umm.ac.id/41047/1/pendahuluan.pdfKelly, G. (2004). How to Teach Pronunciation. Pearson Education Limited Keshavarz, M. Hossein (2017).

PRONUNCIATION ERRORS MADE BY CHINESE ...eprints.umm.ac.id/41047/1/pendahuluan.pdfKelly, G. (2004). How to Teach Pronunciation. Pearson Education Limited Keshavarz, M. Hossein (2017).

How to Teach Pronunciation - Pearson

How to Teach Pronunciation - Pearson

Www.theCenter4Learning.com Creating the Conditions for Learning Arch Diocese of Philadelphia March 1-4, 2010 with Susan Kovalik and Sue Pearson Senior.

Www.theCenter4Learning.com Creating the Conditions for Learning Arch Diocese of Philadelphia March 1-4, 2010 with Susan Kovalik and Sue Pearson Senior.

Using PowerPoint Effectively Frank Broen Teach America Sue Fody TriZetto 1.

Using PowerPoint Effectively Frank Broen Teach America Sue Fody TriZetto 1.

Appendix I – SUE and ARCC Facts and Figures SUE projects

Appendix I – SUE and ARCC Facts and Figures SUE projects

new to This edition - Higher Education | Pearson€¦ ·  · 2016-03-05To teach vocabulary to our students effectively and engagingly is to teach ... think about the content and

new to This edition - Higher Education | Pearson€¦ ·  · 2016-03-05To teach vocabulary to our students effectively and engagingly is to teach ... think about the content and

chestnuthillumc.netchestnuthillumc.net/clientimages/51326/june good...  · Web viewFred & Sue Norvelle, Gene & Neta Pearson, ... Jimmy & Barbara Blunt, Connie & Gene Harris, Wilton

chestnuthillumc.netchestnuthillumc.net/clientimages/51326/june good...  · Web viewFred & Sue Norvelle, Gene & Neta Pearson, ... Jimmy & Barbara Blunt, Connie & Gene Harris, Wilton

PLAR Resource Guide - 46393Complete · • Wilson, JJ. 1999. How to Teach Listening. Pearson Education Limited. • Thornbury, Scott. 1999. How to Teach Speaking. Pearson Education

PLAR Resource Guide - 46393Complete · • Wilson, JJ. 1999. How to Teach Listening. Pearson Education Limited. • Thornbury, Scott. 1999. How to Teach Speaking. Pearson Education

November 17, 2011 WEBINAR Sue Pearson, Co-Director The Center for Effective Learning The Power of Concepts.

November 17, 2011 WEBINAR Sue Pearson, Co-Director The Center for Effective Learning The Power of Concepts.

Reference Kelly, G. (2000). How to Teach Pronunciation. Harlow: Pearson

Reference Kelly, G. (2000). How to Teach Pronunciation. Harlow: Pearson