linking literacy and science: summer 2014. getting the most out of picture perfect science
TRANSCRIPT
Linking Literacy and Science:
Summer 2014
Getting the most out of Picture Perfect Science
Choose one person at your table to read the Roller Coaster book aloud to your group.
Choose one person at your table to read the Roller Coaster book aloud to your group.
What do you think your face would look like if you were riding this roller coaster?
List five words that describe what it would feel like to ride this roller coaster.
(Page 136)The motion of the roller coaster is similar to…
With a partner, do each of the challenges on page 33 of your notebook.
Read “The Role of the Teacher” on page 22.
Which of these questions might be helpful as you guide students in meeting these challenges?
What patterns do you notice about the motion of the marble?
Draw a picture of two of the challenges.
Label the place(s) on each picture where the marble is fastest.
Label the place(s) on each picture where the marble is slowest.
5E Learning Cycle
EngageExploreExplainElaborateEvaluate
http://www.bscs.org/bscs-5e-instructional-model
5E Learning Cycle
EngageExploreExplainElaborateEvaluate
http://www.bscs.org/bscs-5e-instructional-model
Read pages 32 and 33.
If a visitor walks into your classroom, how will they know it is a “5E” learning environment?
5E Learning Cycle
EngageExploreExplainElaborateEvaluate
http://www.bscs.org/bscs-5e-instructional-model
Writing prompts for science notebooks
What questions do you have about falling objects?
What causes things to fall?
Do heavy things fall faster than light things?
Read pages 20 and 21.
What are some ways you might support students as they generate their own questions?
How might you support students in finding answers to testable questions?
Research questions?
Scientific Questions
Read pages 138 and 139.
What are the strengths and limitations of the Dropping Races activity as written in More Picture-Perfect Science?
What are some ways you might get the most out of this activity?
Getting the most out of the Dropping Races activity
Start with a testable question (generated by students)
Make predictionsModel procedures
“Too close to tell” and “tie” Multiple trials
Compile class data Answer the testable question (support with
evidence) Class discussion Science notebooks
Compile class data
Answer the testable question
Class discussion
Writing
What are we looking for in a written response?
CLAIM: Answers the
question correctly
EVIDENCE: Provides several
pieces of evidence to
support answer
Providing Feedback to Students
What did you actually observe?
What are the important details that another scientist would need to know?
What evidence do you have to support your thinking?
Does what you have written agree with the data you recorded?
What questions do you have now?
Providing Feedback to Students
What did you actually observe?
What are the important details that another scientist would need to know?
What evidence do you have to support your thinking?
Does what you have written agree with the data you recorded?
What questions do you have now?
What would you say to this student
to move their scientific thinking
forward?
Providing Feedback to Students
What did you actually observe?
What are the important details that another scientist would need to know?
What evidence do you have to support your thinking?
Does what you have written agree with the data you recorded?
What questions do you have now?
What would you say to this student
to move their scientific thinking
forward?
Providing Feedback to Students
What did you actually observe?
What are the important details that another scientist would need to know?
What evidence do you have to support your thinking?
Does what you have written agree with the data you recorded?
What questions do you have now?
What would you say to this student
to move their scientific thinking
forward?
Summer school science notebooks are about
thinking like a scientist, not about…
• …a grade• ...lots of extra teacher work
Science Logistics
Which Picture-Perfect Lessons?
Science KitMore Picture-Perfect Science Chapters
Science Kit AChapter 7: How Big is a Foot?Chapter 12: Be a Friend to Trees
Science Kit BChapter 14: Roller CoastersChapter 16: If You Find a Rock
Science Kit CChapter 15: Mirror, MirrorChapter 17: Sunshine on My Shoulders
Science Kit DChapter 19: Imaginative InventionsChapter 20: A Sense of Wonder
Science Kit Rotation Schedule
Classroom 1
Classroom 2
Classroom 3
Classroom 4
Week 1July 21-24
Science Kit A Science Kit D Science Kit C Science Kit B
Week 2July 28-31
Science Kit B Science Kit A Science Kit D Science Kit C
Week 3August 4-7
Science Kit C Science Kit B Science Kit A Science Kit D
Week 4August 11-
14Science Kit D Science Kit C Science Kit B Science Kit A
Science Kit InventoryNonconsumables:• These items will not be used
up by doing the activities.• Use the “Check” columns on
the page to show that they are there when you pass the kit along to the next classroom.
• These items must be returned to MISD at the end of camp.
Consumables:• These items will be used up
by doing the activities. Please only use the amount allotted for one class during your rotation.
• These items do not need to be returned to MISD at the end of camp unless you have leftovers.
Science Kit Inventory
Some kits only have nonconsumables.
NOTE: Please inventory your kits as soon as you get
them.
If you do not have enough materials,
call Mike or Jennifer ASAP.
Returning the Science Kits
Deliver to MISD August 14 1:00 – 3:00 PM
Repackage materials in labeled bags.
Please keep kits together in the assigned tubs.
SCIENCE QUESTIONS?
J E N N I F E R G O TT L I E Bj g o t t l i e b @ m i s d . n e t
M I K E K L E I Nm k l e i n @ m i s d . n e t
Thank you!