Dr. Michael Klentschy El Centro School District El Centro, CA mklent@ecsd.k12.ca.us

1. Dr. Michael Klentschy El Centro School DistrictEl Centro, CA mklent@ecsd.k12.ca.us Crossing Borders: Integrating Literacy & Science

2. Session Goals • Explore writing in science as an effective strategy for students to make meaning from their classroom experiences • To become acquainted with a lesson design strategy for incorporating discussion and writing as an important part of classroom science instruction.

4. In partnership with IMPERIAL VALLEY COLLEGE Imperial Valley Science Project Valle Imperial Project in Science

5. Where is El Centro? El Centro

6. In El Centro • 6,500 K-8 students • 11 Title I, School-wide Project Schools • 77% Free/Reduced Lunch • 61% English Language Learners • 10% Migrant • 81% Hispanic, 12% Caucasian, 4% African-American, 3% Asian

7. Five Critical Elements for Reform Valle Imperial Project inScience High Quality Curriculum Sustained Professional Development Materials Support Administrative and Community Support Assessment and Evaluation

8. Construction Construction

9. Things to Consider About Notebooks • Best Record of • Lesson/Unit Implementation • Student Performance • Quality of communication • Conceptual and/or procedural understanding • Teacher Feedback Ruiz-Primo, Li and Shavelson, 2002, Looking Into Student Science Notebooks: What Do Teachers Do With Them? CRESST Technical Report 562.

10. Additional Things to Consider About Science Notebooks • Writing may enhance thinking • Writing demands the learner to • organize knowledge • link evidence to claims • draw conclusions • Transfer effect to student achievement • Opportunity for “student voice” Klentschy, M. and Molina-De La Torre, E. (2004). Students’ science notebooks and the inquiry process. In W. Saul (Ed.). Crossing Borders in Literacy and Science Instruction: Perspectives on Theory and Practice. Newark, DE: International Reading Association Press.

11. EXAMINING THE PROPERTIES OF MIXTURES

12. Lesson design • Makes standards work in the classroom • Uses essential lessons to teach concepts • Incorporates writing through the use of notebooks.

14. INTENDED CURRICULUM BIG IDEA • Elements and their combinations account for all the varied types of matter in the world. CA science standard Physical Science 1

15. CA Science Content Standard addressed in this lesson 5th Grade Physical Science Standard 1.f. • Differences in chemical and physical properties of substances are used to separate mixtures and identify compounds.

17. Lesson Content Goals 1) A mixture is a combination of 2 or more substances 2) Mixtures can be separated by filtering 3) In a mixture each substance keeps its own properties

18. 1) What is a mixture? 1) A mixture is a combination of 2 or more substances LESSON CONTENT GOALS GUIDING QUESTIONS 2) Mixtures can be separated by filtering 2) How can a mixture be separated? 3) What happens to the properties of substances in a mixture? 3) In a mixture each substance keeps its own properties

19. IMPLEMENTEDCURRICULUM • Engaging scenario • Focus Question • Prediction • Data • Claims and Evidence • Conclusion • Reflection

20. ENGAGING SCENARIO “Yesterday you and a couple of your friends were throwing some solid substances into buckets filled with water. You were aware that these substances were part of the materials your dad needs for a project at work. The substances are now all mixed in with the water. Your dad found out about this and he is not happy, he wants you to return the substances back to the containers.

21. You and your friends have a problem. What is the problem here?”

22. FOCUS QUESTION With your group discuss a focus question and record it in your notebook. Be prepared to share with the class. 1ST NOTEBOOK ENTRY

23. FOCUS QUESTION Suggested class focus question : How can solids mixed in water be separated?

24. PREDICTION Discuss with your group how to solve the problem stated in the focus question. Record your prediction in your notebook. Use one of the sentence formats below to help you write the prediction. If _________ then ________ because______ I think that if ____then ________because________ 2nd NOTEBOOK ENTRY

25. One Student’s Notebook Entry

26. Planning • Using the materials you have been provided, how can you test your prediction? • Discuss with your group the steps you would follow to test your prediction. • Be prepared to share your group’s plan with the rest of the large group.

27. DATAOrganizing and planning • Before you begin solving the problem, How will you organize your data? Discuss with your group the design of the chart and record it in the notebook. You may not start testing your prediction until your chart is ready. 3rd NOTEBOOK ENTRY

28. DATA CHARTsample SEPARATION METHODS

29. Task • Now that you have a data chart to record your findings, begin to implement your plan to test your prediction. • Be sure to record your findings on the data chart in your notebook. • You may also wish to add labeled diagrams/illustrations of your work • Be prepared to share your group’s data with the rest of the large group.

30. DATA CHARTsample SEPARATION METHODS

31. DATA CHARTsample SEPARATION METHODS

32. Making Meaning ConferenceCLASS DISCUSSION What claim can we make on the way gravel can be separated from water? What claim can we make on the way powder can be separated from water? What claim can we make about the salt crystals mixed in water? • How can we determine if something has dissolved in water?

33. I claim that…. 1. The gravel did not dissolve in water Because…. 1. It was visible and it sank to the bottom Examples ofClaims Evidence 2. Gravel in water can be separated with a filter or the screen 2.When the gravel and water mixture was poured into the screen and filter the gravel stayed and the water went through.

34. I claim that…. 3. The powder did not completely dissolve in the water Because…. 3. It settled to the bottom after a while. Examples of Claims Evidence 4.Powders can be separated with a filter and not with the screen. 4. When the powder and water mixture was poured into the filter it stayed on the filter and the water went through.

35. I claim that…. 5. The salt did dissolve in the water Because…. 5. It disappeared after it was mixed. Examples ofClaims Evidence 6. The salt crystals cannot be separated with a filter or with the screen. 6. When we poured the salt mixtures into the filter and the screen there was nothing left on the filter or on the screen.

36. CLAIMS AND EVIDENCE • You are now going to write your own claims and evidence statements. (this work is done individually) • Look at the 3 guiding questions for this lesson and write your claims and evidence that would answer them. Record them in your notebook. 4th NOTEBOOK ENTRY

37. 1) What is a mixture? 1) A mixture is a combination of 2 or more substances LESSON CONTENT GOALS GUIDING QUESTIONS 2) Mixtures can be separated by filtering 2) How can a mixture be separated? 3) What happens to the properties of substances in a mixture? 3) In a mixture each substance keeps its own properties

38. THINGS TO REMEMBER AS YOU WRITE • How did we make a mixture? • How did we separate a mixture? • Which substances dissolved and which ones didn’t? • What happened to the substances after we separated them? Example sentence structures I claim that _________because______ I know that ___________ because _______

39. CONCLUSION Restate focus question as a statement Focus Question: How can solids mixed in water be separated? Solids that do not dissolve in water can be separated using a filter, because the gravel and the powder did not dissolve in water and we were able to separate them with the filter. 5th NOTEBOOK ENRY

40. CONCLUSION Revisit your prediction. Does the evidence support your prediction? Write a conclusion statement using the following sentence structure The evidence supported my prediction because………

41. REFLECTION Think about what we did today Were you able to solve your problem completely? THINK ABOUT THESE QUESTIONS AS YOU WRITE YOUR REFLECTION IN YOUR NOTEBOOK. What other methods would you suggest we use to separate the salt crystals from the water? What did you learn about the properties of substances when they are mixed? What new questions do you have about mixtures? 6th NOTEBOOK ENTRY

42. ACHIEVED CURRICULUM(as evidenced in science notebooks) • Feedback Guide for Proficiency FOCUS QUESTION: The problem relates to scenario PREDICITON: shows relationship between the substances and process for separating the mixtures DATA: one chart, completed and accurate. Illustrations correctly labeled. CLAIMS AND EVIDENCE: Minimum of 3 complete statements showing understanding of content goals CONCLUSION: Changes focus question to a declarative statement, states if evidence supports prediction. REFLECTION: Answers 4 questions provided in complete sentence form.

44. Reflection • Think of the activities you were engaged in today and write a personal reflection regarding the use of a lesson design strategy for aligning the intended curriculum, the implemented curriculum and the achieved curriculum in your own classroom this fall

45. Session Goals • Explore writing in science as an effective strategy for students to make meaning from their classroom experiences • To become acquainted with a lesson design strategy for incorporating discussion and writing as an important part of classroom science instruction.