Solidify Content Knowledge Using Vocabulary and Questioning Strategies for Grades 5-8 Science

1. Solidify Content Knowledge Using Vocabulary and Questioning Strategies forGrades 5-8 Science Arkansas Department of Education

2. How does this quote capture a fatal pedagogical error? “…to throw answers like stones at the heads of those who have not yet asked the questions.”- Paul Tillich Michael Bentley, 2009 Arkansas Department of Education

3. Participants will: • Compare and contrast content vocabulary vs. academic vocabulary • Use vocabulary strategies to deepen scientific literacy • Implement the 7E process in science to meet the expectations of the Common Core State Standards Expected Outcomes Arkansas Department of Education

4. How important to you are the following on a scale of 1-5? • personal decision-making • participation in civic and cultural affairs • economic productivity

5. Scientific Literacy: “Scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. It also includes specific types of abilities. In the National Science Education Standards, the content standards define scientific literacy.” National Science Education Standards, page 22 Arkansas Department of Education

6. Clarification: You are not expected to become reading interventionists, but you are the best equipped teacher to provide content area literacy support because you understand the reading and writing demands of your content. Arkansas Department of Education

7. Think, Write, Pair, Share What have you used in your classroom that has been effective at teaching students content vocabulary? In your opinion, how well do your students retain content vocabulary? Arkansas Department of Education

8. “Vocabulary acquisition is crucial to academic development. Not only do students need a rich body of word knowledge to succeed in basic skill areas, they also need a specialized vocabulary to learn content area material.” Distinguishing between Content & AcademicVocabulary Words, Words, Words, Janet Allen, et al Arkansas Department of Education

9. Tier 1 Tier 2 Tier 3 Selection Criteria for Instructional Vocabulary Description Basic words that most children know before entering school Words that appear frequently in texts and for which students already have a conceptual understanding Uncommon words that are typically associated with a specific domain Examples clock, baby, happy sinister, fortunate, adapt Isotope, peninsula, bucolic Beck, McKeown, Kucan, 2002 Arkansas Department of Education

10. Effective vocabulary instruction provides: • Direct and Indirect Instruction  • Repetition and Multiple Exposures • Rich Contexts • Active Engagement • Wide Reading Dependence on a single vocabulary instructional method will not result in optimal learning. Arkansas Department of Education NRP Report, 2000

11. Knowing when AND how to use various vocabulary strategies is important.  Arkansas Department of Education

12. Embedding Academic Vocabulary in Science Instruction • Today, we will use the 7-E/5-E activity-based lesson structure with Marzano’s 6-step process for teaching academic vocabulary.

13. Provide a description, explanation, or example of the new term. • Ask students to restate the description, explanation, or example in their own words. • Ask students to construct a picture, symbol, or graphic representing the term. • Engage students periodically in activities that help them add to their knowledge of the terms. • Periodically ask students to discuss the terms with one another. • Involve students periodically in games that allow them to play with terms. Marzano’s Six-Step Process for Learning New Terms Arkansas Department of Education

14. 5-E or 7-E Model is a process used in many classrooms to develop learning cycles. is endorsed and modeled in many products/publications. can provide multiple opportunities for vocabulary instruction. Arkansas Department of Education

15. Arkansas Department of Education

16. The 5E Model

17. 5 E Lesson Model • BSCS 5E Instructional Model, commonly referred to as the 5E model (or the 5Es). • Developed by the Biological Sciences Curriculum Study (BSCS)

18. Engage Engage • Introductory stage • Capture students’ interest.

19. explore • Cooperative exploration activities • Build models • Collect data • Make and test predictions • Form new predictions

20. Explain • Explains possible solutions to others • Listens critically to explanations of other students and the teacher • Uses recorded observations in explanations

21. elaborate • Applies new labels, definitions, explanations, and skills in new but similar situations • Uses previous information to ask questions, propose solutions, make • decisions, design experiments • Records observations and explanations

22. evaluate • Demonstrates an understanding of the concept or skill • Answers open-ended questions by using observations, evidence, and previously accepted explanations • Evaluates his/her own progress and knowledge

23. Elicit With a partner, write down all the words you associate with:  Scientific MOTION Arkansas Department of Education

24. Provide a description, explanation, or example of the new term. • Ask students to restate the description, explanation, or example in their own words. • Ask students to construct a picture, symbol, or graphic representing the term. • Engage students periodically in activities that help them add to their knowledge of the terms. • Periodically ask students to discuss the terms with one another. • Involve students periodically in games that allow them to play with terms. Marzano’s Six-Step Process for Learning New Terms Arkansas Department of Education

25. Motion Videos: • Dare Devil Dogs • Spectacular 1913 Train Collision Engage Arkansas Department of Education

26. Provide a description, explanation, or example of the new term. • Ask students to restate the description, explanation, or example in their own words. • Ask students to construct a picture, symbol, or graphic representing the term. • Engage students periodically in activities that help them add to their knowledge of the terms. • Periodically ask students to discuss the terms with one another. • Involve students periodically in games that allow them to play with terms. Marzano’s Six-Step Process for Learning New Terms Arkansas Department of Education

27. Explore Ball Drop Experiment Explore the Vocabulary Create Visual Diagrams for select terms Arkansas Department of Education

28. Ball Drop • Drop each ball individually.  Observe how high each ball bounces. • Drop both balls simultaneously side by side and observe which, if any, ball bounces higher.   • Final step: place the smaller of the two balls on top of the larger ball and drop at the same time.

29. Provide a description, explanation, or example of the new term. • Ask students to restate the description, explanation, or example in their own words. • Ask students to construct a picture, symbol, or graphic representing the term. • Engage students periodically in activities that help them add to their knowledge of the terms. • Periodically ask students to discuss the terms with one another. • Involve students periodically in games that allow them to play with terms. Marzano’s Six-Step Process for Learning New Terms Arkansas Department of Education

30. Use what you have observed with “Motion” to explain and draw a picture of what you have observed.

31. Create visual diagrams describing your experiment using the motion terms you identified

32. Explain Use the visuals and terms you generated to describe motion and describe the experiment to others in the class. Arkansas Department of Education

33. Add SIM Lincing Vocab

34. Provide a description, explanation, or example of the new term. • Ask students to restate the description, explanation, or example in their own words. • Ask students to construct a picture, symbol, or graphic representing the term. • Engage students periodically in activities that help them add to their knowledge of the terms. • Periodically ask students to discuss the terms with one another. • Involve students periodically in games that allow them to play with terms. Marzano’s Six-Step Process for Learning New Terms Arkansas Department of Education

35. In your classroom • Walk around and listen for the vocabulary being used by students to describe the experiment. For example: • "Before I removed my hand, the balls had the maximum potential energy."   • "When the round balls collided, they changed velocity.”

36. In your classroom • When students are describing an experiment, walk around, and take note of the vocabulary that is being used. Provide the correct science term if the students are describing the science concept. • This allows you to quickly assess what students have gained from the experiment and any misconceptions that they may possess.

37. Elaborate View the Science Keys video, “Ball Drop.” Collect/observe additional and new vocabulary terms and ideas Arkansas Department of Education

38. Elaborate • As you view the video, think about additional questions you might have concerning the experiment. For example: • What would happen if I dropped a third ball into this scenario? • What would happen if we used non-elastic balls, such as bowling balls, instead of tennis or basketballs? Ball Drop Arkansas Department of Education

39. Elaborate After viewing, participants share questions at their tables and then with the whole group. Arkansas Department of Education

40. Provide a description, explanation, or example of the new term. • Ask students to restate the description, explanation, or example in their own words. • Ask students to construct a picture, symbol, or graphic representing the term. • Engage students periodically in activities that help them add to their knowledge of the terms. • Periodically ask students to discuss the terms with one another. • Involve students periodically in games that allow them to play with terms. Marzano’s Six-Step Process for Learning New Terms Arkansas Department of Education

41. Evaluate • Quick Write • Individually, write/draw a reflection of the terms you learned in the context of the experiment using targeted vocabulary. Arkansas Department of Education

42. Spacing Principle Wolf (2008). http://www.wired.com/medtech/health/magazine/16-05/ff_wozniak (see Ebbinghaus, 1885) Arkansas Department of Education

43. Provide a description, explanation, or example of the new term. • Ask students to restate the description, explanation, or example in their own words. • Ask students to construct a picture, symbol, or graphic representing the term. • Engage students periodically in activities that help them add to their knowledge of the terms. • Periodically ask students to discuss the terms with one another. • Involve students periodically in games that allow them to play with terms. Marzano’s Six-Step Process for Learning New Terms Arkansas Department of Education

44. A Six-Step Process for Teaching New Terms Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. • Free Association • Comparing Terms • Classifying Terms • Solving Analogy Problems Arkansas Department of Education

45. Free Association Free Association involves asking students to say any words they think of when they hear a particular term. For example: If I say the word _____ , what words do you think of?

46. Sentence Stems • Venn Diagrams • Double Bubble • Matrix Comparing Terms Arkansas Department of Education

47. Sentence Stems Example Mitosis (Kinetic Energy) andMeiosis (Potential Energy) are similar because they both ________________ ________________ Mitosis (KE)andMeiosis (PE)are different because Mitosis is __________, but Meiosis is ___________. Mitosis is __________, but Meiosis is ___________. Mitosis is __________, but Meiosis is ___________. Arkansas Department of Education

48. Double Bubble different different similar Cellular  Respiration OR Kinetic Energy Photosynthesis OR Potential Energy similar different different similar different different Arkansas Department of Education

49. A process of grouping terms by similar attributes. Classifying Terms Arkansas Department of Education

50. Solving Analogy Problems Offensive line Cell membrane as Football team Cell …won’t let bad things in …relating factor Earthquake Tsunami as Wave Tremor …is an extreme example of …relating factor Arkansas Department of Education