Integrating Literacy Into Inquiry-Based Science Programs (FOSS Emphasis)

1. Integrating Literacy Into Inquiry-Based Science Programs (FOSS Emphasis)

2. A Quick Share Jan Lanting FOSS Consultant 17 years in the classroom 4 years as District Science Coordinator lantingj@thompson.k12.co.us

3. My Goals for You • See how the Learning Cycle E model is woven into FOSS lessons/investigations • Understand how literacy strategies support FOSS investigations • Strategies for observing and evaluating science lessons in the elementary classroom

4. Thought Swap Why integrate science and literacy in your classroom?

5. Why integrate science and literacy? Reading and writing best reside in a content area Reading and writing are authentic to inquiry science Congested curriculum: finding time in the day for science Evidence of mutual benefit Proven benefits for English as A Second Language Learners

6. What’s the Best Way to Learn About FOSS? Experience it!

7. NSF Funded and research-based Developmentally appropriate Life Earth, Physical, Scientific Reasoning and Technology FOSS Special Education Multi-sensory Inquiry Hands-on activities Cooperatively grouped

9. Essential Features of Inquiry:Learning Cycle E’s • Engage • Explore • Explain • Extend/Elaborate • Evaluate

10. Engage • Piques their curiosity • Determines students’ prior knowledge • Stimulates their thinking

11. A Signature Activity Magnetism and Electricity Investigation 1: The Force

12. Describe the Object

13. Things That Stick Focus Question: What can a magnet stick to around your seat?

14. Literacy Strategies KWL/ KWLH Kit Inventory Interactive Word Wall

15. Kit Inventory Basics From Dr. Olga Amaral • Unpack the kit (literally), identify an object • Place a word card on the wall for the object • Add the kit object in a Ziploc baggie next to the word card • Do this for each item in the kit • Take the object down when you need it

16. More How To’s Predicting • Pull out one item at a time. Students predict how the item might be used. Classifying • Items are distributed. • Items are grouped by students into categories. Usage Properties

17. Kit Inventory Process Questions The teacher asks the following questions: • What is it? Teacher or student look at an object from the kit. • What is it used for? • Where have you seen this before? • Why is it in our science kit? • What does it feel, look, smell like?

18. Your Interactive Science Word Wall • Select words from each module that address the big ideas. • Use the word bank to guide you. • Discuss the words with your students. • Write the words on tag board, strips of paper large enough to see from the other side of the room. • Display on the word wall. • Add picture or object in baggie next to word. leaf

19. Why Interactive Word Walls? • Facilitates notebook entries • Students have input • Includes scientific vocabulary • Includes kit vocabulary leaves water

20. Word Wall-ets fish worm snail isopod

21. Word Wall-etsfrom Kellie Lauth and Tracy Tellinger, Adams 12 • Use colored file folders for different subject areas. • Open the file folder. This is the student’s individual word wall. • Use labels or strips of paper for words. • Find pictures or draw pictures that show the meaning of the term.

22. Explore • Provide hands-on, concrete experiences to formally construct a concept, process or skill • Formulate a hypothesis, make a prediction • Test hypothesis and gather data

23. Notebook Components • Focus questions/Problem/Purpose • Prediction • Planning • Data Collection/Observations • Claims & Evidence • Conclusion (line of learning) • Reflections ( I wonder…. Questions?)

24. Science Story Explains how magnets were discovered and named FOSS: Science Stories Magnetism and Electricity

25. Genre: Folk Tale • Stories passed down orally from generation to generation • Early cultures made up stories to explain natural phenomena • Often had animals in the stories

26. Attract and Repel Standard: Develop an understanding of the position and motion of objects Develop an understanding of magnetism Assessment: Worksheet question

27. Shared Reading “Magnificent Magnetic Models” FOSS: Science Stories Magnetism and Electricity

28. “Magnus” vs. “Magnificent Magnetic Models” Standard: Student will identify similarities and differences in two reading selections. Assessments: T-Chart, Venn diagram Teacher led discussion How Magnets Interact Magnus

29. Vocabulary/Word Bank force magnet magnetism attract repel

30. Connections • Kit Inventories • Interactive Science Word Walls • Vocabulary Development

31. Your Interactive Science Word Wall • Select words from each module that address the big ideas. • Use the word bank to guide you. • Discuss the words with your students. • Write the words on tagboard, strips of paper large enough to see from the other side of the room. • Display on the word wall. • Add picture or object in baggie next to word. leaf

32. Why Interactive Word Walls? • Facilitates notebook entries • Students have input • Includes scientific vocabulary • Includes kit vocabulary leaves water

33. Kit Inventory Basics • From Dr. Olga Amaral • Unpack the kit (literally), identify an object • Place a word card on the wall for the object • Add the kit object in a ziplock baggie next to the word card • Do this for each item in the kit • Take the object down when you need it

34. Kit Inventory Process Questions • The teacher asks the following questions: • What is it? • Teacher or student look at an object from the kit. • What is it used for? • Where have you seen this before? • Why is it in our science kit? • What does it feel, look, smell like?

35. More How To’s • Predicting • Pull out one item at a time. Students predict how the item might be used. • Classifying • Items are distributed. • Items are grouped by students into categories. • Use • Properties

36. Word Wall-ets fish worm snail isopod

37. Word Wall-ets from Kellie Lauth and Tracy Tellinger, Adams 12 • Use colored file folders for different subject areas • Open the file folder. This is the student’s individual word wall. • Use labels or strips of paper for words. • Find pictures or draw pictures that show the meaning of the term.

38. Content/Inquiry • Magnets stick to iron • Two magnets can attract and repel. • A force is a push or a pull.

39. During a FOSS Investigation What was the role of the student? What was the role of the teacher? How did the teacher interact with the students? What was the source of the information the students were learning? What thought processes/scientific problem solving skills were the students using?

40. Essential Features of Inquiry:Learning Cycle E’s Engage - Pique students’ curiosity, determines students’ prior knowledge, invites students to express what they think and ask questions. Explore - Student or teacher designed experiences that enable student to test questions and ides related to BIG IDEAS, encourages student-to-student interactions. Explain – Direct teaching of concepts through discussion, and vocabulary lessons. Students read for information. Students use common experiences and data to develop explanations. Students express their learning in a variety of ways. Extend/Elaborate - Students establish connections between new and former experiences. Further experiments to support learning may be provided. Evaluate- Students apply what they have learned in new situations, students demonstrate what they have learned.

41. Investigation 1, Part 1 • Engagement: Describe the Object Game • Explore: Things That Stick • Explore: Test Objects • Explore: Iron Detectors • Explore: Magnetic Interactions • Explain: Attract and Repel, Force • Elaborate: Science Stories, Math Problem of the Week, FOSSweb: Kitchen Magnets • Evaluate: Teacher Observation, Assessment Chart 1

42. Investigating More Magnetic Properties • How do magnets interact with other objects? • Does an iron object have to touch a magnet to become a temporary magnet? • Does magnetic force go through all materials?

43. Investigation 2: Making Connections • Students find ways to make simple circuits

44. Investigation 3: • Students build series and parallel circuits

45. Investigation 4: Current Attractions Building an electromagnet

46. Investigation 5: Click It Building the Telegraph

47. Break • Register for prizes • Look at books • Ask Questions

48. Integrating Literacy Strategies Into Your Foss Kit

49. Interactive Editing “Magnets” Delta Science Reader Electricity and Magnetism

50. Anticipation Guides “What is a Compass” FOSS: Science Stories Magnetism and Electricity