Writing in Science

1. Writing in Science Fall MDSD – Second Grade Please sign in. Find a table labeled with your current science kit, and talk to teams from other buildings about the kit. Share the resource/idea your team brought today.

2. Goals for Science Today • Share ideas and resources for science units with other building teams • Provide hints and tips for teachers that teach your current unit later in the year • Understand the importance of modeling and scaffolding in science writing • Learn a compare and contrast scaffold strategy to use with students

3. Sharing Time • Work together to brainstorm hints and tips to pass along to teachers who have your unit later in the year , and record on chart paper. • All of the resources, hints, and tips will be collected and shared on Connect for teachers to access when planning science lessons. • If you have an electronic version to share, please email it to Angela Morrison.

4. Writing in Science • Visual scaffolding is critical in helping students master scientific vocabulary and write like scientists. • A word bank allows students to access vocabulary they need during writing time. • Display two word banks: one for specific terms for the unit and one for general science words and phrases to use in scientific writing.

5. Science Terms Word Bank

6. Force and Motion Word Bank

7. Word Bank Tips • Use pocket charts with word cards. • Introduce words as students need to know them, AFTER they have a concrete experience or investigation with the new term. • During science discussions, point to the words or remove them from the pocket chart to hold up as visual reminders for students. • Allow students to take words (on small cards) to their seats as needed during writing time.

8. Write Like a Scientist In order to think like scientists, students need to develop habits of scientists. In order to write like scientists, students need models and scaffolds.

9. Writing Scaffolds • Scaffolds include phrases and sentence starters used for scientific writing. • Write together as a class, and then remove the modeled writing. Replace it with a writing frame or sentence starter for students to use as they write independently. • The frame provides a structure for their writing. Students provide the content.

10. Writing Scaffolds

11. Student Writing Sample

12. Writing Scaffolds A Box and T-Chart frame is copied and pasted into the science notebook.

13. Writing Scaffolds Or the Box and T-Chart frame can be drawn by students directly into the science notebook.

14. Writing Scaffolds

15. Student Writing Sample

16. Final Thoughts • Avoid using typed fill-in-the-blank writing frames. • Allow students to write in their notebooks, using the scaffolds posted in the room. • Student notebooks are valued because of the students’ scientific thinking and not because of the appearance of the entries.