Carmen Martínez, Ph.D. University of Texas at San Antonio Bicultural-Bilingual Studies

1. “Using Chemical Reactions to Differentiate Between Chemical Changes and Physical Changes”Stellar Institute July 23, 2012 Carmen Martínez, Ph.D. University of Texas at San Antonio Bicultural-Bilingual Studies

2. Welcome! • This presentation highlights ways to teach middle school students about chemical reactions using TEKS (Texas Essential Knowledge and Skills) standards such as the periodic table, chemical changes, and physical changes. • Teaching strategies utilized in this session include journaling, note taking, concept maps, the 5E Model, and a lab experiment.

3. Significance for ELLs • Transformative Education (Ada and Campoy, 2004) • Basic tenets • All humans carry knowledge • We must collaborate (Co-construct knowledge) • “Language is one of the strongest elements in our self-definition…one of the most significant elements of culture” (p. 13)

4. Significance for ELLs • “Transformative Education recognizes the importance of voice, the need for education to foster the critical consciousness that leads to speaking one’s personal and social truth. Voice takes special force when words are not only spoken but written” (Ada and Campoy, 2004, p. 14)

5. Significance for ELLs • Sociocultural Theory (Pérez, 2004, p. 27): • Children acquire literacy within their native language and culture • Background knowledge plays a significant role in meaning making • Becoming literate in a second language requires time, from 5 to 7 years, depending on various factors • Reading and writing are embedded in and inextricable from discourses (social practices)

6. Significance for All Students • Students report strong parental support in reaching their goals • Students could identify at least one teacher in high school that had/held “high expectations” about them • Students also identified one teacher offered “mentoring” college or career goals • Students view graduating from high school and going to college as a way to help their family and others

7. Significance for All Students • Students see themselves as a role model for others in their pursuit of higher education • Students indicate they hold “intrinsic motivation” (learning commitment, conceptualization, and tenacity) • Students plan on applying and attending college

8. Significance for All Students • Curriculum in certain high school classes is not challenging • High school classes should be more kinesthetic-“hands on” • High school classes should offer the ability to work in pairs or groups more often

9. Significance for All Students • Counselors are not helpful in providing information about college • Information about higher education is offered during school hours only; difficult for parents to attend because parents work • One student reported bullying in middle school • TAKS testing

10. 5E Model • Engagement-Capitalizes on students’ prior knowledge and experience • Exploration-Kinesthetic activities, “hands-on” learning • Explanation-Teacher illuminates concepts, students begin explaining concept • Elaboration-Students apply new concepts • Evaluation-Activities that help “assess” acquired knowledge

11. Engagement • Journaling-to engage students in the writing process, use a variety of “hooks” to capture attention • Some strategies include: • Music (current or past songs that creatively link content) • Videos related to science concept explored (YouTube, Teacher Tube, Scholastic Study Jams) • http://studyjams.scholastic.com • Images (real world pictures) • Problem posing questions that elicit prior knowledge

12. Problem Posing Journal Questions • Pretend you are a scientist, write a story about your best science class/experiment. • How have developments in technology over the past 100 years affected science (chemistry)? • What tools/instruments would a chemist use to test a chemical change? • Describe how the periodic table may be related to social studies, math, and language arts.

13. Exploration • Activity: Investigating chemical reactions • Objective: In this activity, students will be able to create and observe a chemical reactions. • TEKS covered: • 6th grade: 112.18 (b) (5) D-identify the formation of a new substance (gas) • 7th grade: 112.19 (b) (6) A-identify compounds-oxygen • 8th grade: 112.20 (b) (5) E-investigate evidence of chemical reactions

14. Explanation • Sources for notes: • Relevant science videos (PBS, Discovery, Amazon) • Guest speakers • Teacher created power points • Note-taking using graphic organizers

15. Elaboration & Evaluation • Allows students to use their “cultural capital” • New Literacies (New London Group) argue that literacy encompasses: “digital literacies; online, messaging, gaming, and social networking” • Students apply new knowledge • Facebook presentations • Contact local experts through e-mail or Facebook • Write “Letters to the Editor” through e-mail

16. Sample Student E-mail • Dear Dr. Negrete, Good morning. I am ___________. My science partner is ____________. We are working on a project about chemical changes. We attend ____________ located on ____________. We are both in seventh grade and are interested in careers in chemistry. We would like to ask you a few questions: • When did you become interested in chemistry? (Elementary, Middle school, High school) • What is the best part of your job? The most difficult part? • Are you from Texas? If not, where? • Where did you study? • What are currently studying? Me and my partner would like to invite you to our school to teach the 6th, 7th, and 8th grade classes about chemistry. Thank you for reading our e-mail. Sincerely, _______________________

17. Elaboration and Evaluation • Rubrics • Tests • Portfolios • Parent/Teacher Communication

18. Questions? • Contact information: carmen.martinez@utsa.edu spjcmartinez@yahoo.com

19. Sources • Ada, A.F. and Campoy, F. I. (2004). Authors in the classroom: A transformative education process. Boston, MA: Pearson, Inc. • Pérez, B. (Ed.) (2004). Sociocultural contexts of languages and literacy. New Jersey: Lawrence Erlbaum Associates. • www.edHelper.com • www.eduplace.com/graphicorganizer/pdf/venn.pdf • http://www.eduplace.com/graphicorganizer/pdf/wheel_eng.pdf • www.faculty.mwsu.edu • http://techtoolsforschools.blogspot.com/2010/01/facebook-project-template.html