The ReadingWriting Connection to InquiryBased Science

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The Reading-Writing Connection to Inquiry-Based
Science
Michael Klentschy Ron DeFronzo Wendy Binder
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Think-Pair-Share

• Think about your past experiences connecting
  science and literacy
• What was the best experience? Why?
• What was the worst experience? Why?

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Session Goals

• Participants will experience a guided inquiry
  that, through the use of scaffolding, talk,
  reading and student science notebooks, bridges
  the gap between research and instruction.
• Participants will experience the alignment of
  the
• Intended Curriculum
• Implemented Curriculum
• Achieved Curriculum

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Scaffolded Inquiry
Open Inquiry
Guided Inquiry
Directed Inquiry
Herron, 1971 National Research Council, 2001
Teacher Demonstration
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National Research Council (2001)

• Investigations can be highly structured by the
  teacher so that students proceed toward known
  outcomes, such as discovering regularities in the
  movement of pendulums. Or investigations can be
  free-ranging explorations of unexplained
  phenomena The form that inquiry takes depends
  largely on the educational goals for students,
  and because these goals are diverse, highly
  structured and more open ended inquires both have
  their place in science classrooms (NRC, 2001, p.
  10-11).

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How Students Learn ScienceNational Research
Council (2005)

• Engage to activate prior knowledge
• Develop competence
• Deep foundation of factual knowledge
• Understand facts in the context of big ideas
• Organize knowledge to facilitate retrieval
• and application
• Utilize metacognitive approaches to instruction

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Science-Literacy Connection

• Best Practices
• Research-Based Strategies
• Lessons Learned

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Science and Children (November/December 2005)
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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.
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More Research to Consider

• Students benefit from strong scaffolding with
  respect to building explanations from evidence
  (Songer and Lee, 2003)
• Questioning, predicting, clarifying, and
  summarizing are strengthened through scaffolding.
  Clarifying promotes comprehension monitoring.
  Students benefit from scaffolding when analyzing
  data and building explanations from evidence.
• (Hug, Krajcik and Marx, 2005)
• A process of scaffolded inquiry, reflection and
  generalization developed students metacognitive
  knowledge. (White and Fredrickson, 1998)

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• Writing may force the integration of new ideas
  and relationships with prior knowledge and
  encourage personal involvement with the new
  information (Kleinsasser, et al, 1992)
• Written and oral language opportunities to
  explain, describe, predict and integrate new
  information allow students to make conceptual
  shifts and facilitate retention (Fellows, 1994)

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Effect of Talk and Writing on Learning Science

• Talk is important for sharing, clarifying, and
  distributing knowledge among peers.
• Asking questions, hypothesizing, explaining, and
  formulating ideas together are all important
  mechanisms during peer discussions.
• Writing is an important tool for transforming
  claims and evidence into knowledge that is more
  coherent and structured.
• Talk combined with writing appears to enhance the
  retention of science learning over time.

(Rivard and Straw, 2000)
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Scaffolding Guided Inquiry
Marzano (2001)
Intended Curriculum
Intended Curriculum
Implemented Curriculum
Implemented Curriculum
Achieved Curriculum
Achieved Curriculum
Not Aligned
Aligned
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Why Science Notebooks

• Provides an expanded opportunity through writing
  to make meaning from experiences a second
  think.
• Best Record of
• Lesson/Unit Implementation
• Student Performance
• Quality of communication
• Conceptual and/or
• procedural understanding

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Participant Expectations

• Active participation
• Keep and share a science notebook
• Suspend judgment and take risks

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Magnetism and Electricity

• Opening Activity

-
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Making Standards Work

• Power Standards
• Unwrap the Standards
• Determine the Big Ideas
• Write the Essential Questions
• Decide the Learning Tasks
• Find Connections
• Plan an Engaging Scenario or Hook
• Write a Scoring Guide
• (Reeves, 2002)

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What does this look like in classrooms?

• Today you are going to participate in an activity
  to demonstrate Making Standards Work as it could
  be implemented in one of your 4th Grade
  classrooms.
• You will keep a record of your participation in a
  notebook that others will see as part of the
  activity.

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3.01 Design an electric circuit as a complete
pathway with an energy source, energy receiver,
and energy conductor.
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Intended Curriculum

• Big Idea
• Lesson Content Goals and Guiding Questions
• Standard being addressed

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Intended Curriculum
BIG IDEA

• Electrical energy has many useful applications
  and can be converted to heat, light, sound,
  motion and magnetic effects

CA science standard Physical Science 1
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GUIDING QUESTIONS
LESSON CONTENT GOALS

• 1) It requires a complete loop (circuit from one
  end of an energy source (battery) through an
  energy receiver (bulb) and return to the other
  end of the battery to light the bulb. The wire
  (energy conductor) is the pathway for the energy
  to flow between the energy source and the energy
  receiver.

• 1) Using a wire, a battery and a bulb, what does
  it require to light the bulb? What is the role
  of the battery, the bulb and the wire?

2) A closed circuit is a complete loop that
allows electricity to flow an open circuit
does not make a complete loop and the electricity
will not flow.
2) What are the differences between an open and
closed circuit?
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IMPLEMENTED CURRICULUM

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

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Engaging Scenario

• You are out on a hike and stumble and fall to
  the ground. You roll into a hole. You find
  yourself in a dark cave. The good news is that
  it is possible to find your way out. The bad news
  is that you dont have a light to see as you
  forgot your flashlight.

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Engaging Scenario

• The good news is you find some objects in your
  backpack that may help you.
• A small bulb
• Wire
• A battery

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

?
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Focus QuestionCriteria

• Provides students a role
• Is a simple question directly related to the
  scenario that can be investigated with results
  that can be communicated.
• Cannot be answered yes or no.

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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
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Focus Question(s)
How many ways can we find to light the bulb using
a battery, wire and bulb? How many ways did not
light the bulb?How can we describe the role of
the wire, the bulb and the battery?
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Prediction Gives students a stake in the results

• Write a prediction describing what you think will
  happen
• Conditional statements
• If . then .. will
• happen because..
• or
• I think . will happen because

2ND NOTEBOOK ENTRY
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Planning

• Organization is what you do before you do
  something. So when you do it, its not all mixed
  up.
• A.A. Milne aka Winnie the Pooh

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Planning Steps

• Procedures
• What should be changed?
• (independent variable)
• What should be kept the same?
• (controlled variable)
• What kind of effect will be observed/measured?
• (dependent variable)
• Materials
• Data Organizer

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Task

• Diagram at least three ways to light the bulb
• Diagram at least three ways the bulb did not
  light
• Accurately label your diagrams.

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Things to consider

• How are you going to organize your diagrams?
  (data)

Data Organizer ?
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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
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Symbols to Use in Your Diagrams

l
-
Light Bulb
Wire
Battery
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Making Meaning Conference

• Planned discussion that uses an organizer to make
  thinking visible.

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Making Meaning Conference

• Discussion Points Guiding Questions.
• Using a wire, a battery and a bulb, what does it
  require to light the bulb? What is the role of
  the battery, the bulb, and the wire? (What were
  you going to observe or measure)
• What are the differences between a closed (a
  circuit that lights the bulb) and an open (a
  circuit that does not light the bulb) circuit?
  What is your evidence?

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Examining Your Data

• Look at your diagrams showing when the bulb did
  not light
• Where did the wire touch the bulb?
• Where did the bulb touch the battery?

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Examining Your Data

• What claims can you make about the ways the bulb
  did not light?
• What was your evidence?
• I claim the bulb did not light because .

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Examining Your Data

• Look at your diagrams showing when the bulb lit
• Where did the wire touch the bulb?
• Where did the bulb touch the battery?

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Examining Your Data

• These places are called critical contact points
• Be sure to label the critical contact points on
  your diagrams

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Examining Your Data

• What claims can you make about the ways the bulb
  lit?
• What was your evidence?
• I claim the bulb lit because .

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Examining Your Data

• Because you really need to remember how to light
  the bulb in order to see the way out of the dark
  cave

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Pathway Through the Bulb
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Pathway Through the Bulb
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Pathway Through the Bulb
FILAMENT
GLASS BEAD
SIDE TERMINAL
BASE TERMINAL
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Inside a Light Bulb
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Inside a Battery
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Examining Your Data

• Add a battery and one or two wires to make a
  complete circuit.
• Use a red pencil to trace a complete circuit
  beginning at the negative end of the battery.
• Use this symbol on the traced path -gt-gt-gt to show
  the direction of the flow of electricity.

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Word Wall
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Claims and evidence
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Closure

• How do the claims and evidence relate to the Big
  Idea?
• What are examples/useful applications of
  electricity being converted to light, sound,
  heat, and motion?

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Prediction Revisited

• Examine the prediction you made at the start of
  the lesson.
• How were your predictions supported by the
  evidence or how would you revise/change your
  thinking based upon the evidence?
• What did you learn that was new?

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Reflection
Notebook Entry

• Quick Write
• How do the claims and evidence relate to the Big
  Idea? What are examples/useful applications of
  electricity being converted to light, sound, heat
  and motion?
• How were your predictions supported by the
  evidence or how would you revise or change your
  thinking based upon the evidence?
• What did you learn that was new?

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Next Steps New Questions

• Think about what we did today
• What new questions do you have about circuits?
• What else would you like to try with batteries,
  wires and bulbs to make a circuit?

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GUIDING QUESTIONS
LESSON CONTENT GOALS

• 1) It requires a complete loop (circuit from one
  end of an energy source (battery) through an
  energy receiver (bulb) and return to the other
  end of the battery to light the bulb. The wire
  (energy conductor) is the pathway for the energy
  to flow between the energy source and the energy
  receiver.

• 1) Using a wire, a battery and a bulb, what does
  it require to light the bulb? What is the role
  of the battery, the bulb and the wire?

2) A closed circuit is a complete loop that
allows electricity to flow an open circuit
does not make a complete loop and the electricity
will not flow.
2) What are the differences between an open and
closed circuit?
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IMPLEMENTED CURRICULUM

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

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Achieved Curriculum

• How do we know if the intended curriculum is met
  if effective feedback is not in place?

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Feedback Research

• Academic achievement in classes where effective
  feedback is provided to students is considerably
  higher than the achievement in classes where it
  is not. (Marzano, 2001)
• The most powerful single modification for
  improving education must be dollops of
  feedback.
• (Hattie, 1992)
• Students communication skills and understanding
  did not improve over the course of instruction
  during the school year. This latter result may
  be due, in part, to the fact that teachers
  provided little, if any, feedback.
• (Shavelson, 2003)

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• Task Specific
• FEEDBACK GUIDE
• What were students expected to do in their
  notebooks?
• Focus Question Investigable
• Prediction - uses because
• Data Organizer with headings /title
• 3 accurate labeled diagrams that lit and the
  paths are traced using arrows
• 3 accurate labeled diagrams of connections that
  did not light.
• Claims and Evidence
• Claims show understanding of the content of the
  Intended Curriculum.
• Claims are complete and supported by evidence.
  
• Examples given are clear, accurate, and
  labeled.
• Reflection

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Session Goals

• Participants will experience a guided inquiry
  that, through the use of scaffolding, talk,
  reading and student science notebooks, bridges
  the gap between research and instruction.
• Participants will experience the alignment of
  the
• Intended Curriculum
• Implemented Curriculum
• Achieved Curriculum

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• 7 Keys to Comprehension
• Accessing Prior Knowledge
• Asking questions
• Determining Importance
• Drawing inferences
• Synthesizing
• Evoking sensory images
• Using Fix-up Strategies

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20 Brain-compatible Instructional Strategies
Visualization and Role Playing
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A visualization activity in High School
Chemistry with Larry Perez
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The Electric Shuffle

• Content Goal What is going on inside the
  circuit?

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The Electric Shuffle

• Content Goal What is going on inside the
  circuit?

The Electric Shuffle The research on brain
compatible learning suggests that role playing is
a great way to establish a deeper understanding
of difficult concepts. 
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• 7 Keys to Comprehension
• Accessing Prior Knowledge
• Asking questions
• Determining Importance
• Drawing inferences
• Synthesizing
• Evoking sensory images
• Using Fix-up Strategies

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VIP/MVP Very Important Points

• Read Why Research Rationale from Marcia Tate
• Write a summary of the article using VIP Graphic
  Organizer

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Case Story 1

• Read the case story
• What are some strengths about the way Nancy
  connected science and literacy, weaknesses?
• What would you do differently? Why?

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Case Story 2

• Read the case story
• Based on the challenges Mrs. Felix articulated in
  the story, what are some logical next steps in
  her professional development?