Science and Social Studies Integration

1
Science and Social Studies Integration
Math
Science
Social Studies
Language Arts
Mia Johnson, Lora Drum
Curriculum
Specialists
2
Brainstorming Activity

• Before, During, and After Reading
• Highlight
  strategies you use
• to
  teach reading in your classroom.
• 
  Circle strategies you use to
• 
  teach science and social studies.

3
What does the research say?

• One position -- interdisciplinary curriculum --
  emphasizes connections between language arts and
  content area learning (e.g., Grisham, 1995
  Roehler, 1983) or problem-centered, thematic
  pursuits (e.g., Anders Pritchard, 1993 Powell
  Skoog, 1995).
• From this perspective, language and literacy are
  "functional tools, rather than curricular
  entities to be studied or mastered in their own
  right" (Pearson, 1994, p. 19).
• In these definitions, the curricular unit must be
  seen to involve more than one discipline or
  school subject.

This conception highlights the integration of
content by blending the disciplines through
"overlapping skills, concepts, and attitudes"
(Fogarty, 1991, p. 64).
4

• Bristor's (1994) research provides an example
  of a study focusing on science and language arts
  integration. Motivated by efficiency and a desire
  to make content area literacy instruction more
  meaningful, the investigator designed a program
  drawing on literacy research to build students'
  background knowledge prior to reading content
  texts. Relevant language arts curriculum
  objectives from district guidelines were linked
  to science activities. Bristor drew on literature
  with science content from trade books and the
  basal reading program, and engaged students in
  dramatic play related to science themes. Based on
  results from subtests of standardized tests, the
  researcher reported gains in achievement in both
  reading and science for students in the
  integrated program as compared to those following
  traditional distinct curricula in the two areas.
  Further, on a six-scale inventory of affect,
  students in the integrated program showed more
  positive attitudes and greater self-confidence
  than comparable students in the separate
  curricula.

A little more research
5
Why Integrate?
Most classrooms emphasize recall of specific
information and rely heavily on round-robin
reading, which has been proven to be
ineffective. - Laura Robb, Teaching Reading in
Social Studies, Science and Math, 2003
6
So, whats a SS or Science teacher to do?
Lets talk about the Do NOTs
first The following models of instruction have
no research to support their effectiveness
assign chapters to read
silently round robin
read aloud text
answer questions at the end of
the chapter
deliver a lecture and students
copy or take notes
show a video without an activity

7
Okay, so whats most effective?

• Research shows that effective teachers
  intersperse questions throughout all classroom
  activities
• (Something to think about No doctor
• 
  asks questions after the patient has
• 
  passed! Doctors ask questions
• 
  during the treatment of the patient!)
• Hint Does this
  sound like formative assessment?

8
So, Tell me more

• Students focused on educational goals do best in
  mastering the subject matter.
• Students working in small groups can support and
  increase one anothers learning
• Extensive reading promotes increased vocabulary
  and comprehension.
• Increasing wait time to 3-5 seconds after asking
  a question increases more thoughtful responses
  and increased achievement.
• - The First Days of School by Harry K. Wong
  Rosemary T. Wong (2001)

9
Traditional Format
New Format
Prereading activities Activating Prior Knowledge
Discussion Predictions
Questioning Brainstorming
Setting purpose
Reading assignment given
ACTIVE reading
Silent or Round Robin reading
Activities to clarify, reinforce,
extend knowledge
Discussion/Activity to see if students learned
main concepts, what they should have learned
10

• The boys arrows were nearly gone so they sat
  down on the grass and stopped hunting. Over at
  the edge of the wood they saw Henry making a bow
  to a small girl who was coming down the road.
  She had tears in her dress and tears in her eyes.
  She gave Henry a note which he brought over to
  the group of young hunters. Read to the boys it
  caused great excitement. After a minute, but
  rapid examination of their weapons, they ran down
  to the valley. Does were standing at the edge of
  the lake, making an excellent target.

What strategies did you use to read successfully?
Syntax, context, background knowledge, rereading,
vocabulary building
11
Before Reading
Set a purpose Activate prior
knowledge Preview the reading Introduce
important vocabulary
12
How to Activate Prior Knowledge
Before

• K-W-L
• Predictions
• Concept Map
• Preteach Vocabulary

13
Prior Knowledge
Before

• The questions that p______ face as they raise
  ch_____ from in______ to adult life are not easy
  to an_____. Both fa____ and m_____ can become
  concerned when health problems such as co____
  arise any time after the e_____ stage to later in
  life. Experts recommend that young ch______
  should have plenty of s____ and nutritious food
  for healthy growth. B_____ and g_____ should not
  share the same b____ or even sleep in the same
  r____. They may be afraid of the d______.

Billmeyer, Rachel and Mary Lee Barton. Teaching
Reading in the Content Areas If Not Me, Than
Who? Aurora McREL (Mid-continent Regional
Education Laboratory),1998
14
A word is not a crystal, transparent and
unchanged it is the skin of living thought and
may vary greatly in color and content according
to the circumstances and time in which it is
used. Oliver Wendell Holmes, Jr.
Before
5-10 words a week cumulative
In content areas 3T words can become 2T words
15
VOCABULARY STRATEGIES
Before

• WORD PARTS
• Morphemic Analysis
• WORD ASSOCIATIONS
• Illustrate Associate
• CATEGORIZATION
• Semantic Features Map
• CONTEXT
• Read Alouds Questioning
• CONCEPT
• Frayer Model
• Concept Definition Map

16
Reading with a Purpose
Before

• Fundamental purposes for reading to learn
• To grasp a certain message
• To find important details
• To answer a specific question
• To evaluate what you are reading
• To apply what you are reading
• To be entertained

Activity Look at the reading materials and
decide how you would set the purpose for
students.
Authors Purpose
17
During
Make connections Graphic Organizers Check your
understanding Get the Gist Reciprocal
Teaching Partner Reading Use fix up strategies
What am I doing to make meaning while I
read? What did I just read? What will I learn
next?
18
AFTER THE READING

• Check for understanding decide if the purpose
  was met
• Draw conclusion/evaluate information
• Apply learning

• What did I just learn?
• What were the main ideas?
• What do I need to do with this information?

19
What could this look like in my classroom?
20
Tea Party

• This is an interactive pre-reading strategy
  that frontloads students knowledge of text
  information and also allows them to
• become
  familiar with
• phrasing and
  content
• words. The
  strategy
• can be used
  with both
• narrative and
• expository
  texts.

21
Anticipation/Reaction Guide

• This strategy is used to activate
  background
• knowledge before reading or doing and
• activity, stimulate interest and
  discussion
• during
  reading, compare
• before an
  after decisions,
• reverse
  misconceptions,
• and assess
  students
• application of
  new
• knowledge
  and/or skills.

AG in Action
22
List-Sort-Label

• This is a form of semantic mapping. This strategy
  encourages students to improve vocabulary and
  categorization skills as well as organize
  concepts. Categorizing listed words, through
  sorting/grouping and
• labeling, helps
  students
• organize new
  concepts
• in relation to
  previously learned concepts.

List Group Label in Action
23
Science and Social Studies!

• 
  Science Article
• Is this something
• you think you could
• do in your class-
  room?

24
More activities to share

• The National Science Teachers Association
  supports the
• notion that inquiry science must be a basic in
  the daily
• curriculum of every elementary school student at
  every
• grade level. In the last decade, numerous reports
  have
• been published calling for reform in education.
  Each report has highlighted the importance
  
• of
  early experiences in science
• so
  that students develop
• 
  problem-solving skills that
• 
  empower them to
• 
  participate in an increasingly
• 
  scientific and technological
• 
  world.

25

• Elementary school students learn science best
  when
• instruction builds directly on the student's
  conceptual framework.
• content is organized on the basis of broad
  conceptual themes common to all science
  disciplines.
• mathematics and communication skills are an
  integral part of science instruction.
• http//www.aimsedu.org/Activities/

26

Kidspiration/Inspiration
PowerPoint Photostory
Glogster!
Voice Threads
Live BindersWriting
Interactive Notebooks
Science Notebooking SS
Scrapbooking/Lapbooking

• How can I integrate technology, literacy, science
  and social studies?

27
Text Features!
Is this the missing piece?
28
Text Feature Instruction

• Science and SS are the perfect areas to address
  text features and text structures

Examples of Text Features With
Definitions Explanations for How Text Features
Help Readers
Text Features Help Students Understand
Nonfiction Text
29
Text Features

• Title
• Table of Contents
• Photographs
• Drawings
• Lists
• Descriptions
• Directions
• Headings
• Captions near pictures
• Labels on pictures
• Different kinds of print (bold, italic, etc.)
• Drawings that compare things
• Diagrams

• Cross-section drawings/cut aways
• Glossary
• Index
• Questions/answers
• Charts
• Maps
• Graphs
• Bullets
• Information about the authors research
• Other

30
Teaching Text Features

• Model, Model, Model
• Shared/Guided Reading, Interactive/Shared writing
• Text Feature Scavenger Hunt
• Students search through informational text with a
  partner
• looking for as many features as they can find.
  They record
• the feature and its purpose.
• Investigations
• Synthesize learning and use informational text
  features to teach the craft writing expository
  text.

31
Lets take a look at some text featuresWhat do
you notice?
32
Text Features BB in 1st grade classroom
33
Text Feature Search-Partner Activity

• Using the list of Text Features in the table
  folder and a non-fiction text- identify 5 text
  features from the list and put a sticky note on
  the page with an explanation of how this feature
  helps the reader understand the information better

Your turn!
countdown timer
34
Text Structures

• Description
• Sequence
• Compare and Contrast
• Cause and Effect
• Problem and Solution

35
Text Structure Foldable

36
Text Structure Foldable

• Label outside tabs Inside
  tabs
• Description jot down key
  words
• Sequence to help identify
  type of
• Compare Contrast text structure
• Cause Effect draw any visuals
  for
• Problem Solution clues

37
(No Transcript)
38
(No Transcript)
39
(No Transcript)
40
(No Transcript)
41
(No Transcript)
42
(No Transcript)
43
(No Transcript)
44
Why teach Text Structures?

• Understanding the expository text
  structures gives readers a better shot at
  determining important information when reading
  nonfiction The text in standardized tests and
  traditional textbooks frequently falls into one
  or another of these text structures. If students
  know that to look for in terms of text structure,
  they grasp the meaning more easily.
• - Nonfiction Matters, by Stephanie Harvey

45
Research on Informational Text

• In a set of studies about teaching reading
  with information texts in first grades, Nell Duke
  (2000) described experiences offered to children
  in 20 first-grade classrooms selected from very
  low and very high socio-economic-status school
  districts. She found a scarcity of informational
  texts in these classrooms (particularly the low
  socio-economic status schools). There were
  relatively few informational texts included in
  classroom libraries and on classroom walls and
  other surfaces. The most startling finding was
  children in low socioeconomic classrooms had
  access to and read in information trade books
  about 3.6 minutes per day on average.
• Duke, N. K. (2000). For the rich its richer
  print experiences and environments offered to
• children in very low- and very high-socioeconomic
  status first-grade classrooms. American
• Educational Research Journal, 37, 441-478.
• Duke, N. K. (2000). 3.6 minutes per day The
  scarcity of informational texts in first grade.
• Reading Research Quarterly, 35(2), 202-224.

46
Science Frames
Start with how things are same or similar. Then
add more as needed.
The ____ and the ___ are the same because they
both______. In addition, they______________.

They are different because the ___________________
_, but the ____________________. Also,
the____________________ but ______________________
Explain how they are different. You can compare
the same property or characteristic in the same
sentence.
Betsy Rupp Fulwiler, K-5 inquiry Based Science
47
Lets look at a few Text Structure Examples

• Sequence
• Goose bumps make me shiver. First I get cold.
  Then I shake all over.
• Description
• Goose bumps make me shiver. I get little bumps
  on my skin. They look like sesame seeds.
• Compare and Contrast
• Some people get goose bumps from fear. Others
  get goose bumps when they are cold.
• Cause and Effect
• Goose bumps make me shiver. When the temperature
  drops below 45 degrees , my skin crinkles into
  goose bumps.
• Problem and Solution
• Goose bumps make me shiver. But they disappear
  as soon as I cover up with a jacket or blanket.

48
Lets give it a try
Working with a partner, you will use the
following basic sentence and develop text
structure example sentences similar to the ones
we just reviewed on the previous slide.
Your turn!
The first day of school is always an interesting
day.

• Sequence
• Description
• Compare and Contrast
• Cause and Effect
• Problem and Solution

Online Timer
49
Strategy Groups

• In your group folder, find an activity titled
  Teaching Reading in a Content Area (small group
  activity)
• Your group will need a piece of chart paper and
  markers
• Lets take a look at your assignment.

Online Stopwatch
50
Now it is your turn to add the last piece
51
Thanks for coming today and enjoy your summer!
Please email us with any questions or
comments Lora Drum Mia Johnson