Linking Literacy and Science:
Summer 2014
Getting the most out of Picture Perfect Science
Choose one person at your
table to read the Roller
Coaster book aloud to your
group.
Choose one person at your
table to read the Roller
Coaster book aloud to your
group.
What do you think your face would
look like if you were riding this
roller coaster?
List five words that describe what it
would feel like to
ride this roller coaster.
(Page 136)
The motion of the roller
coaster is similar to…
With a partner, do each of
the challenges on page 33
of your notebook.
Read “The Role of the
Teacher” on page 22.
Which of these questions
might be helpful as you
guide students
in meeting
these challenges?
What patterns do you
notice about the
motion of the marble?
Draw a picture of two of the challenges.
Label the place(s) on each picture where
the marble is fastest.
Label the place(s) on each picture where
the marble is slowest.
5E Learning Cycle
Engage
Explore
Explain
Elaborate
Evaluate
http://www.bscs.org/bscs-5e-instructional-model
5E Learning Cycle
Engage
Explore
Explain
Read pages 32 and 33.
If a visitor walks into your
classroom, how will they
know it is a “5E” learning
environment?
Elaborate
Evaluate
http://www.bscs.org/bscs-5e-instructional-model
5E Learning Cycle
Engage
Explore
Writing prompts for
science notebooks
Explain
Elaborate
Evaluate
http://www.bscs.org/bscs-5e-instructional-model
What questions do you
have about falling
objects?
Scientific Questions
Read pages 20 and 21.
What are some ways you
might support students as
they generate their own
questions?
How might you support students in
finding answers to testable
questions?
Research questions?
Read pages 138 and 139.
What are the strengths
and limitations of the
Dropping Races activity as
written in More Picture-Perfect
Science?
What are some ways you might get
the most out of this activity?
Getting the most out of the Dropping Races
activity
 Start with a testable question (generated by
students)
 Make predictions
 Model procedures


“Too close to tell” and “tie”
Multiple trials
 Compile class data
 Answer the testable question (support with
evidence)


Class discussion
Science notebooks
Compile class data
Answer the testable question
Writing
Class discussion
What are we looking for in a written response?
CLAIM:
Answers the
question correctly
EVIDENCE:
Provides several
pieces of evidence to
support answer
Providing Feedback to Students
 What did you actually
observe?
 What are the important
details that another scientist
would need to know?
 What evidence do you have
to support your thinking?
 Does what you have written
agree with the data you
recorded?
 What questions do you have
now?
Providing Feedback to Students
 What did you actually
observe?
 What are the important
details that another scientist
would need to know?
 What evidence do you have
to support your thinking?
 Does what you have written
agree with the data you
recorded?
 What questions do you have
now?
What would you say to
this student to move
their scientific
thinking forward?
Providing Feedback to Students
 What did you actually
observe?
 What are the important
details that another scientist
would need to know?
 What evidence do you have
to support your thinking?
 Does what you have written
agree with the data you
recorded?
 What questions do you have
now?
What would you say to
this student to move
their scientific
thinking forward?
Providing Feedback to Students
 What did you actually
observe?
 What are the important
details that another scientist
would need to know?
 What evidence do you have
to support your thinking?
 Does what you have written
agree with the data you
recorded?
 What questions do you have
now?
What would you say to
this student to move
their scientific
thinking forward?
Summer school science
notebooks are about thinking
like a scientist, not about…
• …a grade
• ...lots of extra teacher work
Science Logistics
Which Picture-Perfect Lessons?
Science Kit
More Picture-Perfect Science
Chapters
Science Kit A
Chapter 7: How Big is a Foot?
Chapter 12: Be a Friend to Trees
Science Kit B
Chapter 14: Roller Coasters
Chapter 16: If You Find a Rock
Science Kit C
Chapter 15: Mirror, Mirror
Chapter 17: Sunshine on My Shoulders
Science Kit D
Chapter 19: Imaginative Inventions
Chapter 20: A Sense of Wonder
Science Kit Rotation Schedule
Classroom 1
Classroom 2
Classroom 3
Classroom 4
Week 1
July 21-24
Science Kit A
Science Kit D
Science Kit C
Science Kit B
Week 2
July 28-31
Science Kit B
Science Kit A
Science Kit D
Science Kit C
Week 3
August 4-7
Science Kit C
Science Kit B
Science Kit A
Science Kit D
Week 4
August 11-14
Science Kit D
Science Kit C
Science Kit B
Science Kit A
Science Kit Inventory


Nonconsumables:
• These items will not be used up
by doing the activities.
• Use the “Check” columns on the
page to show that they are there
when you pass the kit along to
the next classroom.
• These items must be returned to
MISD at the end of camp.

Consumables:
• These items will be used up by
doing the activities. Please only
use the amount allotted for one
class during your rotation.
• These items do not need to be
returned to MISD at the end of
camp unless you have leftovers.
Science Kit Inventory
Some kits only have
nonconsumables.
NOTE: Please inventory
your kits as soon as you
get them.

If you do not have
enough materials, call
Mike or Jennifer ASAP.
Returning the Science Kits
 Deliver to MISD


August 14
1:00 – 3:00 PM
 Repackage materials in
labeled bags.
 Please keep kits together
in the assigned tubs.
Thank you!
SCIENCE QUESTIONS?
JENNIFER GOTTLIEB
jgottlieb@misd.net
MIKE KLEIN
mklein@misd.net