The “Write” Way to
Teach Science
Sue Pearson, Co-Director
The Center for Effective Learning
Webinar: February 23, 2012
WHY THE
FOCUS ON
WRITING?
WELCOME
The “WRITE”
Way to Teach
Science
NEXT STEPS?
SCIENCE
WRITING
STRATEGIES
KEYPOINT ONE
Intelligence Is A
Function Of
Experience
We are not born
intelligent—only with
a capacity to be so.
©2012 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
KEYPOINT TWO
Learning is an
inseparable
partnership between
the body and the
brain:
Emotion is the
gatekeeper to learning
and performance.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
KEYPOINT THREE
There are
multiple
intelligences.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
KEYPOINT FOUR
Learning is a twostep process:
pattern detection
and program
building.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
Absence of Threat/
Nurturing Reflecting
Thinking
Mastery/Application
Adequate Time
Immediate
Feedback
Enriched
Environment
Bodybrain
Compatible
Elements
Movement
Sensory-Rich Being
There Experiences
Meaningful
Content
Choices
Collaboration
© Susan Kovalik & Associates, 2012
COMMON CORE STATE
STANDARDS
What’s the SCOOP?
CCSS-Grades K-5
Standards in reading in the
subjects of history/social
studies, science, and technical
subjects are integrated into the
K–5 ELA standards.
CCSS – Grades 6-12
The CCSS Science & Technology
Subject Standards apply
to grades 6-12.
They are in literacy-not science
content!
http://www.corestandards.org/the-standards/english-language-arts-standards/science-technical/introduction/
KEY STANDARDS
Basically, at all grades, these are the key standards:
 Key ideas and details
 Craft and structure
 Integration of knowledge and ideas
 Range of reading and level of text complexity
Why Write in Science?
 Draws on prior knowledge
 Shares current student knowledge and




understandings
Helps students learn and share what
they have learned
Develops vocabulary (ESL)
Fosters conceptual understanding
Evaluate knowledge and skills
What Can Teachers Do?





Ask all students to write in science every
day
Expect all students to be successful writers
in science
Provide writing tasks that go beyond
recording and summarizing
Include writing prompts that help students
structure their writing
Respond to writing with direct feedback
about the science ideas
WRITING IN SCIENCE
• Being a great science writer means not only being
able to convey frequently complex ideas and
theories: it also involves being able to write in a way
that keeps readers, even those who aren't experts in
the field, engaged and wanting to learn more about
the subject.
• It's a delicate balance to attain, but there have been
many throughout the years who've managed to do it,
though some with more grace than others.
Famous Scientist “Writers”
•
•
•
•
•
•
•
•
•
•
Charles Darwin
Isaac Newton
Galileo Galilei
Nicolaus Copernicus
Aristotle
Carl Sagan
Stephen Hawkings
Richard Feynman*
Albert Einstein
E. O. Wilson*
* Nobel or Pulitzer Prize Winners
•
•
•
•
•
•
•
•
•
•
Richard Dawkins
Matt Ridley
James D. Watson
David Attenborough
Jane Goodall
Dian Fossey
Konrad Lorenz*
Rachel Carson
Stephen Pinker
Roy Chapman Andrews
HOW DO I START?
INFORMATIONAL TEXT is . . .
Text whose primary purpose is to convey
information about the natural and social
world
Text that typically has characteristic features
such as addressing whole classes of things in a
timeless way
Text that come sin many different formats,
including books, magazines, handouts,
brochures, CDs/DVDs, and the Internet.
READING INFORMATIONAL TEXT
IS IMPORTANT BECAUSE . . .
Students increasingly differentiate among
genres
Exposure to a variety of texts is key
Close relationship between what students are
exposed to and the kind of writing they
choose to write and are able to write well
BUILDING WRITING
SKILLS THROUGH
RESEARCH
Lesson #1: Recording Science
Observations
PREPARATION
• Model observing and note-taking for the
students (e.g. use a teddy bear)
• Investigate color, texture, size, odor and
share observations.
• Teacher writes observations on poster
paper/white board-save.
Lesson #1: Recording Science
Observations
Investigate the. . .
• color (brown/tan/light brown)
• bear’s size (about 12 inches)
• texture-furry; soft; fuzzy; hairy
• odor-sweet; soft;
• Wearing clothes
• Tattoo on upper paw
• Amore
Lesson:
Recording Science Observations
THE PREPARATION:
• Model how to take notes.
• Ask selected children to do specific tasks (e.g.
watering plant) while all other children
describe what they observe.
• Teacher writes their observations on chart
tablet/white board for future use.
WRITING IN SCIENCE:
STRATEGIES
1. SCIENCE JOURNALS
K-W-U
KNOW
WANT TO
KNOW
UNDERSTAND
O-W-L
WHAT DID I
OBSERVE?
WHAT DO I
WONDER?
WHAT DID I
LEARN?
SCIENCE JOURNALS
• Develop informational
writing skills
• Encourage careful
observation habits
• Assist students in writing
expansively about
developing knowledge
SCIENCE JOURNALS
•
•
•
•
•
•
Observe
Record
Organize
Draw
Make inferences
Track ideas over time
Lesson:
Recording Science Observations
THE LESSON:
• Read several informational text books on a topic
(e.g., trees)
• Take students out of the building to observe
trees (being there)
• Students write notes and make drawings of their
findings.
• Repeat several times. Share and compare notes.
Journal Prompts: Trees
• What do you think is a
tree?
• How is it different from
other plants?
• What do you think a
tree is made of?
• What are the parts of a
tree?
• Draw a tree.
• Why do you think trees
are different shapes?
• What different shapes
of leaves did you find?
• How has your tree
changed since you first
started observing it?
• What can you tell me
about a tree now?
Trees have different shapes
• Square trees
• Circle trees
• Triangle trees
• Rectangle trees
My Favorite Tree
The shape of my favorite tree:
Bark rubbing from my favorite tree:
Observations of the bark:
Leaf Rubbing:
Wonderings about my favorite tree:
Observations of the leaf:
Why this is my favorite tree:
Lesson:
Taking Field Notes
•
•
•
•
Read several books on butterflies.
Go outside to observe butterflies
Alt: Raise butterflies in the classroom
Take observation notes in butterfly journal
(movement, color, actions, etc.)
• Include a scientific drawing of a butterfly
• Compare your illustration to that in a science
book
Example-Butterfly
Investigate the. . .
• Colors: black, dark orange, light
orange
• Size: about 2 inches tall; 2.5
inches wide
• Body parts: 2 antennae, 3 pairs
of legs, 2 wings, head, 2 part
body
• Texture: scaly, soft, brittle,
• Movements: fly, land, rest, cling
Butterflies
On the school playground I observed
several different kinds of butterflies. I
chose to observe the orange and black
one that I first saw resting on a plant leaf.
It rested there for a few minutes and
then flew with some jerky movements to
another plant where it landed on a pink
flower. I saw the butterfly’s tongue come
out of its mouth and go into the center
part of the flower. Then it pulled it back
out and flew away.
Example-Buckminsterfullerine
Observe. . .
• Cage-like fused ring
structureTruncated
icosahedron; 60 vertices; 32
faces
• Carbon atom at the vertices
of each polygon; bond
across each polygon edge
• Size: about 1.01
nanometers
HOT TOPICS
SCIENCE JOURNAL
Every week, each student selects a science article from
an approved list of newspaper/journals. After reading
the article they:
Highlight important information from the article
Attach it to the “Hot Topics” journal
Summarize the article’s points in writing
Write an additional paragraph about why they chose
this article and how it is important to them/society
Circle five unfamiliar words and define them (vocab)
A valuable activity because. . .
• Students self-select topics
• Information updates textbooks
• Provides practice in reading/writing skills In realworld materials
• Students improve in determining what information is
important in an article
• Develops vocabulary
• Improves communication skills as students discuss,
share and compare articles
MY WORM JOURNAL
Zoologist’s Name: ___________________________________________
Dates: From ________________________ To _____________________
Grade: ___________________________________________________
Worm Wonderings
A Day in the Life of an
Earthworm
Pretend you are a real earthworm.
How do you help the earth? What
are some of your adaptations for
living underground? What dangers
do you face? What would a day in
your life be like?
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
I wonder. . .
I predict. . .
I learned. . .
1. Do worms
make tunnels?
2. Do worms
have teeth?
3. Can worms
crawl above
ground?
4. Do worms
have eyes and
noses?
5. Do worms
prefer damp or
dry places?
6. Can you tell a
worm’s head
from its tail?
My Own Worm Wonderings
I wonder. . .
I predict. . .
I learned . . .
Earthworm Observations
1. Draw and color your earthworm in the box below.
2. An earthworm’s head is closest to the thickened
part of its body, called the saddle. Label your
earthworm’s head, tail and saddle in the box above.
3. An earthworm’s body is made up of rings, or
segments , that let it bend. How many segments
can you count on the earthworm in the jar?
10
20
30
40
50
>50
4. What does the earthworm do when you gently
touch it? __________________________________
__________________________________________
5. An earthworm has eight tiny bristles under each
segment that act like little legs. They help it move.
Gently place the worm on your arm. Can you feel
the bristles? ______________________________
6, Data Table
Length
Width
cm
Feels Like
cm
2.
Damp or Dry?
Experiment
QUESTION: Do earthworms prefer damp or dry
places?
PREDICTION: I think the earthworm will move to the
damp/dry paper towel (circle one).
PROCEDURE:
1. Put two paper towels on opposite sides of the
box.
2. Put two worms in the box and cover.
3. Observe the worms. Record the results using a
 for each worm.
4. Repeat with two new worms.
Worm’s Response
Trial #1
Trail #2
Damp paper towel
Dry paper towel
Conclusion: Do earthworms prefer damp or dry
places? What is your evidence?
___________________________________________
___________________________________________
___________________________________________
___________________________________________
3.
2. OBSERVATIONS VS.
INFERENCES
OBSERVATIONS vs. INFERENCES
Observation vs. Inference Charts
OBSERVATIONS
INFERENCES
• Pair of footprints on
• Astronaut jumped into
surface approximately
space just before the
under the astronaut.
photo was taken.
• Astronaut’s feet are not
on the ground.
• Astronaut’s head is level
with top of flag.
Observations vs. Inferences
• Juan is not in school
today. Yesterday he was
coughing and sneezing.
• Juan is out sick today.
• The balloon is in the
tree.
• The string got caught in
the branches.
• Mark was playing in the
snow without mittens
but then came inside.
• Mark came inside to get
warm OR Mark came
inside to get his
mittens.
Comparing
John Muir
 Inventor
 Industrial Engineer
 Argued correctly that
glacial erosion that
created Yosemite
 Founder of Sierra Club
 Woods, trails,
mountains, glacier-all
bear his name
Rachel Carson
BOTH:
 Authors of
books
 Protected the
natural world
 Worked to
preserve/save
the natural
environment
 Marine Biologist
 Writer of radio
scripts
 Editor-in-chief: Fish
& Wildlife Service
 Fought for safety for
human health and
the environment
3. CLASS/SCHOOL
SCIENCE NEWSLETTER
Mrs. Pearson’s Science Class
Hawthorne Junior High School
Issue 12
Students Work with Technology in the Classroom
CELLS
Last week in Mrs. Pearson’s class we got the
opportunity to work with Microsoft PowerPoint.
Our class did PowerPoint presentations on the
stages of mitosis. It went so fast! We had the
laptops during the week, too. This was a fun way to
get ready for our cell test, this Friday, February 17th,
while at the same time, strengthening our
knowledge of cell division. Mitosis is the process by
which cells reproduce. We were required to create 7
slides within the program. Each slide contained
information about one of the phases of mitosis. We
even created sketches of the cells dividing using
Microsoft’s Paint. Our whole class had a great time
learning new technology skills and preparing for our
unit test!
Students in Mrs. Pearson’s class will soon be
ending their study of cells. The test will be on
Friday, Feb. 17th. The test will include 47
regular questions and one bonus question.
There will be one essay question, too. The
test will cover the two main types of cells
(plant and animal), cell organelles, cell
functions, mitosis, and the order of structure
that cells make up (cells, tissue, organs, etc.
This will be a major test grade and will cover
the content in chapter 9 in our science text
book.
4. ORGANIZING
INFORMATION
Organizing Information
Name
Use
Science Example(s)
Web (also
referred to as
the “topical
net” or
“cluster”
To group
similar
concepts/ideas
related to a
unifying
theme; may
also be used to
indicate
sequence if
arrows are
used to
connect subgroups
The rock cycle
(with
subgroups
indicating
different types
of rock and
processes);
states of
matter
Picture
Organizing Information
Name
Use
Linear string To represent
a sequence
but with no
indication of
cause/effect
Science Example(s)
Food chain;
scientific
timeline;
steps of an
experiment
Picture
Organizing Information
Name
Use
Science Example(s)
Falling
dominoes
To represent Tsunami;
a causal
origin of the
sequence
solar system
Picture
Organizing Information
Name
Use
Science Example(s)
Branchin
g tree
To represent
sequences
from multiple
perspectives
Parasite/host
interaction,
each line
representing
what is
happening to
one of the
organisms
Picture
Organizing Information
Name
Use
Matrix For
categorization
and
classification
Science Example(s)
Compare and
contrast
different
animals and
their
characteristics
Picture
I Found a Rock!
COLOR
What color or
patterns does your
rock have?
TEXTURE
How does it feel?
LUSTER
SIZE
How shiny or dull is What is the longest
it?
length in cm?
Labeled Drawing of My Rock
OUR HYPOTHESIS
We think the items were attracted to the
magnet because . . . ___________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
POND QUESTIONS
Name of animal: _______________________
_____________________________________
My questions about this animal: __________
_____________________________________
_____________________________________
___________________________
___________________________
5. WRITING IN THE
SCIENCE WHEEL
Writing
in
Science
Markers
Computer Poster
Different groups on
different parts
In pairs In groups
On my own
How will I produce this?
Method of Production
6. GRASP:
HOW TO SUMMARIZE
CONTENT AND WRITE IN
OWN WORDS
GRASP Strategy -Summarize
Individually
• Read passage.
• Close books.
• List info
As a class:
• Generate categories (Suggestions OK)
Partner
• Sort list items into categories
• Write ONE sentence that incorporates the most
important info in each category
Focus on critical information; write it in their own words (Hayes 1992)
Sample GRASP-Types of Rocks
TOPICS
THE ROCK CYCE
IGNEOUS
ROCKS
SEDIMENTARY
ROCKS
CONTENT
Igneous rocks
From cooling
magma
Sediment
Pressure and heat
cements together create
Sedimentary rocks
Layers = strata
Mountains cause
Metamorphic
rocks
Obsidian and
basalt
Intrusive-under
Earth’s surface
Rocks broken by
wind & rain
Slate and marble
Change into each
other
Extrusive-over
Earth’s surface
Chalk and
Sandstone
Come from other
rocks
There are three
main types of
rocks: igneous,
sedimentary and
metamorphic
Igneous rocks,
such as obsidian
and basalt, form
from cooling
magma
Sedimentary
rocks, such as
chalk and
sandstone, form
when sediments
dislodged by
wind and rain
are cemented
together
Metamorphic rocks,
such as slate and
marble, are created
from other rocks by
intense heat and
pressure,
SUMMARY
METAMORPHIC
ROCKS
7. DISCUSSION WEB
Discussion Web
Complex level of transforming texts:
 Read and form opinions
Controversial topics (e.g., environment, genetics)
Teach students to consider BOTH/ALL points of view
Need an issue that has two or more sides; several
sets of resources
Share findings with whole class (strong/weak points)
After discussion, draw conclusions, fill in box(es)
Write an essay explaining chosen point of view/why?
Sample Discussion Web on
Nuclear Power
Extremely clean --Coal releases C and S
Deadly if something
goes wrong
Abundant source of
energy
Target for terrorists
Toxic waste must be
stored for generations
Decommissioning a plant is
expensive-$300 million
Mining uranium pollutes
Lots of money spent on
safety
no
Question: Should
the U.S. use
nuclear power?
Conclusion: The U.S.
should use nuclear
power to help meet
energy needs for the
future.
yes
Safety measures mean
accidents are rare
May be possible to recycle
spent fuel
1/3 the cost of fossil fuels
More reliable than wind,
solar, and coal power plants
8. THE NATURE OF HAIKU
HAIKU
• 5-7-5? Not necessarilydifferent language structures
• Best described as “Concisely
written observations of
nature”
HAIKU
National Science Education Standards/Topics (K-4 content)
• Properties of objects and materials
• Position and motion of objects
• Characteristics of organisms
• Life cycles of organisms
• Organisms and environments
• Properties of Earth materials
• Objects in the sky
• Changes in Earth and sky
• Types of resources
• Changes in environment
HAIKU
•
•
•
•
•
Stay with observations
Setting in nature
Observation lists
Interesting observations
Three lines (3rd line should contain the most
interest-amaze, startle, or make reader think)
• Conciseness
• Rewrite
HAIKU EXAMPLES
Monarch butterfly
Flutters to a soft stop; and
closes its wings
Roses are blooming.
The dew is starting to drip
As the sun rises.
A small spider weaves
in and out - he makes his web
it shines in the sun
Curly seed pods grow.
They fall to the ground and
wilt;
and make room for more
Birds high in the sky
Glide down and have a
good feast
On the mesquite pods
9. STUDENT-AUTHORED
BOOKS
a)Flip Book
b)Custom A-B-C
-individual
-partner
-group
Student-Authored Books
Can include:
• Observations
• Inferences
• New/familiar content
• Themes
• Experiments
• Conceptual learnings
• Research
• Charts
May Include:
•
•
•
•
•
•
•
•
•
Cover/title page
Dedication
Table of contents
Index
Chapters
Vocabulary list
Resources
Scientific illustrations
Photographs
All
About
Trees
By
Roxie
Gribbin
A) FLIP BOOK
FLIP BOOK
1.
4.
SCIENTIFIC
CONCLUSION
FOLD
3.
Stapled
What was the objective?
Cover
Flap 1
Flap 2
Flap 3
Flap 4
Flap 5
2.
What did you do?
What evidence do you have?
Flap 2
What did you learn?
Sample conclusion
Staple at
the fold
TAB TITLE
TEXT WRITTEN UNDER EACH TAB
What was the objective?
•
•
•
•
The objective today was . . .
Turn the objective statement into a question or vice versa.
Scientists can use _____________ to help them __________.
In order to _______, you first need to __________________.
Briefly, what did you do?
•
•
•
•
•
•
Today in lab we . . .
In this activity . . .
In order to answer our objective we . . .
To collect evidence we . . .
We calculated . . .
We measured. . .
What evidence do you have?
Be specific.
•
•
•
•
•
For example . . .
For instance . . .
At Station 1 . . .
We found . . .
We tested . . .
What did you learn?
•
•
•
I learned . . .
I discovered . . .
I understand . . .
Sample conclusion
Identifying the characteristic properties of metals can help us make better
uses of our resources. In this activity we observed the characteristic
properties of copper, aluminum, and steel. We found that copper is
malleable and does not react to acid. Aluminum is even more malleable and
very lightweight, and also does not react to acid. Steel is a strong and dense
metal, but it will rust. By looking at the characteristic properties of metals, I
now understand how different metals can be used in different ways.
B) CUSTOM ABC BOOKS
Custom ABC Books
• Good for all grade levels-content is adjusting
factor
• Individual/Partner/small group
• Can be worked on over a period of time
• Develops vocabulary (ESL students)
• Involves research
• Multiple Intelligences (Smarts): word, number,
spatial, naturalist
Student-Authored ABC Books
C is for clouds
• S is for snow
Pre-K, K and Grade One
Student-Authored Books-Examples
A is for Arboretum
B is for Bark
A place where trees and plants are grown for The tough, protective outer sheath
of the
scientific and educational purposes
trunk, branches, and twigs
of a tree or
woody shrub.
Grades 2-12
Student-Authored Books-Examples
C is for cell
N is for NUCLEUS
The basic structural and functional unit
of all organisms; cells may exist as
independent units of life (as in monads)
or may form colonies or tissues as in
higher plants and animals
The cell nucleus acts like the brain of
the cell. It helps control eating,
movement, and reproduction. The
nucleus is not always in the center of
the cell.
Grades 4-12
Student-Authored Books-Example
C is for change
• P is for Periodic
Table of the
Elements
Chemistry is the study of MATTER and
the changes that take place with that
matter.
A tabular arrangement of the chemical
elements according to atomic number as
based on the periodic law.
Grades 5-12
10. SNAIL MAIL & E-MAILS
Snail Mail & E-Mail
Students can write to real scientists. They can:
Ask scientists how they use writing in their work
Share the results of their own experiments
Clarify their own theories and thoughts
Explain an experience he/she has had in that area of
science
Compliment the scientist for his/her use of the LG/LS
Ask their own questions in that field of science
Where do I find the scientists?
•
•
•
•
•
Local community and 4 year colleges and universities
Regional inventors/patent holders
Hospitals and Research Centers
Industry/Technology Businesses/Corporations
TV programs (local/national - Discovery Channel,
etc.)
• Newspaper/magazine/journal articles
• Relatives of students
NEXT STEPS
“Writing in Science” Strategies
 Model with informational
text(s)
 Charts: K-W-U and O-W-L
 Science Journals
 Observe-Infer
 Science Newsletter
 Student-Authored books
–Flip Book, A-B-C, etc.
 Writing Wheel
 Organizing Information
-Web
-Linear string
-Falling dominoes
-Branching tree
 GRASP
 Discussion Web
 Haiku
 Write to a Scientist
WHY THE
FOCUS ON
WRITING?
WELCOME
The “WRITE”
Way to Teach
Science
NEXT STEPS
SCIENCE
WRITING?
STRATEGIES
Schools Exceeding Expectations
“Making a Difference in the World”
Excellence in Education
April 26-28, 2012
Site: Lone Tree, CO
On-Site School: Lone Tree Elementary School
http://schools.dcsdk12.org
Select Lone Tree
Visit: http://www.thecenter4learning.com/html/events/2011/see.htm
“OPEN” Model Teaching Week
• June 18-22, 2012
• OPEN to all
• Inexpensive way for a school district to
introduce model
• Huntington County Community Schools
Corporation-SEE 2010
• Chuck Grable and Adam Drummond
http://www.thecenter4learning.com
Choose “Events”, then MTW
HET SUMMER INSTITUTE
• July 15-18, 2012
• Two Strands 1) Conceptual Curriculum
2) Science Academy
• Granlibakken Conference Center, Lake Tahoe, CA
• Appropriate for ALL educators
• 4 days of interactive sessions in pristine
environment
• http://www.granlibakken.com/
http://www.thecenter4learning.com Choose “Events”, then Summer Inst.
NSTA.org