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Science the Write Way

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Title: Science the Write Way


1
Science the Write Way
  • Laurie Boulden
  • Vero Beach Elementary School
  • Project Child Science and Writing
  • 3-5

2
Funding for this program originally sponsored
by Toyota Tapestry Grants, 2005
3
Vero Beach Elementary School
  • Title 1 urban school
  • Population 500 students, Pre-K to 5th Grade
  • Free and Reduced Lunch 80

4
Why Science and Writing?
  • Time is of the essence- curriculum must be
    integrated to fulfill state and district mandates
  • Science and Social Studies make wonderful
    curriculum areas for integrating reading and
    writing process skills
  • Brain Research shows that applying real
    situations helps improve learning and retention

5
Writing Program
  • School adopted program- Direct teaching of
    strategies based on Melissa Forney and other
    resources, team teach with writing coach, 1 hour
    four days a week, focus is fourth grade before
    March and third grade after March
  • Teaching and learning is disengaged from
    academics, how can we bring writing into the
    academics?

6
Applying Writing
  • Use science experiments and conceptual learning
    as a basis for teaching writing process skills
    for expository and narrative writing in the
    fourth and fifth grades
  • Can be used as an assessment/culminating activity
    at the end of a unit

7
The Writing ProcessA look at Narrative
Prompt Write an adventure story with a rock
character
8
Review Narrative Elements
  • Middle
  • Transitional phrases
  • Seeing sentences
  • Saying sentences
  • Doing sentences
  • Mystery sentences
  • Ending
  • Back to reality/home
  • Fantasy, lesson learned, challenge reader
  • Beginning
  • When, Who, Where
  • Work from the Prompt
  • Mystery

9
Science Review
  • Types of Rocks
  • Characteristics of Rocks
  • How Rocks move and change

10
Writing Brainstorming
  • Clever Character Names
  • Clever Phrases
  • Clever Places
  • Character Traits
  • Synonyms/Figurative Language

11
Writing Process
  • Mapping story
  • Rough draft
  • Edit and Revise
  • Illustrate and Publish

12
Assessing Writing
  • Focus
  • Organization
  • Conventions
  • Supporting details
  • 6 point scale
  • http//apps.sdhc.k12.fl.us/sdhc2/elementary/langu
    agearts/fcat_writerubric.htm

13
Assessing Science Content
  • Imbedded facts and supporting details
  • 4 points has a few errors and shows some
    understanding of science content
  • 5 points has less errors and shows greater
    understanding of science content
  • 6 points has almost no error and loaded with
    science content

14
The Writing ProcessA Look at Expository
15
Review Expository Elements
  • Hook- grab the readers attention

Conclusion- review, reflect, and pose further
questions
Introduction- whats it all about?
3 or more main ideas- with supporting details
16
Making it Flow
  • Transitional words
  • Interjections and author speak

17
What we used to get
  • In Roman mythology, Saturn is the god of
    agriculture. The associated Greek god, Cronus,
    was the son of Uranus and Gaia and the father of
    Zeus (Jupiter). Saturn is the root of the English
    word "Saturday" (see Appendix 5).
  • Saturn has been known since prehistoric times.
    Galileo was the first to observe it with a
    telescope in 1610 he noted its odd appearance
    but was confused by it. Early observations of
    Saturn were complicated by the fact that the
    Earth passes through the plane of Saturn's rings
    every few years as Saturn moves in its orbit. A
    low resolution image of Saturn therefore changes
    drastically. It was not until 1659 that
    Christiaan Huygens correctly inferred the
    geometry of the rings. Saturn's rings remained
    unique in the known solar system until 1977 when
    very faint rings were discovered around Uranus
    (and shortly thereafter around Jupiter and
    Neptune).
  • In Roman mythology, Saturn is the god of
    agriculture. The associated Greek god, Cronus,
    was the son of Uranus and Gaia and the father of
    Zeus (Jupiter). Saturn is the root of the English
    word "Saturday" (see Appendix 5).

18
Helping Students Succeed
  • Guide their research using questions
  • Model and practice
  • Allow adequate time
  • Edit and Revise

19
Space Project
  • Pairs of students were assigned a planet
  • Research using books, not the Internet
  • Books have questions that guide students through
    collecting information
  • Cut out questions and answers
  • Group by main ideas
  • Tape together and write
  • Model and practice together first

20
Types of Writing Prompts
  • Energy Super heroes
  • Webbes- http//www.realebooks.com/
  • Space Planet Report
  • Animal Adventures
  • Science Report
  • Science Fair Abstract
  • Group Story telling projects

21
The end is only the Beginning
  • Consider this to be a jumping off point. Many
    children will use this basic formula to get used
    to writing, but never limit a child to using it.
    Writing is a necessity, a skill to be learned,
    and a talent.

22
Prompts used this year
  • 5th Grade Energy Superhero
  • Study of energy including force and motion,
    electricity, solar energy, magnetism, and heat
  • They had to develop a character that would have a
    super power related to energy electricity,
    light, heat, etc.
  • Their story had to have a problem that needed to
    be solved, either environmental or caused by a
    villain

23
  • 4th Grade Rock Stories
  • Rock Cycle and Changes to Earth study
  • They developed a character based on a type of
    rock- igneous, metamorphic, or sedimentary
  • There had to be a problem to be solved
  • They had to embed details about their rock in
    their story

24
  • 3rd Grade Simple Machines arent just a Fairy
    Tale
  • After studying simple machines and reading
    different fairy tales, the students had to
    develop characters and places for their story
  • They had to have a problem involving a simple
    machine, either causing or solving

25
  • 3rd, 4th, and 5th Grade Space Stories
  • students studied different aspects of space and
    used nonfiction trade books to research 2 planets
  • Prompt You and a friend travel to a planet and
    meet something. How did you get there? Where did
    the ship come from? What happened when you met
    the alien?
  • Students were given different levels of support
    for this prompt. Some were able to develop their
    stories with very little structure, a few others
    needed more details and direction in order to be
    successful.

26
Standard Writing Stations
  • Writing Station- prompt rough draft
  • Teacher Station- editing
  • Computer Station- typing the final draft for
    publication
  • When students finish their final draft, they move
    to one of the other stations. Every other week
    there will be a new writing prompt. Some students
    will get every one complete, others will not. Not
    all prompts have embedded science concepts being
    applied.

27
For the Future
  • In order to make writing significant, apply
    science content in a variety of situations and
    build connections. Dont limit yourself, continue
    to build between multiple facets of academia
    What else can be done
  • the Write Way

28
Where to Find it All
  • http//www.indian-river.k12.fl.us/vbe/
  • Look on the left side of the page for a link to
    Science Presentations.
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