Scientific Literacy

District Learning DayLocation goes here

Session time goes hereDate goes here

Do NowHow does this quote capture a fatal pedagogical error?

“…to throw answers like stones at the heads of those who have not yet asked the questions.”- Paul Tillich

Norms

• Be present and engaged.• Be respectful of differences in perspective

while challenging each other productively and respectively.

• Monitor “air time.”• Make the most of the time we have.• Stay focused on students.

Objectives

What will participants:• KnowCompare and contrast content vocabulary vs. academic vocabulary

• UnderstandUse vocabulary strategies to deepen scientific literacy

• Do Implement the 7E process in science to meet the

expectation sof the Common Core State Standards

“Inquiring Minds

Want to Know”

Scientific Literacy

How does this quote capture a fatal pedagogical error?

“…to throw answers like stones at the heads of those who have not yet asked the questions.”- Paul Tillich

Title of section 1 goes here, for example, “Lesson Modeling”

First section of presentation header goes here in the form of a question, for example, “What do we know about co-teaching in the inclusion setting?”

Context for presentation – Include the WHY and WHAT.

• Highlight any article, book, relevant research, or data to support your presentation

Airtight Activity:MODELING

• Have the facilitator MODEL the skill.• Align the activity to the objective• Check for participants’ understanding • Give explicit instructions to your

activity • Have participants give feedback

Scientific Literacy:

“Scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. It also includes specific types of abilities. In the National Science Education Standards, the content standards define scientific literacy.”

National Science Education Standards, page 22

Think, Write, Pair, Share

• What have you used in your classroom that has been effective at teaching students content vocabulary?

• In your opinion, how well do your students retain content vocabulary?

Selection Criteria for Instructional Vocabulary

Tier 1 Tier 2 Tier 3

Description Basic words that most children know before entering school

Words that appear frequently in texts and for which students already have a conceptual understanding

Uncommon words that are typically associated with a specific domain

Examples Clock, baby, happy

Sinister, fortunate, adapt

Isotope, peninsula, bucolic

Beck, McKeown, Kucan, 2002

Knowing when AND how to use various

vocabulary strategies is important.

Marzano’s Six-Step Process for Learning New Terms

1. Provide a description, explanation, or example of the new term.

2. Ask students to restate the description, explanation, or example in their own words.

3. Ask students to construct a picture, symbol, or graphic representing the term.

4. Engage students periodically in activities that help them add to their knowledge of the terms.

5. Periodically ask students to discuss the terms with one another.

6. Involve students periodically in games that allow them to play with terms.

The 7E Model

• Introductory stage • Capture student

interest

Engage

• Cooperative exploration activities• Build models• Collect data• Make and test predictions• Form new predictions

explore

• Explains possible solutions to others• Listens critically to explanations of other students and

the teacher• Uses recorded observations in explanations

Explain

• Applies new labels, definitions, explanations, and skills in new but similar situations

• Uses previous information to ask questions, propose solutions, make decisions, design experiments

• Records observations and explanations

elaborate

• Demonstrates an understanding of the concept or skill

• Answers open-ended questions by using observations, evidence, and previously accepted explanations

• Evaluates his/her own progress and knowledge

evaluate

With a partner, write down all the words you

associate with Scientific Motion

Elicit

Motion Videos:• Dare Devil Dogs

• Spectacular 1913 Train Collision

Engage

  Explore  

• Ball Drop experiment

• Explore the vocabulary

• Create visual diagrams for select terms

Reflection:MODELING

• What resonated with you?• What is similar to your current

practice?• What is different than your current

practice?• What are you going to change as a

result?

Title of section 2 goes here, for example, “Application to your Classroom”

First section of presentation header goes here in the form of a question, for example, “How do we measure successful co-teaching in the inclusion setting?”

Ball Drop

• Drop each ball individually. Observe how high each ball bounces.

• Drop both balls simultaneously side by side and observe which, if any, ball bounces higher.

• Final step: place the smaller of the two balls on top of the larger ball and drop at the same time.

Use what you have observed with “Motion” to explain and draw a picture of what you have observed.

Create visual diagrams describing your experiment using the motion

terms you identified.

  

Use the visuals and terms you generated to describe motion and describe the experiment to others in the class.

Arkansas Department of Education

Explain

Add SIM Lincing Vocab

Walk around and listen for the vocabulary being used by students to describe the experiment. For example: • "Before I removed my hand, the balls had the

maximum potential energy." • "When the round balls collided, they changed

velocity.”

In Your Classroom

In Your Classroom

When students are describing an experiment, walk around, and take note of the vocabulary that is being used. Provide the correct science term if the students are describing the science concept.

This allows you to quickly assess what students have gained from the experiment and any misconceptions that they may possess.

Ball Drop

Elaborate

As you view the video, think about additional questions you might have concerning the experiment. For example:

What would happen if I dropped a third ball into this scenario? What would happen if we used non-elastic balls, such as bowling balls, instead of tennis or basketballs?

Elaborate

After viewing, participants share questions at their

tables and then with the whole group.

Evaluate

Quick Write

Individually, write/draw a reflection of the terms you learned in the context of the experiment using targeted vocabulary.

Reflecting as a Reader

Text Complexity

“Literacy instruction at the high school level should support students to continue developing reading fluency; improving vocabulary knowledge; developing higher-level reasoning and thinking skills; improving reading comprehension skills, and increasing student motivation and engagement.”

Torgeson et al, 2007

"Rethinking the Role of Literacy in the Content Areas"

Heller, R., and Greenleaf, C. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Washington, DC: Alliance for Excellent Education.

ReflectionWhat might vocabulary and questioning look like in your science classes?

What changes would you expect to see in terms of student behaviors?

Is there anything we can do to better support your learning tomorrow?

Materials• CCSS for Literacy in History/Social Studies, Science,

and Technical Subjects (suggested: training copies)• Participant Handouts• Chart Paper• Markers• 10 tennis balls, 10 other elastic balls (e.g. basketball,

soccer)

References• Heller, R., and Greenleaf, C. (2007). Literacy instruction in the

content areas: Getting to the core of middle and high school improvement. Washington, DC: Alliance for Excellent Education.

• Isabel Beck (Bringing Words to Life)• Building Academic Vocabulary by Marzano, et al.• Arkansas Dept of Education• Building Academic Vocabulary, Marzano, et al.• Teaching Constructivist Science, Bentley, M.• Greek and Latin Roots, Timothy Rasinski • Leading and Managing a Differentiated Classroom, Carol Ann

Tomlinson, et al.

Revisit Objectives

What will participants:• KnowCompare and contrast content vocabulary vs. academic vocabulary

• UnderstandUse vocabulary strategies to deepen scientific literacy

• Do Implement the 5E process in science to meet the

expectation sof the Common Core State Standards

Next steps and activities for follow up

• Consider what you need to know and be able to do to successfully implement what you have learned in this session.– What is still unclear?– What professional development or

additional resources do you need?

Reflection: One minute paper on post-it

• Jot down your “Take-Aways” • Consider what you need to know and be able to

do to successfully implement what you have learned in this session.– What is still unclear?– What professional development or additional

resources do you need?

District Contacts

Rita MooreScience Advisor

Department of Curriculum and Instruction moorerf@scsk12.org