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Writing in Science Made Simple: Engaging Strategies for Student
Success, Part IIDuring-learning & Assessment
Florida Association of Science Teachers Conference
Kathleen Kopp
Teacher on Special Assignment, Citrus County Schools
Author and Presenter: Maupin House Publishing
http://www.citrus.k12.fl.us/fre/kopp/ContentAreaWriting.htm
Today’s ObjectivesReview of CCSS ELA writing standards as they
apply to science
Fantastic, easy-to-implement writing activities to help students learn concepts and skills
Fun, creative, and motivating writing strategies to:Review conceptsRespond to learningUse as formative assessment measuresDemonstrate mastery of essential topics
Resources for Science TeachersAll these strategies and more in Everyday
Content-Area Writing and Strategies for Writing in the Science Classroom (Maupin House Publishing, Inc.)
Brainstorming:Think about all the ways people write in the
field of science.List as many ways as you can to tell how
people write in science.You have one minute.
Literacy in ScienceCore Content Standards
Literacy in Social Studies Core Content Standards
Writing Strategies to Develop Concepts
Frayer modelGraphic organizers from http://freeology.com/graphicorgs/
Comprehension skills: main idea/details, compare/contrast, sequencing, cause/effect, etc.
Comprehension connections
Notes and notebooksFoldablesClass charts (sticky notes)Learning logs/learning journals
During Learning: Frayer Model
During Learning: Frayer Model
During Learning: Frayer Model
Main Idea and Details Graphic Organizer
Tree Diagram (main idea/details) Graphic Organizer
Compare/contrast Graphic Organizer
Triple Venn
8 Events Sequencing Chart
“Chain of Events” Graphic Organizer
Cause-effect Graphic Organizer
Note Taker Graphic Organizer
“Open Mind” Making Connections Graphic Organizer
Thinking Stems:•I wonder…•This makes me think about…•This reminds me of…•This relates to…•I imagine•I predict… •I remember when…
Taking Notes
• Is not the same as copying from the board• Include facts, information, data collection,
vocabulary, summaries, or personal reflections• May be taken in the form of a suitable graphic
organizer
Mini-notebooks: Foldables
Mini-notebooks: Foldables
Learning Logs & Learning Journals• Should reflect student learning, not teacher
instruction• Can include narratives, ideas, thoughts,
illustrations, or labeled pictures/models• May be directed by a thought-provoking question
(“Is dirt the same thing as soil?” or “Is it possible to defy gravity?” or “Would you rather design a roller coaster or a bridge, and why?”)
• May prompt students by simply asking, “What did you learn today?”
Reflective Journal: Thinking Stems
Notebook: Notes and Reflections
After Learning: Review Strategies
Give one, get oneAcrostics
After Learning: Give One, Get OneFold paper twice vertically and horizontally (nine
squares)Write three facts about a topic in any three squares.See six friends (maybe more). You “give” them one
of your facts, and in exchange, you “get” one of theirs.
No facts can repeat on the page.Use this as a concept or topic review.
MathScienceSocial StudiesLanguage Arts
What It Looks LikeTopic: Sound Energy
Sound energy travels through longitudinal waves
Sound needs a medium through which to travel.
Sound travels outward in all directions from its source.
Review Strategy: Concept Map AcrosticUse chart paper. Make enough charts so that no more than
six students are in a group.Write one essential term or concept vertically on each
paper.Give each group a marker.Each student, in turn, writes one sentence related to the
concept using the letter of the concept as the first word of his sentence.
Every student writes a sentence. Encourage collaboration.Students can use notes, text, or other resources to write
their facts.Use this as a concept or topic review.
MathScienceSocial StudiesLanguage Arts
Review Strategy: Acrostic
Assessing Student Learning
Formative Assessment StrategiesSummative Assessment Strategies
Assess Prior Learning: Group ChartsA great way to
encourage verbal thinking and collaboration
A great way for teachers to identify student misconceptions of science ideas before learning begins
Assess Prior Learning with Sticky Notes
Summative Assessments with Collaborative Projects
Authentic Assessment Resources for Science TeachersLots of great authentic writing project ideas
in the Learning through Writing Series (Maupin House Publishing, Inc.)
Award-winning Series!
Where’s the writing?
Summative Assessments with Independent Projects
Learning Projects“Animals”If this animal opened a restaurant, what would it be
like? Develop a menu of appetizers, main dishes, and desserts. Illustrate and describe the setting for the restaurant, and explain where other animals of this kind can go to experience a GREAT meal.
“Rocks”Create a rock collection to display in a museum.
Use a shoebox as your display cabinet. Include a summary of each rock. Include the type of rock, the name of the rock, and where it may be found. Also include distinguishing characteristics. Include at least one of each type of rock in your display.
“Machines”Create a model of a device that makes life easier.
Write a How-to manual to accompany your device. Include three or more examples of force and motion, and at least five vocabulary terms from this unit.
Summative Assessments: Student StoriesMad LibsRAFTSAnecdotesArticlesBiographiesBook jacketsBook reviewsDiariesFolktalesGhost storiesInterviewsLegends
LettersMysteriesPlaysPostcardsProposalsReviewsScience fictionSpeechSummariesTall talesTraveloguesTributes
Write Now!Writing allows students to internalize their learning.Writing about reading helps students build needed
vocabulary.Writing about reading allows students to organize the
content they are learning.Writing strategies can be done before, during, and
after learning.Writing is a great formative assessment strategy.
Teachers can find out students’ misconceptions about science topics before embarking on a new unit of study.
Writing can be used to assess student learning of any subject matter, but should include clear, measurable expectations. (And, students should know these expectations ahead of time.)
Thank you for spending time with me!
Kathleen [email protected]
Award-winning Series!
http://www.maupinhouse.com/
