Dr. Michael Klentschy El Centro School District El Centro, CA mklent@ecsd.k12.ca.us - PowerPoint PPT Presentation

Title: Dr. Michael Klentschy El Centro School District El Centro, CA mklent@ecsd.k12.ca.us


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Dr. Michael Klentschy El Centro School
DistrictEl Centro, CA mklent_at_ecsd.k12.ca.us

• Crossing Borders
• Integrating Literacy Science

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Session Goals

• Explore writing in science as an effective
  strategy for students to make meaning from their
  classroom experiences
• To become acquainted with a lesson design
  strategy for incorporating discussion and writing
  as an important part of classroom science
  instruction.

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In partnership with
IMPERIAL VALLEY COLLEGE
Imperial Valley Science Project
Valle Imperial Project in Science
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Where is El Centro?
El Centro
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Our Community and Students

• In Imperial County
• Mean income 16,322
• Poorest of all 58 counties
• in California
• 30 unemployment rate
• 22,500 students in 14 Districts

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In El Centro

• 6,500 K-8 students
• 11 Title I, School-wide Project Schools
• 77 Free/Reduced Lunch
• 61 English Language Learners
• 10 Migrant
• 81 Hispanic, 12 Caucasian,
• 4 African-American, 3 Asian

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Five Critical Elements for Reform
Valle Imperial Project in Science

• High Quality Curriculum
• Sustained Professional Development
• Materials Support
• Administrative and Community Support
• Assessment and Evaluation

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Things to Consider About Notebooks

• Best Record of
• Lesson/Unit Implementation
• Student Performance
• Quality of communication
• Conceptual and/or procedural understanding
• Teacher Feedback

Ruiz-Primo, Li and Shavelson, 2002, Looking Into
Student Science Notebooks
What Do Teachers Do With Them? CRESST
Technical Report 562.
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Additional Things to Consider About Science
Notebooks

• Writing may enhance thinking
• Writing demands the learner to
• organize knowledge
• link evidence to claims
• draw conclusions
• Transfer effect to student achievement
• Opportunity for student voice

Klentschy, M. and Molina-De La Torre, E. (2004).
Students science notebooks and the inquiry
process. In W. Saul (Ed.). Crossing Borders in
Literacy and Science Instruction Perspectives on
Theory and Practice. Newark, DE International
Reading Association Press.
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EXAMINING THE PROPERTIES OF MIXTURES
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Lesson design

• Makes standards work in the classroom
• Uses essential lessons to teach concepts
• Incorporates writing through the use of
  notebooks.

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INTENDED CURRICULUM
BIG IDEA

• Elements and their combinations account for all
  the varied types of matter in the world.

CA science standard Physical Science 1
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CA Science Content Standard addressed in this
lesson

• 5th Grade Physical Science Standard 1.f.
• Differences in chemical and physical properties
  of substances are used to separate mixtures and
  identify compounds.

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Lesson Content Goals

• 1) A mixture is a combination of 2 or more
  substances

2) Mixtures can be separated by filtering
3) In a mixture each substance keeps its own
properties
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GUIDING QUESTIONS
LESSON CONTENT GOALS

• 1) A mixture is a combination of 2 or more
  substances

• 1) What is a mixture?

2) Mixtures can be separated by filtering
2) How can a mixture be separated?
3) What happens to the properties of substances
in a mixture?
3) In a mixture each substance keeps its own
properties
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IMPLEMENTED CURRICULUM

• Engaging scenario
• Focus Question
• Prediction
• Data
• Claims and Evidence
• Conclusion
• Reflection

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ENGAGING SCENARIO

• Yesterday you and a couple of your friends were
  throwing some solid substances into buckets
  filled with water. You were aware that these
  substances were part of the materials your dad
  needs for a project at work. The substances are
  now all mixed in with the water. Your dad found
  out about this and he is not happy, he wants you
  to return the substances back to the containers.

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• You and your friends have a problem.
• What is the problem here?

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FOCUS QUESTION
With your group discuss a focus question and
record it in your notebook. Be prepared to share
with the class.
1ST NOTEBOOK ENTRY
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FOCUS QUESTION

• Suggested class focus question
• How can solids mixed in water be separated?

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PREDICTION

• Discuss with your group how to solve the problem
  stated in the focus question.
• Record your prediction in your notebook.
• Use one of the sentence formats below to help you
  write the prediction.
• If _________ then ________ because______
• I think that if ____then ________because________

2nd NOTEBOOK ENTRY
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One Students Notebook Entry
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Planning

• Using the materials you have been provided, how
  can you test your prediction?
• Discuss with your group the steps you would
  follow to test your prediction.
• Be prepared to share your groups plan with the
  rest of the large group.

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DATAOrganizing and planning

• Before you begin solving the problem,
• How will you organize your data?
• Discuss with your group the design of the
  chart and record it in the notebook. You may not
  start testing your prediction until your chart is
  ready.

3rd NOTEBOOK ENTRY
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DATA CHART sample
SEPARATION METHODS
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Task

• Now that you have a data chart to record your
  findings, begin to implement your plan to test
  your prediction.
• Be sure to record your findings on the data chart
  in your notebook.
• You may also wish to add labeled
  diagrams/illustrations of your work
• Be prepared to share your groups data with the
  rest of the large group.

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DATA CHART sample
SEPARATION METHODS
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DATA CHART sample
SEPARATION METHODS
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Making Meaning ConferenceCLASS DISCUSSION
What claim can we make on the way gravel can be
separated from water?
What claim can we make on the way powder can be
separated from water?
What claim can we make about the salt crystals
mixed in water?
How can we determine if something has dissolved
in water?
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Examples of Claims Evidence

• I claim that.
• 1. The gravel did not dissolve in water

• Because.
• 1. It was visible and it sank to the bottom

2. Gravel in water can be separated with a filter
or the screen
2.When the gravel and water mixture was poured
into the screen and filter the gravel stayed and
the water went through.
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Examples of Claims Evidence

• I claim that.
• 3. The powder did not completely dissolve in the
  water

• Because.
• 3. It settled to the bottom after a while.

4.Powders can be separated with a filter and not
with the screen.
4. When the powder and water mixture was poured
into the filter it stayed on the filter and the
water went through.
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Examples of Claims Evidence

• I claim that.
• 5. The salt did dissolve in the water

• Because.
• 5. It disappeared after it was mixed.

6. The salt crystals cannot be separated with a
filter or with the screen.
6. When we poured the salt mixtures into the
filter and the screen there was nothing left on
the filter or on the screen.
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CLAIMS AND EVIDENCE

• You are now going to write your own claims and
  evidence statements.
• (this work is done individually)
• Look at the 3 guiding questions for this lesson
  and write your claims and evidence that would
  answer them. Record them in your notebook.

4th NOTEBOOK ENTRY
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GUIDING QUESTIONS
LESSON CONTENT GOALS

• 1) A mixture is a combination of 2 or more
  substances

• 1) What is a mixture?

2) Mixtures can be separated by filtering
2) How can a mixture be separated?
3) What happens to the properties of substances
in a mixture?
3) In a mixture each substance keeps its own
properties
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THINGS TO REMEMBER AS YOU WRITE

• How did we make a mixture?
• How did we separate a mixture?
• Which substances dissolved and which ones didnt?
• What happened to the substances after we
  separated them?

Example sentence structures I claim that
_________because______ I know that ___________
because _______
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CONCLUSION

• Restate focus question as a statement
• Focus Question How can solids mixed in water be
  separated?
• Solids that do not dissolve in water can be
  separated using a filter, because the gravel and
  the powder did not dissolve in water and we were
  able to separate them with the filter.

5th NOTEBOOK ENRY
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CONCLUSION

• Revisit your prediction.
• Does the evidence support your prediction?
• Write a conclusion statement using the
  following sentence structure
• The evidence supported my prediction because

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REFLECTION
Think about what we did today Were you able to
solve your problem completely?
What other methods would you suggest we use to
separate the salt crystals from the water?
What did you learn about the properties of
substances when they are mixed?
What new questions do you have about mixtures?

• THINK ABOUT THESE QUESTIONS AS YOU WRITE YOUR
  REFLECTION IN YOUR NOTEBOOK.

6th NOTEBOOK ENTRY
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ACHIEVED CURRICULUM(as evidenced in science
notebooks)

• Feedback Guide for Proficiency

FOCUS QUESTION The problem relates to scenario
PREDICITON shows relationship between the
substances and process for separating the mixtures
DATA one chart, completed and accurate.
Illustrations correctly labeled.
CLAIMS AND EVIDENCE Minimum of 3 complete
statements showing understanding of content goals
CONCLUSION Changes focus question to a
declarative statement, states if evidence
supports prediction.
REFLECTION Answers 4 questions provided in
complete sentence form.
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Reflection

• Think of the activities you were engaged in today
  and write a personal reflection regarding the use
  of a lesson design strategy for aligning the
  intended curriculum, the implemented curriculum
  and the achieved curriculum in your own classroom
  this fall

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Session Goals

• Explore writing in science as an effective
  strategy for students to make meaning from their
  classroom experiences
• To become acquainted with a lesson design
  strategy for incorporating discussion and writing
  as an important part of classroom science
  instruction.