Working like a scientist

ContentsContents

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Unit Overview.......................................................................................... 3Meeting Agenda

............................................................................................. 4Unit ObjectiveHow to Read Like a Scientist

....................................................................................... 6Reading Inventory.................................................................... 7Interactive Notebook Strategy

.................................................................................... 8Reading Worksheet............................................................................... 9Supervolcano Example

How to Write Like a Scientist............................................................. 11Interactive Scientific Method Lab

........................................................................................ 12Observation Lab.............. 13Scientific Method Notes (using Interactive Notebook Strategy)

.......... 14Parts of Experiment Notes (using Interactive Notebook Strategy)................................................... 15Student Scientific Explanation Scaffold

................................................ 16Turning the Scaffold into a final lab reportHow to Think Like a Scientist

........................................................................................ 18Penny Drops (1)....................................................................................... 19Cookie crumbles

Contact Information........................................................................ 21If you have any questions

Unit OverviewUnit Overview

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............................................................................................. 3Meeting Agenda................................................................................................ 4Unit Objective

Unit OverviewUnit OverviewMeeting AgendaMeeting Agenda

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1. Introduction2. How to use the notebook3. "How to Read Like a Scientist" -Reading Inventory -Interactive Notebook Strategy -Reading worksheet (Supervolcano Example)4. "How to Write Like a Scientist" -Interactive Scientific Method Lab -Observation Lab -Notes: Scientific Method and Parts of an Experiment -Student Scientific Explanation Scaffold -Turning the Scaffold into a final lab report5. "How to Think Like a Scientist" -Penny Drops Two -Cookie Crumbles

Unit OverviewUnit OverviewUnit ObjectiveUnit Objective

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The “Working Like A Scientist Unit” was created by the

eighth grade science PLC with the purpose of

enhancing student science literacy skills. The unit is

divided into three sections: “reading like a scientist”,

“writing like a scientist”, and “acting like a scientist”. At

the end of the 2008-2009 school year we determined

that the unit was successful in its mission; eighth grade

science teachers saw an improvement in student

writing. Students were more descriptive when

describing what they observed in activities, answered

science prompt questions with more depth, and used

science vocabulary more appropriately.

How to Read Like a ScientistHow to Read Like a Scientist

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.......................................................................................... 6Reading Inventory....................................................................... 7Interactive Notebook Strategy

........................................................................................ 8Reading Worksheet.................................................................................. 9Supervolcano Example

How to Read Like a ScientistHow to Read Like a ScientistReading InventoryReading Inventory

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We will begin this lesson by having students complete a reading inventory.

Sci Rdg Inventory.doc

In the spring students will complete the reading inventory again. This will help to show how effective the "Interactive Notebook Strategy" was.

How to Read Like a ScientistHow to Read Like a ScientistInteractive Notebook StrategyInteractive Notebook Strategy

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1. Students will share what strategies they use when reading for comprehension. The teacher will keep track of the responses on the board.

2. We will then model the "Interactive Notebook Strategy" with students. This model will be used throughout the year.

Interactive Notebook Strategy

3. After we have modeled the strategy as a class, students will practice using the model on their own. Their notes will be submitted for teacher review.

4. During the next class, the teacher will share student work and answer any last questions.

How to Read Like a ScientistHow to Read Like a ScientistReading WorksheetReading Worksheet

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Observations regarding the use of the interactive notebook strategy:

1. For some learners, the process encouraged higher-level thinking2. Through diagramming, students were able to connect the material to their personal experiences3. For students at a lower readiness level, the format was too cumbersome4. Teachers found the strategy impractical to use on a daily basis5. The process depends on the organizational skills of the students

An alternative to the interactive notebook strategy was developed. Below are some examples:

Scientific Method Reading Assignment.doc

Reading WS.doc

How to Read Like a ScientistHow to Read Like a ScientistSupervolcano ExampleSupervolcano Example

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Example for "Reading Like a Scientist"

Article: MAMLE Reading.doc

Reading Worksheet: Supervolcano Reading Assig-2.doc

How to Write Like a ScientistHow to Write Like a Scientist

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................................................................ 11Interactive Scientific Method Lab........................................................................................... 12Observation Lab

.................. 13Scientific Method Notes (using Interactive Notebook Strategy).............. 14Parts of Experiment Notes (using Interactive Notebook Strategy)

...................................................... 15Student Scientific Explanation Scaffold................................................... 16Turning the Scaffold into a final lab report

How to Write Like a ScientistHow to Write Like a ScientistInteractive Scientific Method LabInteractive Scientific Method Lab

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This online activity will be a "refresher" of the scientific method

Scientific Method Labs

The following worksheet will accompany the lab:

Interactive Scientific Method Lab.doc

How to Write Like a ScientistHow to Write Like a ScientistObservation LabObservation Lab

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Food Coloring Lab Activity

Materials (per group):1 test tube rack3 test tubes- filled with water, vinegar, and oil1 food coloring dropper

Procedure:1. Obtain all materials2. Place one drop of food coloring in test tube one, containing water3. Observe and Record...Wait 30-60 seconds to observe how the food coloring acts4. Place one drop of food coloring in test tube two, containing vinegar5. Observe and Record...Wait 30-60 seconds to observe how the food coloring acts6. Place one drop of food coloring in test tube three, containing oil7. Observe and Record...Wait 30-60 seconds to observe how the food coloring acts8. Observations will go in a table that you will create9. Clean up. Rinse out test tube containing water and vinegar. Place the oil test tube in the test tube rack by the teacher's desk.

How to Write Like a ScientistHow to Write Like a ScientistScientific Method Notes (using Interactive Notebook Strategy)Scientific Method Notes (using Interactive Notebook Strategy)

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Students will need a three-ringed binder and lined paper for their science notebook.

The notes will be provided to the students and we will use the "Interactive Notebook Strategy" as we discuss them as a class.

The Scientific Method.doc

How to Write Like a ScientistHow to Write Like a ScientistParts of Experiment Notes (using Interactive Notebook Strategy)Parts of Experiment Notes (using Interactive Notebook Strategy)

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Parts of an Experiment.doc

How to Write Like a ScientistHow to Write Like a ScientistStudent Scientific Explanation ScaffoldStudent Scientific Explanation Scaffold

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This scaffold will be used as part one of our "lab report". Students will use the scaffold as a rough draft.

Student Scientific Explana-3.doc

How to Write Like a ScientistHow to Write Like a ScientistTurning the Scaffold into a final lab reportTurning the Scaffold into a final lab report

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The students will follow the steps in the attached format to turn their scaffold into a lab report.

Lab Report Format-2.doc

How to Think Like a ScientistHow to Think Like a Scientist

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........................................................................................... 18Penny Drops (1).......................................................................................... 19Cookie crumbles

How to Think Like a ScientistHow to Think Like a ScientistPenny Drops (1)Penny Drops (1)

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Part I: Stdents will complete the "Penny Drops 1" lab

penny_drops-4.pdf

Part II: Students will complete the "Penny Drops 2" lab

penny_drops_2.pdf

Part III: Students will complete the scaffold based on their results from "Penny Drops 2"

Part IV: Using the lab report format, students will present their findings in paragraph form for "Penny Drops 2".

How to Think Like a ScientistHow to Think Like a ScientistCookie crumblesCookie crumbles

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Part I: Students are given the Cookie Crumbles Prompt (from Uncovering Student Ideas in Science Vol. 1 & 2 published by NSTA)

Cookie Crumbles Prompt:

Imagine you have a whole cookie. You break the cookie into tiny pieces and crumbs. You weigh all of the pieces and crumbs. How do you think the weight of the whole cookie compares to the total weight of all the cookie crumbs? Circle the best answer.

A. The whole cookie weighs more than all of the cookie crumbs. B. All of the cookie crumbs weigh more than the whole cookie. C. The whole cookie and all of the cookie crumbs weigh the same.

Describe your thinking. Provide an explanation for your answer.

Part II: Students are given the Explanation Analysis Rubric and asked to take a second look at their response originally given in the Cookie Crumbles Promps. Does the resonse meet the criteria?

Sci Explanation Analysis.doc

Part III: Students are asked to rewrite their original response to the Cookie Crumbles Prompt using the Explanation Analysis as a guide for the revision. Comments are then made to the student regarding what could still be improved upon.

Contact InformationContact Information

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............................................................................ 21If you have any questions

Contact InformationContact InformationIf you have any questionsIf you have any questions

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If you have any questions, please email:

Brenda IrelandSaco Middle SchoolSaco, Mainebireland@rsu23.org

Michaela LamarreSaco Middle SchoolSaco, Mainemlamarre@rsu23.org