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Washington Township: Disciplinary Literacy: Science Workshop #2 November 22, 2013. Dr. Valarie Lee leev@rowan.edu. ELA and Disciplinary Literacy CCSS Shifts. Building knowledge through content-rich nonfiction
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Washington Township:Disciplinary Literacy: ScienceWorkshop #2November 22, 2013 Dr. Valarie Lee leev@rowan.edu
ELA and Disciplinary Literacy CCSS Shifts • Building knowledge through content-rich nonfiction • Reading, writing, and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language • Text-based analysis and close reading • Students engaged in academic conversations
Building Stamina • Long Text • Short Text • Variety of genres • Time spent reading • Persevere through challenging sections • Increase time to read text across the disciplines • Make time for reading for pleasure
C-laim, E-vidence, R-eason Why is literacy important in the science classroom? Claim:Literacy is important in the science classroom. Evidence: Student engage in reading lab procedures and communicating their finding both orally and in writing. Translate technical language into everyday language. Reasoning: Therefore, students must be literate in order to successfully complete investigations and effectively report their findings using precise academic language, and logical reasoning. • Supporting Grade 5-8 Students in ConstructingExplanationsin Science, McNeill &Krajcik (2011)
The greenhouse effect Greenhouses allow gardeners to grow plants in cooler weather. Radiation from the Sun passes through the glass and is absorbed by objects inside, causing them to increase in temperature and radiate a much longer wavelength of energy back into the greenhouse. This lower-energy thermal radiation is unable to pass back through the glass and is trapped inside the greenhouse. As a result, the temperature of the air inside the greenhouse is increased. With controlled mixing between the inside and outside air, this allows heat in the greenhouse to be regulated.
Analyze response for C-E-R • Explain why the greenhouse walls can be constructed of glass or clear plastic, but not wood or metal. Neither wood nor metal will work as the walls of a greenhouse. Wood and metal do not allow visible light to pass through them. Light can pass through both glass and clear plastic, but lower-energy thermal radiation cannot. A greenhouse warms up when light energy is absorbed by materials inside that can radiate that thermal energy back into the greenhouse as they heat up. If the material of the walls blocks light energy from getting inside the greenhouse then it cannot become trapped thermal energy and the greenhouse will not warm up. Therefore, wood and metal would not work for the construction of the greenhouse.
Components of a Lab Activity and Connections to the CCSS • Background & Pre-lab • Procedure & Hypothesis • Data & Observations • Analysis & Conclusions • Design Challenge
Calculating DensityHow does this lesson address:- Student talk- Text dependent questions- Integrating technologyConnect to the standardsCalculating Density
