For years I have done the traditional reading programs in my classroom. Students read and answer questions. However one year I decided to mix it up and turn things around. I required students to read a book of their choosing for 45 minutes, at the end of that time write a summary of what they read for the day. The students needed to keep track of how many pages they read each day. When the student was finished with the book I had them (using Bloom's Taxonomy)write questions. The student then had a photo copy of the book cover made and types up the questions he or she wrote. We glued these items in a folder, put the original book inside the folder and the students then switch books reading and answering the questions. The original reader was the Expert on the book and was the one to correct the other students answers to their original questions.
Our reading test scores went through the roof that year.
Sample Parent Letter:
Dear Parents,
In January I would like to expand our reading program to include some current children’s literature.
The program would require each student to purchase and bring a book of his/her choice. I would like to have you assist your child in the selection of a book that they have not read and one that seems appropriate to their reading level. (Hint: If a book has more that five words on any page that a student can not read, the book is too difficult.)
Over the course of the month I will teach all the students techniques for writing different types of question for their book. At the end of the first part of their reading experience the students will have developed questions for their story. Upon completion of reading their book and writing their questions, the students will trade books and questions, then read and answer the questions for someone else. The student who developed the questions becomes the “EXPERT” for that book and helps other students as needed.
I would like to ask that the book the student purchase be donated to the room, so it becomes apart of our folder book library.
I am very excited about the program and hope the students will be too. I appreciate your continued support of my programs and activities.
Sincerely,
Fran Hartman
Parents, please sign and return bottom.
_______________________________________________________
Yes , I have seen the note about purchasing a book for my child’s reading class.
X_____________________________________
parent signature
Types of Questions
KNOWLEDGE: the facts, recall
Who? What? Where? When? How? How many?
COMPREHENSION: interpretation and restatement of information
Explain Describe Define Locate Main idea
What caused_- to happen?
How did ________ change when________ happened?
APPLICATION: using the information to solve a problem (either from the story or to a personal situation)
How would you use_________?
What would happen if_______?
Construct/draw a ____________.
Show how_____________.
ANALYSIS: taking information a part to look thoroughly at its components
Compare Diagram Inventory Plan Similar/Difference
What is the purpose of_________?
What is the relationship between _________and _________?
What happened in the story that made you think of _________?
What events in the story give evidence for ________?
SYNTHESIS: putting information together in another way, creative thinking
Predict Combine Rearrange Alternatives Invent
What would happen if______________?
With the information from the book how would you_______?
EVALUATION: making a judgment according to some criteria or standard
Select Value Predict Choose Rate Judge Measure
Do you think that it is fair that _______? Why___?
Was it good (fair?, right?, foolish?, wise?)? What makes you think so?
Sunday, April 27, 2008
Saturday, April 26, 2008
Understanding Science Vocabulary
In science it is important to do the activity first then introduce the vocabulary. This is not what most teachers do however; we treat science vocabulary like reading vocabulary introducing the words with no prier knowledge for the students to hook their learning on.
Understanding Science Vocabulary
Exploring Reading Comprehension
• Rules
• No talking
• Answer only when directed to do so
• If you have seen this before you are sworn to secrecy
• Must participate actively when asked
• Some assessment will be involved
Grade 5
The procedure is actually quite simple. First you arrange things into different groups. Of course one pile may be sufficient depending on how much there is to do. If you have to go somewhere due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo things. That is, it is better to do a few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first the whole procedure will seem complicated. Soon however, it will become just another facet of life.
The Role of Knowledge in Comprehension
• Being able to read something does not imply comprehension
• Vocabulary knowledge alone does not imply comprehension
• Not having a meaningful context precludes comprehension
Evaluation of group Reading Performance
Reading comprehension grade:
POOR
(Vocabulary knowledge grade was GOOD)
Grade 3:
The men were at bat against the bowlers. They did not show any pity. The bowlers placed the men in slips. They placed their men in covers. It did not help. The batsmen hit a lot of fours. They hit some sixes. No ball hit the stump. No ball was caught.
A test will follow-
Reading Comprehension Test
• The men were at bat against the____
• The bowler placed their men in__ and __
• The batsmen hit a lot of ___and an occasional_________
• The ball never hit the__________
• No ball was____________
Role of Knowledge in Comprehension: Implications for Meaningful Learning
• Shorter sentences do not improve comprehension
• Reading aloud does not imply improved comprehension
• Answering questions correctly does not imply comprehension
• Readability does not imply comprehensibility of material
How did you do?? Could you tell what the activates where? Think about the implications for students with no prier knowledge in science activities before you introduce vocabulary first.
Understanding Science Vocabulary
Exploring Reading Comprehension
• Rules
• No talking
• Answer only when directed to do so
• If you have seen this before you are sworn to secrecy
• Must participate actively when asked
• Some assessment will be involved
Grade 5
The procedure is actually quite simple. First you arrange things into different groups. Of course one pile may be sufficient depending on how much there is to do. If you have to go somewhere due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo things. That is, it is better to do a few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first the whole procedure will seem complicated. Soon however, it will become just another facet of life.
The Role of Knowledge in Comprehension
• Being able to read something does not imply comprehension
• Vocabulary knowledge alone does not imply comprehension
• Not having a meaningful context precludes comprehension
Evaluation of group Reading Performance
Reading comprehension grade:
POOR
(Vocabulary knowledge grade was GOOD)
Grade 3:
The men were at bat against the bowlers. They did not show any pity. The bowlers placed the men in slips. They placed their men in covers. It did not help. The batsmen hit a lot of fours. They hit some sixes. No ball hit the stump. No ball was caught.
A test will follow-
Reading Comprehension Test
• The men were at bat against the____
• The bowler placed their men in__ and __
• The batsmen hit a lot of ___and an occasional_________
• The ball never hit the__________
• No ball was____________
Role of Knowledge in Comprehension: Implications for Meaningful Learning
• Shorter sentences do not improve comprehension
• Reading aloud does not imply improved comprehension
• Answering questions correctly does not imply comprehension
• Readability does not imply comprehensibility of material
How did you do?? Could you tell what the activates where? Think about the implications for students with no prier knowledge in science activities before you introduce vocabulary first.
What is Inquiry..Science by Doing
• Educators generally agree…. that children learn best by "doing."
• It is puzzling, therefore, that this awareness is only rarely translated into classroom instruction methods. Amazingly, rote learning techniques are still prevalent in schools.
Children are moved through the same pre-fabricated curricula. While the creative and highly effective talents of teachers are often ignored or stifled. This, at a time when critical thinking skills are increasingly in demand by employers, especially in for those in management, research, marketing or other areas requiring creative thinking skills.
Alan Coburn from the Department of Science Education at California State University in Long Beach, California Describes several different approaches to inquiry-based instruction:
Structured Inquiry:
• Students are given hands-on problems to investigate as well as the procedures, and materials, but are not informed of expected outcomes.
Guided Inquiry:
• The teacher provides only the materials and problem to investigate. Students devise their own procedure to solve the problem.
Open (student initiated) Inquiry:
• This is similar to guided inquiry, but students also formulate their own problem to investigate. Open inquiry is very similar to doing real science.
Science Inquiry _ What is it and How Do You Do It?
• Asking Questions...
• Observing…
• Experimenting...
• Measuring...
• Collaborating...
• Comparing...
• Recording...
• Journal writing...
• Analyzing...
• Elementary students learn quite effectively using hands-on, inquiry based materials when guided by an experienced teacher.
Teacher behaviors that promote inquiry-based learning:
• asking open-ended or divergent questions
• using wait-time when asking questions
• responding to students by repeating and paraphrasing what they have said without criticism
Teacher behaviors that promote inquiry-based learning:
• avoiding telling students what to do, praising, evaluating, rejecting, or discouraging student ideas or behaviors
• maintaining a disciplined classroom
• Make changes to your teaching slowly. Good science teaching involves a lot of patience, and time!
• research by: Alan Coburn
Science Process Skills
• Process Skills used by both students and scientists
• Observe: use your senses, computers, microscopes
• Experiment: change something, watch what happens, manipulate and control variables
• Collaborate: others in classroom other scientists
• Record: science journals and notebooks field notes, data sheets, computer
• measure : thermometers, lab equipment, etc scientific instruments
• sort/classify: color, size, shape, weight classification keys, field guides
• Compare: Which one is biggest? Went the farthest? Changes over time, changes in conditions
• Analysis: and sharing ~why did this happen?
• Tell others...data analysis
Make Slow changes
• Do not try and teach it all at once
• Break the process down in to little steps
• Become familiar with the process yourself.
• Give yourself permission to learn with your students, make mistakes, go back and do it again.
• It is puzzling, therefore, that this awareness is only rarely translated into classroom instruction methods. Amazingly, rote learning techniques are still prevalent in schools.
Children are moved through the same pre-fabricated curricula. While the creative and highly effective talents of teachers are often ignored or stifled. This, at a time when critical thinking skills are increasingly in demand by employers, especially in for those in management, research, marketing or other areas requiring creative thinking skills.
Alan Coburn from the Department of Science Education at California State University in Long Beach, California Describes several different approaches to inquiry-based instruction:
Structured Inquiry:
• Students are given hands-on problems to investigate as well as the procedures, and materials, but are not informed of expected outcomes.
Guided Inquiry:
• The teacher provides only the materials and problem to investigate. Students devise their own procedure to solve the problem.
Open (student initiated) Inquiry:
• This is similar to guided inquiry, but students also formulate their own problem to investigate. Open inquiry is very similar to doing real science.
Science Inquiry _ What is it and How Do You Do It?
• Asking Questions...
• Observing…
• Experimenting...
• Measuring...
• Collaborating...
• Comparing...
• Recording...
• Journal writing...
• Analyzing...
• Elementary students learn quite effectively using hands-on, inquiry based materials when guided by an experienced teacher.
Teacher behaviors that promote inquiry-based learning:
• asking open-ended or divergent questions
• using wait-time when asking questions
• responding to students by repeating and paraphrasing what they have said without criticism
Teacher behaviors that promote inquiry-based learning:
• avoiding telling students what to do, praising, evaluating, rejecting, or discouraging student ideas or behaviors
• maintaining a disciplined classroom
• Make changes to your teaching slowly. Good science teaching involves a lot of patience, and time!
• research by: Alan Coburn
Science Process Skills
• Process Skills used by both students and scientists
• Observe: use your senses, computers, microscopes
• Experiment: change something, watch what happens, manipulate and control variables
• Collaborate: others in classroom other scientists
• Record: science journals and notebooks field notes, data sheets, computer
• measure : thermometers, lab equipment, etc scientific instruments
• sort/classify: color, size, shape, weight classification keys, field guides
• Compare: Which one is biggest? Went the farthest? Changes over time, changes in conditions
• Analysis: and sharing ~why did this happen?
• Tell others...data analysis
Make Slow changes
• Do not try and teach it all at once
• Break the process down in to little steps
• Become familiar with the process yourself.
• Give yourself permission to learn with your students, make mistakes, go back and do it again.
Friday, April 25, 2008
Science By Design
Mrs. Hartman loves slugs however there are few slugs at Cedar Wood Elementary. In fact she really does not know how many slugs there are. She only knows that as she walks across the courtyard she never sees any slugs and that makes her very unhappy. Can you design an area in the courtyard that would attract slugs?
What are all of the steps involved?? What would you need to consider first?How many are in the area already?? Do a count----
Research needs to be done. What slugs eatWhy they might want to come to the areaWhat would attract them to the area Plan the area with plants that will attract slugs-Take Action-Plant themWaitRecount how many slugs are in the area now? Decide if the number of slugs in the area is what you want- Plant more plants Add more or different types of plants to attract more slugsCount again One last count- Happy with the results- celebrate successSlugfest!!!
What are all of the steps involved?? What would you need to consider first?How many are in the area already?? Do a count----
Research needs to be done. What slugs eatWhy they might want to come to the areaWhat would attract them to the area Plan the area with plants that will attract slugs-Take Action-Plant themWaitRecount how many slugs are in the area now? Decide if the number of slugs in the area is what you want- Plant more plants Add more or different types of plants to attract more slugsCount again One last count- Happy with the results- celebrate successSlugfest!!!
Slugs Not All Science is an Experiment
The slug is a gastropod, a soft-bodied type of land mollusk that lacks an external shell - they are closely related to snails. These invertebrates (animals with no backbone) usually live in moist areas on land. The biggest slug in North America is the plant-eating banana slug (Ariolimax columbianus).
Locomotion: The slug creeps along on its large, muscular foot by contracting a series of muscles on the underside of the body (making a wave that goes from the back end to the front). A special gland in the foot secretes mucus (a slimy fluid) that helps the slug move. The slug leaves a trail of slime behind them when they move.
Tentacles and Senses: Slugs have two pairs of tentacles on the head - they have a light-sensitive eyespot located on the top of each of the larger tentacles. The smaller pair of tentacles is used for the sense of smell and the sense of touch.
Diet: Most slugs eat plants, fungus and decaying vegetable material (they are detrivores or herbivores), but some are predators (carnivores). Slugs eat using a radula, a rough tongue-like organ that has thousands of tiny tooth-like protrusions called denticles.
Respiration: Slugs breathe oxygen through a hole in the side of their head (a pneumostome, meaning "air hole"). Slugs also absorb oxygen directly through their moist skin.
Reproduction: Slugs are hermaphroditic - each slug contains both male and female reproductive organs. Slugs lay clutches of 20 to 100 tiny eggs on the surface of the soil; they can fertilize the eggs themselves.
Predators of the Slug: Many animals eat slugs, including birds, fish, frogs, snakes, turtles, mammals (like raccoons and shrews), and many insects (including beetles).
We have a lot of fun with Slugs at CedarWood.
Did you know that Native Americans used ground-up slugs and their mucous as healing salve and for the relief of mosquito bites and nettle stings?
Banana Slugs have tongues with 27,000 rasping teeth.
Banana slugs are believed to be able to absorb water which can make their slimy "snot" up to 100 times their original volume.
Banana Slug:
The lyrics to the "Banana Slug" song, sung to the tune of 'Twist and Shout'.
http://sea.santacruz.k12.ca.us/osp/songs/bananaslug.html
How to make slime:
http://www.west.net/~science/slime.htm
http://www.biologycorner.com/worksheets/slime.html
http://www.kidsdomain.com/craft/silly.html
Banana Slug:
Lots of cool facts about the banana slug
http://www.naturepark.com/bslug.htm
Slug Facts:
Interesting trivia slug facts, slug mascot info., pet slugs, and more slug info.
http://www.elu.edu/~biology/biosc_museum/case_05.htm
Spotted Banana Slug:
Facts about the Ariolimax columbianus...
http://www.walnet.org/stanley_woods/slugz/bananaslug.html
Banana Slug Song (Twist & Shout)
You know I love my baby
I love the way that she hugs
Some people don’t understand it
She’s a Banana Slug!
Chorus:
BAAA_NAA_NA Slug!
She only got one foot
She ain’t got no toes
The way she slides through the forestnow
She helps it decompose
Chorus:
BAAA_NAA_NA Slug!
Some peopple think she’s gross
They ain’t got no jive
My baby lives in the forest
She helps it to survive
Chorus:
BAAA_NAA_NA Slug!
The way she waves her antena
You know she gives me such bliss
Come on, come on, come on Banana Slug
Won’t you give me a kiss
Chorus:
BAAA_NAA_NA Slug!
The way she slides through the forest
You know she looks so fine
Come on, come on, come on Banana Slug
Won’t you be mine
Chorus:
BAAA_NAA_NA Slug!
BAAA_NAA_NA Slug!
(Yell)
Banana Slug
By Golly By Gum
One of my favorite lessons for reinforcing Planning and Conducting an Experiment is By Golly by Gum. Talk about high interest. All of the skills and processes of science are used and the students never get tired of this mini unit.
Materials:
"regular" stick gum- make sure all brands are the same
Buble gum- again make brand and flavors the same
Scale to weigh gum before and after chewing.
Welcome scientists, today you will create your own experiment using bubble gum- you must follow the Planning and Conduction an Investigation.
Purpose / Question you want to answer:
What do you want to find out???
Which type of gum, regular stick gum (Wrigley's Spearmint) or bubble gum (Bazoka) has more sugar?
Hypothesis/Prediction:
What do you think will happen??
The Experiment:
Materials:
List all materials you will use
Procedure:
List all the steps you took to do the experiment
Welcome scientists, today you will create your own experiment using bubble gum- you must follow the Planning and Conduction an Investigation.
Purpose / Question you want to answer:
What do you want to find out???
Which type of gum, regular stick gum (Wrigley's Spearmint) or bubble gum (Bazoka) has more sugar?
Hypothesis/Prediction:
What do you think will happen??
The Experiment:
Materials:
List all materials you will use
Procedure:
List all the steps you took to do the experiment
Be sure to idenity:
the controlled variable (kept the same)
the manipulated variable (changed)
and the responding varivalbe (what happened as a result of the experinment)
Do the Experiment
Record data/ notes/ graphs
Analysis:
What did the data tell me? Can I figure out what it all means?
Conclusion:
So what did you learn from doing the experiment?
the controlled variable (kept the same)
the manipulated variable (changed)
and the responding varivalbe (what happened as a result of the experinment)
Do the Experiment
Record data/ notes/ graphs
Analysis:
What did the data tell me? Can I figure out what it all means?
Conclusion:
So what did you learn from doing the experiment?
Can you now create another experiment using gum?
How will the amount of time gum is chewed effect the amount of sugar?
What else can you come up with??
Sunday, April 20, 2008
Effective Science Notebooks
Effective Science Notebooks Must Have:
· Date and title for entry
· Table of Contents
· Pages numbered
· Take and make careful notes, observations and measurements.
· Use evidence to support conclusions.
· Read and respond to teacher and peer comments
· Revisit information/reflections for discussions.
· Add ideas and thoughts to their entries after discussion and reflection.
Grading Notebooks
Science notebooks are tools for inquiry that allow children to frame questions and seek answers….They are to be used to identify student understanding and misconceptions about science concepts and to inform further practice. Each notebook should have the following.
Date every entry
Title every entry
Prediction
Material
Procedure
Diagrams and labels
Chart or data table as it corresponds to student results
Conclusions as they relate to data
Must be legiable
Many teachers confusion science notebook writing as a means to grade the actual writing skills. I believe this is a place for children to explore, formulate ideas and concepts without the worry of a structured writing grade. That does not mean they are free to ignore good writing, it simply means they do not have to have complete sentences, or paragraphs in order to relay their thoughts.
· Date and title for entry
· Table of Contents
· Pages numbered
· Take and make careful notes, observations and measurements.
· Use evidence to support conclusions.
· Read and respond to teacher and peer comments
· Revisit information/reflections for discussions.
· Add ideas and thoughts to their entries after discussion and reflection.
Grading Notebooks
Science notebooks are tools for inquiry that allow children to frame questions and seek answers….They are to be used to identify student understanding and misconceptions about science concepts and to inform further practice. Each notebook should have the following.
Date every entry
Title every entry
Prediction
Material
Procedure
Diagrams and labels
Chart or data table as it corresponds to student results
Conclusions as they relate to data
Must be legiable
Many teachers confusion science notebook writing as a means to grade the actual writing skills. I believe this is a place for children to explore, formulate ideas and concepts without the worry of a structured writing grade. That does not mean they are free to ignore good writing, it simply means they do not have to have complete sentences, or paragraphs in order to relay their thoughts.
Preparing to Teach Science
Breaking students into groups so that learning is facilitated is the best way I have found to increase science knowledge for every child. I specifically place students by ability into groups of 4 if possible, making sure there are equal gender and abilities of all levels. I then ask each group to assign a job to each member on the team and rotate the jobs daily, or weekly.
Principal Investigator:
The student who directs the group work, makes sure the tasks are being completed, and helps each group member fulfill the responsibility of her or his role.
Recorder:
The student who collects and writes the group’s ideas on Group Recording Sheets.
Materials Manager:
The student who oversees the collection and setup of materials and the cleanup and return of materials.
Reporter:
The student who presents the groups’ results to the whole class.
Principal Investigator:
The student who directs the group work, makes sure the tasks are being completed, and helps each group member fulfill the responsibility of her or his role.
Recorder:
The student who collects and writes the group’s ideas on Group Recording Sheets.
Materials Manager:
The student who oversees the collection and setup of materials and the cleanup and return of materials.
Reporter:
The student who presents the groups’ results to the whole class.
Technology Integration Ideas
· Power Point is a free product on goggle for kids that don’t have it.
· Photo Story is a free download from Microsoft.
Integrating Technology into 5th grade
Sept: Getting to Know You- Short Photo Stories with name, few fabulous facts about self, (have each kid take a photo of kid sitting next to them) “Each one teach one”- each kid then downloads photo to a pre-made folder on computer. Teach class how to do Photo Story using their photos- put up on your blog.
Oct: Power Points for conferences- set up template- do in computer lab or free time- store on server- kids do self conferences using Power Point
Nov: Biographies in Photo Story- Use the writing pre-write format- Someone that has contributed to science/ inventions/ improvement of mankind.
Dec: Publisher Calendars for gifts, Personalize by each student
Jan: Begin Science Conference project- each kid will be doing a Power Point Presentation on their science experiment. See template-
Feb: NCCE Conference- look for one good usable project/lesson come back and do the project/lesson in your classroom
March: Power Points for conferences- set up template- do in computer lab or free time- store on server- kids do self conferences using Power Point. Poems/ writing assessment- post on blog have kid podcast
April: WASL- Mother’s Day Photo Story card. Kids do
May: Facing The Future Project- Climate Change, Photo Stories of How students can make a difference in our world.
June: End of year 5th grade celebration DVD
Curriculum Ideas:
· AR reading Photo Stories- every time a kiddo reads an AR book they add a slid to their AR Photo Story- or Power Point and rate the book, give quick summary- use guided reading practices to reinforce skills.
· Science reinforcement; I used Photo Story to teach science concepts that should have been taught in earlier grades or for reinforcing skills taught.. By having students read primary science books then create a CD for younger students to view, my students receive great review. Power Point is a fantastic tool for creating Jeopardy game boards using science knowledge learned during units taught.
· Math: Same deal- Photo Story is so quick and easy you can use this to reinforce even math concepts
· Spelling: Word of the week- concept of the week- Podcast- have kids do a script in the beginning of the year- use it all year long for Spelling podcast- this would take minutes to create and post to your blog
· Teach a kid to post to your blog- easy!!!!
Using Photo Story students can help younger students learn science concepts while reinforcing their own knowledge.
Alexander Gram Bell Biography book report using photo Story by John W. 5th grade student at Cedar Wood Elementary.
· Photo Story is a free download from Microsoft.
Integrating Technology into 5th grade
Sept: Getting to Know You- Short Photo Stories with name, few fabulous facts about self, (have each kid take a photo of kid sitting next to them) “Each one teach one”- each kid then downloads photo to a pre-made folder on computer. Teach class how to do Photo Story using their photos- put up on your blog.
Oct: Power Points for conferences- set up template- do in computer lab or free time- store on server- kids do self conferences using Power Point
Nov: Biographies in Photo Story- Use the writing pre-write format- Someone that has contributed to science/ inventions/ improvement of mankind.
Dec: Publisher Calendars for gifts, Personalize by each student
Jan: Begin Science Conference project- each kid will be doing a Power Point Presentation on their science experiment. See template-
Feb: NCCE Conference- look for one good usable project/lesson come back and do the project/lesson in your classroom
March: Power Points for conferences- set up template- do in computer lab or free time- store on server- kids do self conferences using Power Point. Poems/ writing assessment- post on blog have kid podcast
April: WASL- Mother’s Day Photo Story card. Kids do
May: Facing The Future Project- Climate Change, Photo Stories of How students can make a difference in our world.
June: End of year 5th grade celebration DVD
Curriculum Ideas:
· AR reading Photo Stories- every time a kiddo reads an AR book they add a slid to their AR Photo Story- or Power Point and rate the book, give quick summary- use guided reading practices to reinforce skills.
· Science reinforcement; I used Photo Story to teach science concepts that should have been taught in earlier grades or for reinforcing skills taught.. By having students read primary science books then create a CD for younger students to view, my students receive great review. Power Point is a fantastic tool for creating Jeopardy game boards using science knowledge learned during units taught.
· Math: Same deal- Photo Story is so quick and easy you can use this to reinforce even math concepts
· Spelling: Word of the week- concept of the week- Podcast- have kids do a script in the beginning of the year- use it all year long for Spelling podcast- this would take minutes to create and post to your blog
· Teach a kid to post to your blog- easy!!!!
Using Photo Story students can help younger students learn science concepts while reinforcing their own knowledge.
Alexander Gram Bell Biography book report using photo Story by John W. 5th grade student at Cedar Wood Elementary.
Reading & Non Fiction
As I am reading or finish a book if I can answer these questions
I’m a super star reader of nonfiction!!!
· What is the main idea of the selection? In your own words, summarize the selection. Include three important ideas.
· Predict what will most likely happen if… ?
· What is the meaning of the word ______ ?
· According to the selection, which idea does the author discuss first-last?· Explain how the (text feature) helped you understand the selection.
· What are differences /similarities between _______ and ______ ?
· Explain why __________ happened.
· What is the author’s purpose for writing the selection?
· Who might benefit from reading this selection?
I’m a super star reader of nonfiction!!!
· What is the main idea of the selection? In your own words, summarize the selection. Include three important ideas.
· Predict what will most likely happen if… ?
· What is the meaning of the word ______ ?
· According to the selection, which idea does the author discuss first-last?· Explain how the (text feature) helped you understand the selection.
· What are differences /similarities between _______ and ______ ?
· Explain why __________ happened.
· What is the author’s purpose for writing the selection?
· Who might benefit from reading this selection?
Reading & Fiction
As I am reading or finish a book if I can answer these questions
I’m a super star reader of fiction!!!
· What is the main idea of the story?
· In your own words, summarize the story. Include three main eventsWhat will the character do now that…? What is the meaning of the word ______ ?
· According to the story, which event happens first/last?
· What word best describes the character?
· What problem does the character face?
· What are differences /similarities between _______ and ______ ?
· Explain why __________ happened.
· What is the author’s purpose for writing the story?
· Who might benefit from reading this story?
A Science Conference
60% of the Science WASL is on this process. In order for students to truly understand how to plan and conduct an investigation they must do it for themselves. I have used this procedure since the beginning of the WASL, our scores have been in the top 1% in Washington State ever since. As a consultant I have shared this procedure with other schools and seen an increase of 30% on their science scores.
Your project board must include:
Question: of interest to the student
Prediction: I think… because….. (site evidence)
Materials used~ include tools and amounts
Procedure: listed by steps, 1. 2. 3. etc… include observe and measure every (day/week) The last step must be repeat experiment.
Constant Variable (parts of the experiment that are kept the same )
Manipulated Variable (the only part that changes)
Responding variable: item that changed due to manipulation- (how it changed)
Data Collection: Use a table, graph, or form of communication that displays your data.
Conclusion: Written summary showing how your data relates to your conclusion. My prediction was (right/wrong). Based on the data (site high and low data) I know that ….. give the responding variable data, therefore... (use your science knowledge plus the data to support your ideas) . If your conclusion does not begin with My prediction was...- you will receive 0 points for the entire conclusion!
Application: You must show how this question has an impact on mankind.
Have fun and be creative! Your display should be accurate, informative, easy to understand, and a pleasure to look at.
It is not enough to teach science you must have students Do Science!!
Your project board must include:
Question: of interest to the student
Prediction: I think… because….. (site evidence)
Materials used~ include tools and amounts
Procedure: listed by steps, 1. 2. 3. etc… include observe and measure every (day/week) The last step must be repeat experiment.
Constant Variable (parts of the experiment that are kept the same )
Manipulated Variable (the only part that changes)
Responding variable: item that changed due to manipulation- (how it changed)
Data Collection: Use a table, graph, or form of communication that displays your data.
Conclusion: Written summary showing how your data relates to your conclusion. My prediction was (right/wrong). Based on the data (site high and low data) I know that ….. give the responding variable data, therefore... (use your science knowledge plus the data to support your ideas) . If your conclusion does not begin with My prediction was...- you will receive 0 points for the entire conclusion!
Application: You must show how this question has an impact on mankind.
Have fun and be creative! Your display should be accurate, informative, easy to understand, and a pleasure to look at.
It is not enough to teach science you must have students Do Science!!
A Science Conference: Schedule
Science Conference: Schedule
Planning and Conducting an Investigation
You will be conducting an experiment in which observations will be made over a period of three weeks.
January 25
Deadline for approval by teacher of your question, prediction, experiment procedure, variables.
January 25– January 28
Gather materials needed for your experiment and begin conducting observations by this date. Scientific journal is created and being used.
Begin to plan your presentation board. Begin work on your board.
February 24 (three weeks of observations)
Observations completed by this date· Finish your display board.
February 25 – March 2
Meet with your partner to prepare oral presentation and Power Point.
Boards and Scientific Journals due March 2
March 3 - 6
Oral presentations
March 13
Science Conference!!! A showcase of your fine work for fellow students, parents and the community.
Planning and Conducting an Investigation
You will be conducting an experiment in which observations will be made over a period of three weeks.
January 25
Deadline for approval by teacher of your question, prediction, experiment procedure, variables.
January 25– January 28
Gather materials needed for your experiment and begin conducting observations by this date. Scientific journal is created and being used.
Begin to plan your presentation board. Begin work on your board.
February 24 (three weeks of observations)
Observations completed by this date· Finish your display board.
February 25 – March 2
Meet with your partner to prepare oral presentation and Power Point.
Boards and Scientific Journals due March 2
March 3 - 6
Oral presentations
March 13
Science Conference!!! A showcase of your fine work for fellow students, parents and the community.
A Science Conference: Self-Evaluation Checklist
CW Science Conference: Self-Evaluation Checklist
Self-Evaluation Sheet to be turned in BEFORE Oral Presentation
Student Name: _________________________________
My project board includes:
1) An interesting Question that could not be answered with a simple yes or no.
2) My Prediction: I think _______ because_______ (site evidence… reason why you predict that)
3) A list of materials used. I was very specific listing amounts needed as well as tools I used.
4) The Procedure: I listed each step using 1,2,3.. and the last step said “Repeat the experiment”
5) Constant Variable(s) were identified on my board.
6) Manipulated Variable was identified on my board. (This should be the ONLY part that changed)
7) Responding Variable was identified.
8) Data Collection. I included a ______ graph ______ chart ______ table.
9) Conclusion: This was a written summary that showed how my data related to my conclusion. I started by saying, “My prediction was right/wrong.” Then I explained the date, citing the data range and concluded by saying I know ______________ because _____________________________.
10) I stated the application for my question. I showed how this question has an impact on mankind.
11) My display board is NEAT (typed).
12 ) My display board is visually appealing.
13) My information on my display board is accurate and informative.
14) I worked with a partner to provide reliable results (repeat the experiment)
Scientific Notebook:
1) Included All parts of my investigative proposal (question, prediction, materials, procedure, data collection and conclusion.)
2) Accurately recorded all data collected.
3) Was useful to me when drawing conclusions from my data.
4) Was NEATLY done. Others could read my notes.
Based on my self-assessment I think my grade for this project should be: ______4 ( I did all that was expected + more)
My notetaking was thorough and my results were accurate. If I made a mistake, (like having more than one manipulated variable) I corrected it. Display board and notebook is visually appealing.
______ 3 ( I believe I met standard expectations for this project. I did what was expected but did not extend my thinking. )
______ 2 ( There are some parts missing. I worked on this project, but did not spend the time it takes to have a good result. If I did ______________ my project could have met standard.
Self-Evaluation Sheet to be turned in BEFORE Oral Presentation
Student Name: _________________________________
My project board includes:
1) An interesting Question that could not be answered with a simple yes or no.
2) My Prediction: I think _______ because_______ (site evidence… reason why you predict that)
3) A list of materials used. I was very specific listing amounts needed as well as tools I used.
4) The Procedure: I listed each step using 1,2,3.. and the last step said “Repeat the experiment”
5) Constant Variable(s) were identified on my board.
6) Manipulated Variable was identified on my board. (This should be the ONLY part that changed)
7) Responding Variable was identified.
8) Data Collection. I included a ______ graph ______ chart ______ table.
9) Conclusion: This was a written summary that showed how my data related to my conclusion. I started by saying, “My prediction was right/wrong.” Then I explained the date, citing the data range and concluded by saying I know ______________ because _____________________________.
10) I stated the application for my question. I showed how this question has an impact on mankind.
11) My display board is NEAT (typed).
12 ) My display board is visually appealing.
13) My information on my display board is accurate and informative.
14) I worked with a partner to provide reliable results (repeat the experiment)
Scientific Notebook:
1) Included All parts of my investigative proposal (question, prediction, materials, procedure, data collection and conclusion.)
2) Accurately recorded all data collected.
3) Was useful to me when drawing conclusions from my data.
4) Was NEATLY done. Others could read my notes.
Based on my self-assessment I think my grade for this project should be: ______4 ( I did all that was expected + more)
My notetaking was thorough and my results were accurate. If I made a mistake, (like having more than one manipulated variable) I corrected it. Display board and notebook is visually appealing.
______ 3 ( I believe I met standard expectations for this project. I did what was expected but did not extend my thinking. )
______ 2 ( There are some parts missing. I worked on this project, but did not spend the time it takes to have a good result. If I did ______________ my project could have met standard.
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