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By: Betsy Rupp Fulwiler
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$27.86 - Member Price
$31.95 - Nonmember Price
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http://www.nsta.org/store/product_detail.aspx?lid=amzn&id=10.2505/9780325010700 31.95 Writing in Science - How to Scaffold Instruction to Support Learning http://www.nsta.org//images/products/shrinked/140/OP898X.jpg
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Details
| Type of Product: | Acquired Book |
| Publication Date: | 1/1/2007 |
| Pages: | 202 |
| Stock Number: | OP898X |
| ISBN: | 978-0-325-01070-0 |
| Grade Level: | Elementary School |
Description
In the science classroom writing is much more than an exercise for students to document their steps during an investigation. It’s an important vehicle for describing their thought processes and the evidence that supports their reasoning. Writing in Science shows you how to encourage students to grow as scientists and writers by moving beyond recounting how they completed their work and toward explaining what they learned.
Writing in Science shares proven methods for supporting improvement in how students write and think about science. It provides practical guidelines for using science notebooks in grades K–5 to teach and assess science writing in a way that develops students’ conceptual knowledge and expository writing abilities as well as their thinking and scientific skills. Betsy Rupp Fulwiler shares strategies for scaffolding and modeling higher-level forms of scientific writing such as:
• observations
• cause and effect
• comparisons
• data analysis
• conclusions
Fulwiler packs Writing in Science with numerous illustrations and tools to get you started, including:
• more than 50 entries from science notebooks, annotated with remarks about instruction and formative assessment
• scientific writing from English language learners and special-needs students
• examples and focus questions that apply to 18 popular units from the widely used STC, FOSS, and Insights kits
• 17 blackline masters of graphic organizers and writing frameworks
• specific assessment protocols and guidelines to help you analyze notebook entries and provide constructive, formative feedback to students
• planning guidelines that explain how to develop writing curricula for science units.
Best of all, Fulwiler’s methods are not only backed by research but have also been successfully implemented in the Seattle Public Schools.
Help students develop their scientific thinking in an incredibly effective way: by writing. Push them away from detailing procedures and into writing that helps them grow as writers, scientific thinkers, and learners. And do it all while meeting inquiry-based science goals and supporting writing instruction across the content areas. Read Writing in Science—you’ll discover that pencil and paper are among the most important materials in any scientific experiment.
Additional Info
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Science Discipline:
(mouse over for full classification)
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Analyzing data
Collecting data
Communicating
Interpreting data
Observing
Predicting
Scientific habits of mind
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| Intended User Role: | Curriculum Supervisor, Elementary-Level Educator, Teacher |
| Educational Issues: | Assessment of students, Classroom management, Educational research, Inquiry learning, Interdisciplinary, Professional development, Student populations: English as a second language (ESL), Teacher preparation, Teaching strategies |
Contents
Foreword by Wendy Saul
Acknowledgments
Introduction
Chapter 1 Understanding the Basics of This Integrated Science-Writing
Approach and What Research Says About It
Chapter 2 Using Science Notebooks in Integrating Science and Expository
Writing Instruction
Chapter 3 Developing and Organizing Scientific Understanding and
Thinking: Science Word Banks and Graphic Organizers
Chapter 4 Teaching Simple Forms of Scientific Thinking and Expository
Writing: Observations, Cause and Effect, and Comparisons
Chapter 5 Teaching Complex Forms of Scientific Thinking and Expository
Writing: Reasoning, Data Analysis, and Conclusions
Chapter 6 Assessing Science Notebook Entries
Chapter 7 Planning Expository Writing Instruction for a Science Unit
Chapter 8 Twelve Tips for Implementing This Integrated Science-Writing Approach
Appendix A Blackline Masters for Graphic Organizers and Writing Frames
Appendix B A First Grader’s Complete Science Notebook
Appendix C Resources for Inquiry-Based Science Units
Appendix D Focus and Investigative Questions for Inquiry-Based Science Units
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National Standards Correlation
This resource has 15 correlations with the National Standards.
[HIDE CORRELATIONS]
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Use data to construct a reasonable explanation.
- Communicate investigations and explanations.
- Use appropriate tools and techniques to gather, analyze, and interpret data.
- Develop descriptions, explanations, predictions, and models using evidence.
- Think critically and logically to make the relationships between evidence and explanations.
- Understandings about scientific inquiry
- Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. (K-4)
- Process Standards for Professional Development
- Research-Based
- Prepares educators to apply research to decision making. (NSDC)
- Connect and integrate all pertinent aspects of science and science education. (NSES)
- Design
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Learning
- Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
- Teaching Standards
- Teachers of science guide and facilitate learning. In doing this, teachers
- Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.
- Orchestrate discourse among students about scientific ideas.
- Recognize and respond to student diversity and encourage all students to participate fully in science learning.
- Teachers provide students with the time, space, and resources needed to learn science.
- Create a setting for student work that is flexible and supportive of science inquiry.
- Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
- Display and demand respect for the diverse ideas, skills, and experiences of all students.
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