Quick Writes in Science and Sources of Text Sets
| short_text_and_quick_response_b_portrait.docx |
The document above was shared by the Ohio Writing Project. Here is a synopsis of how it might be used: Over the course of a traditional unit, work with a series of short text to practice quick notebook responses that focus on the routine practice of working with a text, noticing what it says and then saying something in return (usually taking a position/arguing). This document also features locations of other materials that could be used in the following mini-units to engage students in argument thinking and writing.
A good source of science news that is written for teens is SciJourner, (http://www.scijourner.org/), which is a national web-based newspaper for teens. This project, funded by NSF, features informational articles (many of which are written BY teens) that could be used to identify other topics for mini-units. The editor has said he is open to publishing argument writing as well as informational, so this is a potential outlet for students' finished pieces. The expectation is that the teacher vets the submissions first, so do not submit pieces that have not been edited carefully. There is a rubric for teachers and students to use in developing and checking their articles, available at
http://teach4scijourn.org/, along with many lesson plans. A companion book is available as well, FRont Page Science: (http://www.nsta.org/store/product_detail.aspx?id=10.2505/9781936137145).
A good source of science news that is written for teens is SciJourner, (http://www.scijourner.org/), which is a national web-based newspaper for teens. This project, funded by NSF, features informational articles (many of which are written BY teens) that could be used to identify other topics for mini-units. The editor has said he is open to publishing argument writing as well as informational, so this is a potential outlet for students' finished pieces. The expectation is that the teacher vets the submissions first, so do not submit pieces that have not been edited carefully. There is a rubric for teachers and students to use in developing and checking their articles, available at
http://teach4scijourn.org/, along with many lesson plans. A companion book is available as well, FRont Page Science: (http://www.nsta.org/store/product_detail.aspx?id=10.2505/9781936137145).
Mini-Units in Science
(NOTE: not live links)
See "Intermediate-High School tab for these science-related mini-units:
Nutrition and Schools Gaming: Harmless or Harmful? Teen Brains
Should We Worry About What We Eat? Sugary Drinks (On Demand)
Concussions (On Demand) Recycling (See also Primary version)
Replacement Organs
Scroll down for these other science-related mini-units:
School Start Time Should Cold Sufferers Wear Masks? GMOs
Conservation Is Science Debatable? Pets and Hot Cars
Should the Government Support the Development of Race-Based Medicines?
Organ Shortage and Artificial Organs Should We Worry About the Burrowing Owl?
Other topic ideas: see list below, Argument Topics in Science
See "Intermediate-High School tab for these science-related mini-units:
Nutrition and Schools Gaming: Harmless or Harmful? Teen Brains
Should We Worry About What We Eat? Sugary Drinks (On Demand)
Concussions (On Demand) Recycling (See also Primary version)
Replacement Organs
Scroll down for these other science-related mini-units:
School Start Time Should Cold Sufferers Wear Masks? GMOs
Conservation Is Science Debatable? Pets and Hot Cars
Should the Government Support the Development of Race-Based Medicines?
Organ Shortage and Artificial Organs Should We Worry About the Burrowing Owl?
Other topic ideas: see list below, Argument Topics in Science
| argument_topics_in_science_rev_june_2015.docx |
| controversy_in_physics.docx |
In SCHOOL START TIME, students learn to use scientific evidence to support a claim. Those who are opposed to the idea of delaying school start time for teens will quickly discover that there is NO scientific evidence to support their position. Good opportunity to discuss critical reading and thinking skills. There is also a language arts version of this mini-unit that models using other forms of support.
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| connecting_evidence_to_claim_student_planner_science.docx |
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Student Work Analysis Models
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| using_source_material_with_school_start_time_student_work.docx |
In SHOULD COLD SUFFERERS WEAR MASKS? students will work with a text pair in order to practice making a claim and using text as support.
See the PowerPoint for the full lesson. Abstract: We first view a video about sneezing from abc news: http://abcnews.go.com/WNT/video/best-sneeze-22258478 They use a strategy of watching it twice, recording facts and key words as they viewed it. Quick talk with pairs. Introduce question - should cold sufferers wear masks? A second video follows, using the same procedure. Then students read and code the text of the "Do Now" from http://blogs.kqed.org/education/2015/01/20/should-cold-sufferers-wear-medical-masks/. (This resource has other videos and articles for use with science classes ...could be supplemented with "hard" science articles. Gets to the idea of making arguments in the world in their content.) Discuss. Write a quick claim ... and then move on to writing.
See the PowerPoint for the full lesson. Abstract: We first view a video about sneezing from abc news: http://abcnews.go.com/WNT/video/best-sneeze-22258478 They use a strategy of watching it twice, recording facts and key words as they viewed it. Quick talk with pairs. Introduce question - should cold sufferers wear masks? A second video follows, using the same procedure. Then students read and code the text of the "Do Now" from http://blogs.kqed.org/education/2015/01/20/should-cold-sufferers-wear-medical-masks/. (This resource has other videos and articles for use with science classes ...could be supplemented with "hard" science articles. Gets to the idea of making arguments in the world in their content.) Discuss. Write a quick claim ... and then move on to writing.
Should We Worry About the Burrowing Owl?
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| why_are_burrowing_owls_on_the_endangered_species_list.docx |
Is Science Debatable?
Students consider the difference between theory and fact.
Students consider the difference between theory and fact.
| dejarnett_science_fact_or_opinion.pptx |
What Should We Do About the Organ Shortage?
There are also numerous articles in the news about the black market in organ procurement. Depending on your purpose for the unit, this aspect could be incorporated as well.
| replacement_organ_claim_by_brenda_cole.pptx |
| pros_and_cons_of_artificial_organs_9.8.docx |
| diabetes_researchers_report_new_steps_towards_the_first_artificial_pancreas_9.9.docx |
GMOs
Students learn about the Harris Moves to use source material effectively and practice making a counter claim in the context of a 40-minute guided drafting of an argument.
Students learn about the Harris Moves to use source material effectively and practice making a counter claim in the context of a 40-minute guided drafting of an argument.
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Conservation
This is a primary unit, but could easily be adapted for older students by replacing the texts with more complex ones.
This is a primary unit, but could easily be adapted for older students by replacing the texts with more complex ones.
| should_we_conserve_water_mini-unit_rev_conclusion.pptx |
What Should We Do About Pets Left in Hot Cars?
| thermal_energy_claim_by_brenda_cole.pptx |
Recycling Mini-Unit Materials:
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| connecting_evidence_to_claim_student_practice_sheets_for_use_with_powerpoint.docx |
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| how_much_does_your_school_waste.docx |
Should the Government Support the Development of Race-Based Medicines?
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