Whenever I first present the idea of creating questions to students they are most of the time apprehensive. We go over the question words (who, what, when, where, why and how). We also talk about what makes a good question.
I also provide them with the following tool – Discussion Question Stems. Feel free to print it to use with your students!
Discussion Question Stems for Science
The inspiration for this room transformation came from an old lab/demo that my partner teacher and I did a couple of years ago (it had been done for years – the copies we had looked like they had been made using ms-dos…if you remember what that is…). Basically, in the lab demonstration, we would cook fudge, pancakes and use snickers to model the process of creating each type of rock. The kids always loved it because they got to eat yummy food while learning = win, win!!
This year instead of just doing the same lab, I decided to kick it up a notch. I donned my chef’s hat and transformed my room into the Rock Cafe!
Set-up for this was super easy! I put my desks together and added a tablecloth. I also put flowers in the middle I found some cheap vases from amazon. I then made some cute cafe signs and printed them 🙂
My favorite part of my set up was my cake display. I borrowed some cake trays from other teachers and put some of my nicer rocks on them. Similar to the cakes sitting on display at the counter of a cafe. I know I’m a Nerd!! Here is a picture:
A few years ago I typed up all the directions and the student sheet for this activity and placed it in my TpT store. It does not have the cafe signs and such – if you are interested let me know in the comments below and I can send them to you!
If you would like to use this in your class, click the link below to be directed to my TpT store:
Thanks so much for reading this post. Don’t forget to check out my other room transformations – linked on the sidebar!
When I transitioned into the science classroom from ELA several years ago, I was very surprised how many science teachers didn’t know about NewsELA. It was a resource that I used at least weekly with my ELA classes. Naturally that did not change when I became a science teacher. I started pulling articles relevant to our topic of study, and found that students were very engaged with the current-ness of the articles.
How to find articles and What to do with them?
- Go to newsela.com
- Type in your topic (in my example below I looked for fossils)
- Find an article that may work for your group.
- Print it with the additional resources OR save the url to share with your students (there is also a pro version where you can create classes and assign articles)
Here is an example of the search and what comes up after you search:
What I really like about newsELA is the ability to differentiate. You can give the same article but change the reading level. One thing that I do is ask for my students reading level when they take their reading level assessment (STAR or MAP) from my English department. That way I can pinpoint what level students need for their articles.
Another cool thing is that, if you use BrainPop, NewsELA is now linked to Brain Pop!! Yay! That means it automatically pulls in targeted articles based on the topic of the brain pop.
So, if you have not explored NewsELA I highly recommend that you do so. You can pull in some close reading strategies and really engage students with real-world content! Let me know if you use NewsELA or try it out in the comments below!
Everyone is a reading teacher. This is an idea that I don’t think I understood in my early days as a teacher. Before I taught science, I majored in ELA and never thought about hos the strategies that I used in ELA were actually valuable tools for my colleagues in other content areas.
However, now that I’m in my eighth year of teaching, I realize that we are all reading teachers in some way, shape or form. Reading is the key to our content and we cannot teach without it.
A few years back I realized that my students needed a way to comprehend text. They would read an article and get to the end of it without knowing what they read. After a lot of research I found the close reading strategy, and it is a strategy that now frequents my classroom.
What is close reading?
Close reading is a way of breaking down the text into bite sized chunks and then adding annotations to the side. The steps to close reading differ from person to person. Here are the steps that I teach my students.
- Circle the Title and make a prediction about what the article will be about.
- Chunk the Text and number your Chunks.
- Underline or Highlight key words (could be words you don’t know or vocabulary words)
- In the Right Margin – write the main idea of each chunk
- In the Left Margin – make connections (what does this remind you of, do you have a question about this chunk, etc)
- Central Idea – at the end of the article tell what the article was about in 1-2 sentences.
Now, I don’t just give my students the steps and let them loose. Usually I model this process several times before allowing them to do it on their own. Check out these pictures of what articles look like after close reading:
When I finally let my students try this on their own we read the article once as a whole class and then they go through the article with annotation task cards. The more students interact with a text – the more they comprehend!!
Want more help with close reading?
FREEBIE – this is my quick guide to help you launch close reading in your classroom. Includes an example, the steps mentioned above and a foldable to use with any article!
Close Reading in Science Quickstart
Thanks so much for visiting my blog! What are some strategies that you use in your classroom to aid in comprehension? Leave your ideas below!
We had a blast at field day this year. The weather was absolutely perfect! It wasn’t too hot or too cold. Last year, I remember it being very cold and we had to beg students to compete in the water games. Thankfully that was not the case this year.
Recently there has been a push to add more writing in all content areas. Being from an ELA background I have welcomed this with open arms. I love writing and being able to see the creativity of my students through their writing.
We just finished a unit over the rock cycle, and to close our unit I created an assignment. My students had to pretend they were a piece of sand at the bottom of a river and write about how they became a rock and went through the rock cycle. They had an option to write a story or create a comic strip. I am very impressed with what they came up with. I had some stories about the sediment floating by SpongeBob’s pineapple and others about the rock being crushed in Super-Mario.
Here are a couple of examples that I thought really displayed their understanding of the rock cycle!
If you think you would like to use this in your classroom, I made a downloadable product on TeachersPayTeachers. Just click the picture below:
With the start of a new year comes many new students for this teacher. I thought about it the other day, and for every year I have been teaching the number of students has went up. In China I started with around 60 students, and that went up to 80 in Mississippi. Then my first year back in Georgia it raised up to 100 students. This year I have almost 150. For me it is a huge learning curve in how to grade, what to grade, when to grade, etc.
I came home this weekend with two assignments to grade. One was a quiz, which students self-graded in class. Another was a writing assignment about “What is a Scientist?” I am sure most teachers who grade their papers find a comfy place in their home, perhaps around the kitchen table. However, I am not your typical teacher. This week my papers were graded at the drive-in movies under the light of the moon, meteors, and truck lights. I didn’t get them all done there, but it was nice to be productively relaxing.
SO my question to you is – Where do you grade your papers? Do you take them to exotic locales or stick to home/school?