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1. Collaborative writing of scientific stories: All sitting in a circle and three students evenly spaced have a clipboard. Each student with a clipboard is asked to think about a science described in a book and write a sentence. After passing it on, new student reads what has been put and adds on. They go around the circle.

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I particularly enjoyed the concept of intertwining language arts and science. Using pre-reading strategies, during reading strategies and post-reading strategies seem to be dominantly used in a language arts classroom, but I think it can be very helpful while reading science text as well.

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One article that stuck out to me for its novelty was focused on using a "story progression" to explain a science concept. In this format, students are asked to explain a science process in the form of a narrative, with key vocabulary utilized to solidify understanding.

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-Pre-reading: Anticipation Guides
-Highlighting and underlining while reading
-Post-reading: Frayer Models and graphic organizers
-Story progressions- have students write a story about a scientific process explaining how it works with fiction or non-fiction characters and a word bank that the students have to follow in order

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My class did stations most of the time, some were short readings (TPT), but no articles or from a textbook

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In the field they had science magazines they would read from periodically. There was no science textbook so most of the content came from BrainPOP videos. The articles in the magazines were used to reinforce to concepts rather than introduce them.

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I rarely saw any reading in the field. Students would read directions for the labs and activities, but they never read any articles or material from the book.

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I really did not see any reading in the field. Only reading directions of activities, but other than that it was direct instruction mostly.
They researched a genetic disease using the internet.

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Answering questions or putting captions to picture sequences

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Students wrote lab reports, answered questions, and completed worksheets.

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Students at CCPA are asked to read book chapters with integrated questions that probe into the content and extend students' understanding as they read through the chapter.

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A lot of the activities that the students did were short answer questions. They recently wrote a portfolio about specific genetic diseases that they researched.

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A strategy that stood out to me was the social aspect of the after reading strategies. I liked how the article stressed the social aspect of learning and reading.

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Students at Seton participate in interactive lectures, write lab reports, and answer short answer questions which extend beyond the content.

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The students completed a project for each unit but the writing involved was answering short response questions.

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Newton and the theories of gravity/motion. Biology and the life of fungi.

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Galileo and focusing on planets

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Ms. Potter and looking at fungi and organisms

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organisms- decomposers: fungi

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Beatrix Potter's investigation of fungi and creation of diagrams, demonstrating the investigative process

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You could look at part of the notebooks of the pictures of fungi that Ms. Potter drew and look at them and analyze the changes and life cycle of these fungi

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Biology and environmental sciences focus on ecosystems.
Planets' orbit in space

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Giving students their own science notebooks to write down questions and make observations in their day to day life, encouraging them to observe the world and fostering curiosity

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Having students create their own science notebook to keep their thoughts and idea in one place. Shows the importance of keeping an organized notebook.

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Having students use virtual notebooks to track data and observations throughout the year with pictures and diagrams

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Jane Goodall- maybe they can "observe" an animal and making their own notebook

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A post-reading strategy that stood out to me was creating a graphic organizer to organize, summarize, and analyze new information from the reading.
A writing strategy that stood out to me was Porquois story writing which is creating fictional explanations of natural phenomena. I think this really allows students to use their imaginations and come up with crazy ways to rationalize natural phenomena, helping them remember it better

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There really wasn't much reading in my field experience, they didn't really use the textbook at all and did a lot of guided notes with minimal reading or worksheets. The only "reading" I saw was when students would read the procedures of labs they were doing.

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At Seton HS, they did a lot of writing in lab reports and answering questions in worksheets. They had one full lab report while I was there that contained a lot of scientific style writing.

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I could connect Newton's laws of motion (maybe going a little bit more in depth for high schoolers), to gravitational theories.

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Students can keep a "notebook" in one note by creating a folder rather than having a paper lab notebook. This can be where they keep all of their data from labs they do throughout the school year, making it easy to go back and search for specific labs