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http://www.ascd.org/publications/educational-leadership/dec18/vol76/num04/Reciprocal-Teaching's-Untapped-Value.aspx

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http://www.ascd.org/publications/educational-leadership/dec18/vol76/num04/Reciprocal-Teaching's-Untapped-Value.aspx

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In January we finished up with the weather unit.  We looked at climate maps and how weather differed around the world.  Students also made their own using a color code for the polar, cool, mild, dry, and topical climates.  They then used it as a study guide for the assessment.  The postcard activity was a fun one for the students.  They were given postcards from different parts of the world, and then had to give advice as what kind of clothes that they needed to pack.  they also charted the temperature and precipitation.  They activity included line and bar graphs so that was a great way to incorporate math/socials studies into the unit.  by Vonda Vander Berg
February---
February lead into the digestive system and healthy eating.  We started by looking at "my Plate" that took the place of the "Food Guide Pyramid".  Students learned how much of each group that they should be eating.  It was interesting that boys needed more of some groups than girls.  Next, we studied the Digestive system.  I started this with a great book that explained it.  Students then went into making a booklet about it.  We took time to go back to the book to find the details about each organ to write in the details.  We took two organs a day.  This was a great way to incorporate what we were learning about expository text in reading.  We looked for those same text features in our "science text".
by Vonda Vander Berg
March----
In March we spent time on Animal adaptations and selection.  I printed off all the articles that were mentioned in the "better lessons" website.  We highlighted things that told us why animals lived in groups.  (This was a claim that we started off with)  Most students agreed on that, but they had different reason as to why they do that.  Those were the things they were highlighting.  One reason that came up was they live in groups so that mothers have someone to help them with childbirth and rearing.  It was one that they had not thought of before.  We them did some fun things with Mystery Science and selection.  Students loved the activity with looking at how lizards changed as they mated with other lizards.  Groups looked at climbing and colors and how that changed as generations went on.
Vonda Vander Berg
April----
April brought the study of seeds.  Northwestern students came in and taught this unit.  They started with the parts of the seed.  3rd graders made models of seeds our of paper.  The next lesson student pairs planted seeds and talked about what the seeds needed to germinate.  They did not know what the seed was that they planted.  They would find out later in it's life cycle.  They then talked about the life cycle of the seed.  They also did a cartoon strip to reinforce that activity.  Some of my kids were very creative with this!!  They got to share them in front of the class.  The college kids did an assessment at the end of their unit.  I'm waiting for those scores

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January In the classroom we finished up our work with comparing and looking at patterns with our fall/winter weather calendars.  We finished the project by creating bar graphs of the monthly data .  Elaine Vander Broek

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January In the classroom we finished up our work with comparing and looking at patterns with our fall/winter weather calendars.  We finished the project by creating bar graphs of the monthly data .  Elaine Vander Broek

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February Our time was spent going though the benchmarks needing to be covered and how they could be bundled together.  Jody showed us many of the resources that she had put together for us on the padlet and books that would be coming our way.  Elaine Vander Broek

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February Our time was spent going though the benchmarks needing to be covered and how they could be bundled together.  Jody showed us many of the resources that she had put together for us on the padlet and books that would be coming our way.  Elaine Vander Broek

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Read Write Think in Disciplines This is a great reference for an elementary teacher to use who is only used to teaching literacy and how that fits into the content areas.  The kids do love it when we call ourselves scientists or mathematicians.  They feel like they really can be that person.  It gives us a basis for what types of questions to use and focus on.  It also guides us to what the what the reading, writing, and thinking should look like.  Elaine Vander Broek

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Read Write Think in Disciplines This is a great reference for an elementary teacher to use who is only used to teaching literacy and how that fits into the content areas.  The kids do love it when we call ourselves scientists or mathematicians.  They feel like they really can be that person.  It gives us a basis for what types of questions to use and focus on.  It also guides us to what the what the reading, writing, and thinking should look like.  Elaine Vander Broek

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Adapt Not Adopt was a great article.  It took me back to my days of teaching at the middle school.  The idea of literacy was constantly being pushed down their throats.  It was never discussed as what is your content and how can literacy fit into this. It was that you must not only be the teacher of that content area but also a teacher of literacy. It not only makes sense for the teacher but also for the learner. Elaine Vander Broek

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Adapt Not Adopt was a great article.  It took me back to my days of teaching at the middle school.  The idea of literacy was constantly being pushed down their throats.  It was never discussed as what is your content and how can literacy fit into this. It was that you must not only be the teacher of that content area but also a teacher of literacy. It not only makes sense for the teacher but also for the learner. Elaine Vander Broek

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The Lowdown on Longhand brought back many things that I learned as a special education teacher.  It also brings back the concept of what kind of learner are we visual, auditory, tactile?  Especially, for 3rd graders I love the idea of a lab book.  It would give them a place to write and draw what they are seeing and thinking during a unit.  We could open our science time by sharing what we as scientists have observed the last time we met or worked on a topic.  This article is a great reminder that is this technological age there is still a place for putting things down on paper with a pencil.  Elaine Vander Broek

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The Lowdown on Longhand brought back many things that I learned as a special education teacher.  It also brings back the concept of what kind of learner are we visual, auditory, tactile?  Especially, for 3rd graders I love the idea of a lab book.  It would give them a place to write and draw what they are seeing and thinking during a unit.  We could open our science time by sharing what we as scientists have observed the last time we met or worked on a topic.  This article is a great reminder that is this technological age there is still a place for putting things down on paper with a pencil.  Elaine Vander Broek

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April I have spent this time getting caught up with article reading and planning forward to our last unit of seeds.  We have college students who are going to come and do 5 lessons with the kids on this topic following the benchmarks.  I also have some ideas of my own that I want to implement when they are finished. Elaine

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April I have spent this time getting caught up with article reading and planning forward to our last unit of seeds.  We have college students who are going to come and do 5 lessons with the kids on this topic following the benchmarks.  I also have some ideas of my own that I want to implement when they are finished. Elaine

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March  This month we have been teaching our units of animals, adaptations and selecction.  The kids have loved reading nonfiction articles about what adaptations animals have made and why they had to make them.  I also use 2 lessons from our Mystery science on Animal Selection.  They went very well.

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March  This month we have been teaching our units of animals, adaptations and selecction.  The kids have loved reading nonfiction articles about what adaptations animals have made and why they had to make them.  I also use 2 lessons from our Mystery science on Animal Selection.  They went very well.

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Elaine

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December- Time was spent looking at our calendars and working with bar graphs to analyze our data by looking for patterns and similarities in types of weather and temperature.  Elaine VB 

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December- Time was spent looking at our calendars and working with bar graphs to analyze our data by looking for patterns and similarities in types of weather and temperature.  Elaine VB 

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"Integrating Science Inquiry and Literacy Instruction for Young Children" I read this article and it focused on how science it not only about math and engineering, but also reading and literacy.  One of the things I definitely agree with since we use Mystery Doug/Mystery Science is that it builds curiousity in our young learners.  It even opens up there world to different career opportunities in science fields.  I have enjoyed pulling in science literature and nonfiction text to my science units.  It reinforces those literacy skills and writing as they journal.  There are so many similarities between fiction literacy and using nonfiction literacy, it would be silly not to take advantage of the reading and discussion opportunities now available to us as teachers that go beyond the basic textbook.

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"Integrating Science Inquiry and Literacy Instruction for Young Children" I read this article and it focused on how science it not only about math and engineering, but also reading and literacy.  One of the things I definitely agree with since we use Mystery Doug/Mystery Science is that it builds curiousity in our young learners.  It even opens up there world to different career opportunities in science fields.  I have enjoyed pulling in science literature and nonfiction text to my science units.  It reinforces those literacy skills and writing as they journal.  There are so many similarities between fiction literacy and using nonfiction literacy, it would be silly not to take advantage of the reading and discussion opportunities now available to us as teachers that go beyond the basic textbook.

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Elaine Vander Broek

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November- Vonda and I worked together to organize our unit for the standards of Designing a solution that reduces the impact of a weather related hazard and uses the engineering design process to solve a problem.  One of the activities that worked well beside the nonfiction books that were sent from AEA, but also the Mystery science 4- Natural Hazards and Engineering:  How to keep a house from blowing away.  The kids love the hands on parts. Elaine and Vonda

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November- Vonda and I worked together to organize our unit for the standards of Designing a solution that reduces the impact of a weather related hazard and uses the engineering design process to solve a problem.  One of the activities that worked well beside the nonfiction books that were sent from AEA, but also the Mystery science 4- Natural Hazards and Engineering:  How to keep a house from blowing away.  The kids love the hands on parts. Elaine and Vonda

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October - I was doing habitats using notebooking strategies that Heather has passed on to me.  It gave me a chance to figure out what I had to do in the science standards.  This is my first year of teaching science.  I am enjoying a second year of working with you Jody.  You continue to be a great resource and wealth of knowledge.  Elaine Vander Broek

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October - I was doing habitats using notebooking strategies that Heather has passed on to me.  It gave me a chance to figure out what I had to do in the science standards.  This is my first year of teaching science.  I am enjoying a second year of working with you Jody.  You continue to be a great resource and wealth of knowledge.  Elaine Vander Broek

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October-In October we got together to go over what this class would entail.  We went over the science standards and what we would need to do incorporate them into our classrooms.  We were teaching habitats at the time and finishing up that unit.  At the end of October we stated a unit on simple machines.  The Northwestern college students lead this unit and had good handouts that could be added to our science notebooks.  I also really liked how they put kids in small groups and each child had more time to interact with the simple machines and discuss what they were learning.  by Vonda Vander Berg

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October-In October we got together to go over what this class would entail.  We went over the science standards and what we would need to do incorporate them into our classrooms.  We were teaching habitats at the time and finishing up that unit.  At the end of October we stated a unit on simple machines.  The Northwestern college students lead this unit and had good handouts that could be added to our science notebooks.  I also really liked how they put kids in small groups and each child had more time to interact with the simple machines and discuss what they were learning.  by Vonda Vander Berg

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November-As stated above we were doing the simple machines in the classroom.  Students did a good job of staying accountable as their testing showed most were proficient and beyond.  The normal problem was with the students who don't do well in a less "structured" situation.  Those particular two didn't do well on the paper and pencil test, however, I did see learning as they were engaging in their small group.  Also in November, I met with Jody again and we set up a basic outline that we would use in our weather unit.  We had been collecting data each morning since September.  Jody showed me some websites that I could visit and incorporate into my unit.  We also ordered weather related books that could be used throughout the unit.  Elaine and I then sat down together and put down on paper what we wanted to do.  We found a better way to construct a paper house on Mystery science,  by Vonda VB
December:
I opened the weather unit by reading a book about it.  We wrote down some of the vocabulary in our notebooks.  We really focused on the difference between the climate of the a place and the weather of a place.  Students are now pretty confident in telling you that weather is more of a daily thing, and climate is more of a pattern over a period of time.  Our next step was to show a weather related video that showed all kinds of different types of weather.  In retrospect, I should have done this first.  We went into weather related disasters and drew pictures of those and wrote a little about those pictures.  The next project that we did was constructing a house that was able to resist a windstorm.  The directions were given by Mystery Science.  It was made out of paper, paperclips, and toothpicks.  Students analyzed and experimented on how to make their houses better after their first try.
Next we graphed the weather data that we'd been collecting for September, October, and November.  Student definietly saw how much easier data is viewed in a graph.  They also saw how the temperature changed throughout the autumn season.
We also met with Jody in December and showed her some of our student examples. She gave us advice on how to tweak things and where to go from here.
by Vonda VB

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The third article that I  chose was "Integrating Science Inquiry and Literacy Instruction for Young Children".  This article talks about how hard it is to merge STEM content in the early elementary grades because we are spending so much time on teaching reading.  Also, many educators feel that teaching science to young learners is difficult because it is too abstract.  The authors, however, say that teaching basic science concepts allows primary age to acquire knowledge that will help them understand more complex topics and texts later.    The authors also said that teaching STEM to young learners also grows their curiosity and attitude toward science.  So... the linking of teaching science and literacy together students can be provided with authentic learning opportunities and experiences needed to develop strong reading and writing skills.  These are the skills needed for gathering scientific information and evidence.  The article then went into the instructional learning cycle.  It has four parts:  Ask and analyze, explore and collect, Experiment and record, and interpret and produce.  As students move through the stages they build on background knowledge learned in each stage while becoming a scientist, reader, and writer.  I really liked how the article then went into a scenario of a kindergarten unit on "How Animals Eat".  The unit shared how standards were completed and what nonfiction texts were used.  It also explained how each of these stages were addressed in the unit.  It was a good example of how these stages could be implemented in early elementary.  In my own third grade classroom, I can easily see that this is true.  Many of the nonfiction texts my students choose relate to science.  The are very engaged in what they are reading.  

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The third article that I  chose was "Integrating Science Inquiry and Literacy Instruction for Young Children".  This article talks about how hard it is to merge STEM content in the early elementary grades because we are spending so much time on teaching reading.  Also, many educators feel that teaching science to young learners is difficult because it is too abstract.  The authors, however, say that teaching basic science concepts allows primary age to acquire knowledge that will help them understand more complex topics and texts later.    The authors also said that teaching STEM to young learners also grows their curiosity and attitude toward science.  So... the linking of teaching science and literacy together students can be provided with authentic learning opportunities and experiences needed to develop strong reading and writing skills.  These are the skills needed for gathering scientific information and evidence.  The article then went into the instructional learning cycle.  It has four parts:  Ask and analyze, explore and collect, Experiment and record, and interpret and produce.  As students move through the stages they build on background knowledge learned in each stage while becoming a scientist, reader, and writer.  I really liked how the article then went into a scenario of a kindergarten unit on "How Animals Eat".  The unit shared how standards were completed and what nonfiction texts were used.  It also explained how each of these stages were addressed in the unit.  It was a good example of how these stages could be implemented in early elementary.  In my own third grade classroom, I can easily see that this is true.  Many of the nonfiction texts my students choose relate to science.  The are very engaged in what they are reading.  

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by Vonda Vander Berg

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The second article that I chose was SEDL insights:  Teaching Content area literacy and disciplinary literacy.  In the article, the authors talked about the struggle students have to comprehend the texts that are used in the classroom.     Many educators have gone beyond the general strategies of summarizing, inferencing and questioning.  Many are focusing on how to access and comprehend discipline-based texts and engage in literacy skills, strategies, and practices  specific to their discipline.  This is called disciplinary literacy. Basically, it says that disciplinary teachers should use reading and writing in their  specific subject.  Approaches to disciplinary literacy have 5 basic points.  1.) Students have an authentic purpose and audience.  2.)Leaning has flexible processes and negotiable structure.  Students may want to revisit information as they process.  3.)  The teacher is the facilitator.  Students are responsible for problem solving.  4. )  Students are able to interact with experts and experts provide mentorship.  5.)Students have ownership of their learning.  The last part of the article talked about the closure of a lesson.  It suggested "the what"-what did we learn today?  "the why"-why is this information important?  "the how' -How will this information help me to be a better learner?  "the when"-When will I use this information in the real world.  I think using these questions could help students in their notebooking, especially those who struggle with what to write.  By Vonda Vander Berg

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The second article that I chose was SEDL insights:  Teaching Content area literacy and disciplinary literacy.  In the article, the authors talked about the struggle students have to comprehend the texts that are used in the classroom.     Many educators have gone beyond the general strategies of summarizing, inferencing and questioning.  Many are focusing on how to access and comprehend discipline-based texts and engage in literacy skills, strategies, and practices  specific to their discipline.  This is called disciplinary literacy. Basically, it says that disciplinary teachers should use reading and writing in their  specific subject.  Approaches to disciplinary literacy have 5 basic points.  1.) Students have an authentic purpose and audience.  2.)Leaning has flexible processes and negotiable structure.  Students may want to revisit information as they process.  3.)  The teacher is the facilitator.  Students are responsible for problem solving.  4. )  Students are able to interact with experts and experts provide mentorship.  5.)Students have ownership of their learning.  The last part of the article talked about the closure of a lesson.  It suggested "the what"-what did we learn today?  "the why"-why is this information important?  "the how' -How will this information help me to be a better learner?  "the when"-When will I use this information in the real world.  I think using these questions could help students in their notebooking, especially those who struggle with what to write.  By Vonda Vander Berg

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Science Notebooking

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I read the article "Science in the Writing Workshop" and part of the "Intergrating Science Inquiry and Literacy Instruction for Young Children"   I like how it reminded me to give the kids time to process the content we are talking about.  One of the things I struggle with is when it talked about is having the kids sharing their journal in small groups is what those groups should look like.  I tend to try to mix them with a some high and low students.  But I feel like in this I should put my high kids together so they can push and excel and my low kids together, but will my low kids be able to hand this?  Or am I not having enough faith in them.  I am excited to try this as we start a new unit today on simple machines.

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I read the article "Science in the Writing Workshop" and part of the "Intergrating Science Inquiry and Literacy Instruction for Young Children"   I like how it reminded me to give the kids time to process the content we are talking about.  One of the things I struggle with is when it talked about is having the kids sharing their journal in small groups is what those groups should look like.  I tend to try to mix them with a some high and low students.  But I feel like in this I should put my high kids together so they can push and excel and my low kids together, but will my low kids be able to hand this?  Or am I not having enough faith in them.  I am excited to try this as we start a new unit today on simple machines.

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Elaine Vander Broek

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 I chose the article Science in Writing Workshop.....One of the things that was familiar to me was that students remember more when they write it down.  I have not done notebooking with science before so this will be something that I will add to my lessons.  I think it would be a good thing to link with our literacy block, but it may be challenging being that we have a specific writing curriculum to follow.  I also liked the idea of the audience.  So often we skip this part and students can learn so much from each other that we need to incorporate some time for this.   

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 I chose the article Science in Writing Workshop.....One of the things that was familiar to me was that students remember more when they write it down.  I have not done notebooking with science before so this will be something that I will add to my lessons.  I think it would be a good thing to link with our literacy block, but it may be challenging being that we have a specific writing curriculum to follow.  I also liked the idea of the audience.  So often we skip this part and students can learn so much from each other that we need to incorporate some time for this.   

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I also liked the idea about the weather. We record the weather every day. I have not done much with this and this article sparked the idea of comparing October and September weather patterns in writing.
I don't really have any questions, except that time is always a problem. Its hard to add "more" to what we are already doing.  By Vonda Vander Berg

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Choose one of the articles from the list and reflect on it. What is something you already knew? What is a new idea for you? What could you try in your classroom pertaining the article? What questions do you have after reading the article?

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Syllabus 2017-18 Science Standards and Disciplinary Literacy (3)

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Rubric 2017-18 Science Standards and Disciplinary Literacy (3)

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Here is the link for some articles of the day that you can incorporate into your notebooking:
https://www.readworks.org/article/Interesting-Animals/2375ecde-244e-44e5-baa3-f8ba66df2120#!articleTab:content/contentSection:5e300796-b4f2-47b7-a7e7-12b32b2a9ad7/

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Here is the 4 year plan set out for districts.

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Have these in student notebooks

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Enhancing Students' Science and Literacy Learning

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Enhancing Students' Science and Literacy Learning

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Teaching Content Area Literacy and Disciplinary Literacy

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Teaching Content Area Literacy and Disciplinary Literacy

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Integrating Science Inquiry and Literacy Instruction for Young Children

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Integrating Science Inquiry and Literacy Instruction for Young Children

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More of and less than in science

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Read Write Think in Disciplines

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Adapt Not Adopt

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http://ngss.nsta.org/AccessStandardsByTopic.aspx

https://www.nextgenscience.org/

Lessons:
http://www.betterlesson.com/

Lessons for LS1, LS2, LS3:
Plant Adventures:
https://mysteryscience.com/plants/structure-function-adaptations

https://mysteryscience.com/flowers/life-cycle-traits-heredity?r=6791244#flowers-1.0

https://betterlesson.com/lesson/639116/animal-life-cycles-introduction

https://betterlesson.com/lesson/632399/animal-groups-benefits-and-disadvantages

https://betterlesson.com/lesson/632602/animal-groups-what-purpose-do-they-serve

https://betterlesson.com/lesson/633016/adaptations-and-environmental-change-an-assessment

https://betterlesson.com/lesson/629946/what-made-the-giraffe-decide-to-be-tall

https://betterlesson.com/lesson/623417/mammals-and-their-parents-perfect-together

Video on dolphins:
https://www.youtube.com/watch?v=bzfqPQm-ThU

Lessons for ESS2, ESS3:
Storyline:
https://docs.google.com/document/d/1QminTx6GqZbsIv1U_ZAHMl95mLekGb1kikHnsrq72ck/edit

https://scied.ucar.edu/activity/climate-postcards

https://betterlesson.com/lesson/616162/what-is-weather

https://betterlesson.com/lesson/627162/the-weather-house-design-and-construction

https://online.kidsdiscover.com/unit/hurricanes/topic/what-is-a-hurricane

Link for average climate in Iowa:
https://www.usclimatedata.com/climate/iowa/united-states/3185