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Children want to explore, dig, build, play, and wonder. To do this they need to touch, feel, see, observe, listen, manipulate, plan, and create. Hands on, meaningful investigations give life to learning, inspire questions, and engage students and teachers in thinking! Investigations transform learning experiences from being 2D to being 3D (active and engaged interaction with content).
Investigation Types

Launch - (purpose) Engage learners with a phenomenon or discrepant event. Create questions and purpose for further investigations. Make and record observations. Collaborate and make connections. (Questions) What do you think will happen and why? Why do we need to organize our information? What characteristics does and amphibian have. What do we know about....? (example) An orange sinks or floats. Amphibian observation.

Focus - (purpose) Make and record observations. Organize information. collaborate and research answers to questions. Collect and organize data. (Questions) What do you observe? How does it change when....? What happens when two animals in an ecosystem eat the same thing? What did you find? (example) Raisins sink or float. Collaborative writing. Research food chains.

Station - (purpose) Make and record observations. Research information. Organize information. Plan and carry out new investigations. (Questions) What will happen when you add a liquid with a different density? What evidence from text can you find to support your thinking? How are amphibians and reptiles alike and different? (example) Density columns. collect information about amphibians and reptiles. Make a chart to compare and contrast.

Spontaneous - (purpose) Create student ownership of the learning environment and explore student connections. Encourage ongoing learning as ideas and opportunities become available. (questions) Where did you find....? How does this connect to our learning about....? (example) Artifact found on campus, at home, or on a trip. Connection to a field trip or other learning experience.

Ongoing - (purpose) Observe changes over time. What can we plan to investigate this idea further? (questions) How long does each stage of the life cycle take? How does the baby bird change before it is ready to leave the nest? (example) Animal (salmon) life cycle. Animal growth (live web cam).

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The Science classroom is a perfect place to take advantage of natural curiosity. Questioning cultivates student engagement and drives instruction throughout the learning process.

Divergent (multiple answers) - open ended questions may determine prior knowledge, misconceptions, and possible areas to investigate. (What do you know about plants? What do you know about animal life cycles?)

Convergent (One correct answer) - closed ended questions check for understanding. Review concepts. (Where are the roots? What are the stages of a chick's life cycle?)

Clarifying - describe ideas in more detail and explain ideas in a different way (How do roots grow? How does the chick hatch from the egg?)

Probing - Explain reasoning and deepen understanding. Analyze ideas. Compare and contrast. (Are the roots on a tree the same as the roots on a carrot? What if the chick egg is cracked before it is ready to hatch?)

Justifying and Extending - hold the learner accountable for their thinking. Provide evidence requiring the learner to support and extend their ideas. (Why do you think that? What evidence supports your idea?

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phenomenon is an event that is observable

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Strategies for teaching science vocabulary...

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Strategies for teaching science vocabulary...

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Time to Talk
It is important to promote students' dialogue as they have instructional conversations. We need to provide students with the opportunities to use their colloquial language and translate back and forth with scientific and technical terms.

Giving Instructions
We can support students' information processing by supplementing auditory information with visual clues. Multi-sensory experiences observing and communicating.

drawings, diagrams, and pictures to support the spoken word

written instruction on word cards or SmartBoard along with verbal instructions

set-up examples to supplement written lab instructions

audiotaped instructions alongside written directions

pictures with words i stages of lab procedures that students can sequence.\

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Students' Close Reading of Science Texts

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Students' Close Reading of Science Texts

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(TEACHER) Steps for preparing for close reading are as follows (steps 1 and 2 are interchangeable):
1. Select "compact, short, self-contained texts that can be read and reread deliberately and slowly.
2. Identify the purpose for the close reading, which may be to understand the gist, note distinctive language, identify key ideas, infer author craft and intention, analyze text structures and organization, or argue a position. Accomplishing the purpose may involve multiple readings: however during each encounter, the purposes for the investigation should be clear to students and supported by text-dependent questions.
3. Prepare the text for presentation by numbering lines, paragraphs, or stanzas to support ease of reference, focus, and discussion.
4. Teach children how to annotate the text sparingly, because too much highlighting can cause children to lose focus. Students can annotate keywords or phrases, confusing concepts, inferences, main ideas, and so on, all related to the lesson purpose.
5. Write text-dependent questions and prompts that will continually push the students back into the text for deeper analysis.

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Students' Close Reading of Science Texts

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Students' Close Reading of Science Texts

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Pause and Ponder

Consider a science lesson in which you might incorporate a close reading.

During each rereading, what text-dependent questions would you ask to get students to delve more deeply into an identified chunk of the text?

Contemplate how partner or small-group collaborative conversations provide students opportunities to expand and consolidate their understandings of the author's message through the workings of the text, such as language patterns, structure, and cohesion.

Think about how your observations of the students' performances during a close reading help you to identify both the science and literacy teaching points.

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I'm in love.
https://mysteryscience.com/

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History and science fit together seamlessly. Scientific innovation has been a driving force in societal change.

Have students consider what life would be like without the internet, phones, or electricity.

Focus on scientific discoveries and technological advances during specific time periods. Have students create a presentation that highlights one more scientific innovations and how they affected society.

Tie in current events by tracking the activities of the Mars Rover and its historic mission.

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Students can take part in fun and lively physical education lessons that incorporate science concept in a unique way.

Biology and Nature Walks: when learning about habitats, environmental awareness, ecosystems, or the diversity of life, have students go out on a hike in your area or to nearby conservation.

Phys Ed Physics:  Students can measure the amount of time it takes them to walk, jog, or sprint a particular distance and calculate their speed and average speed.

Science Fitness Circuits: set up various cardio, strength training, and stretching circuits during your Phys Ed classes where students learn about the human body while visiting each station.

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By incorporating Science and the Arts together, students will be immersed in activities that allow them to experience and then express the natural world around them.

Teach the Elements with Mixed Media: for example students learning about the water cycle can produce water color paintings, use clay to discuss the earth’s crust and the effect temperature and pressure have on materials or sit outside and use oil pastels to depict the changes in the fall foliage.

Upcycle Art Projects: students can make braided bracelets from scraps of fabric or create interesting 3D mixed media paintings.

Demonstrate Science Concepts through Movement: students can act out changes of state by starting off as a frozen piece of ice, melting into a pool of water and then evaporating into vapor.

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Teaching Science with English/Language Arts

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Teaching Science with English/Language Arts

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Science can be integrated into ELA in order to touch upon curriculum expectations for reading, writing, oral communication, and media literacy.

Share Science Poems and then have students write their own. Haiku, tank, free verse, sonnet… etc.

Science Video Writing Activities: An excellent short movie to share with the class is The Story of Bottled Water. (media literacy) Or, the movie Fern Gully: The Last Rainforest. Students can write letters, journals, narratives, poems, or newspaper articles as one of the movie characters.

Organize Science Info: Use Venn Diagrams, T-Charts or other graphic organizers to compare and contrast the main ideas. Can be extended if students prepare a written response, deliver a speech, or participate in a classroom debate.