To the MACS: Mastering the Art of Communication in Science

To the Macs: Mastering the Art of Communication in Science
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Wednesday, October 27, 2010

To the Macs....
Mastering the Art of
Communication in Science
Carla and Terri Johnson
breakawaybySeanWallis

Terri Johnson
terri.science@gmail.com
www.slideshare.net/terri.science
www.twitter.com/terri_science
Carla Johnson
carlajohnson78@gmail.com
Bode Middle School
Saint Joseph School District
Saint Joseph, Missouri

The Critical Role of Argumentation
Learners are expected in engage in a continuous cycle of
negotiating and clarifying meanings and explanations with their
peers and teacher.

Online Collaborative Learning Spaces
Edmodo
Ours:
Patriot Place, a Ning
Wikispaces

Science Writing
Heuristic
1.Beginning Ideas- What are my
questions.
2.Tests - What did I do?
3.Observations - What did I see?
4.Claims - What can I claim?
5.Evidence - How do I know?Why
am I making these claims?
6.Reading - How do my ideas
compare with other ideas?
7.Reﬂection - How have my ideas
changed?

1. Beginning ideas--What are my questions?

Four Question
Strategy
1. What materials are available
for conducting an experiment
on...?
2. How do/does _______ act?
3. How can I change the set of
materials to affect the action?
4. How can I measure the
response to the change?

From Science Notebook to Experimentation.

Wallwisher

Edistorm
Google Moderator
These allow you to vote for favorites!

2. Tests--What did I do?

• How did you set up your
independent variable?
• How did you measure your
dependent variable?
• How did you keep everything
else constant?
• Then...diagram, label and color!
Science Notebook

Use of Digital Images to show
steps in an investigation.

Collaborative Documents
• Google Docs
• Type With Me

Carla and Terri TypeWith.me

3. Observations--What did I see?

Science Notebooks
Diagram the
observations
Label, label,
label...

Observations--Looking at a Distance Time Graph

Podcasting-Vocaroo

4. Claims--What can I claim?

Claims
• Describe a pattern
• Make a generalization
• State a relationship
• Construct an explanation
Science Notebooks

State a
relationship
Describe a Pattern
Make a
generalization

Big Huge Labs

Tell me the story of... Digital Storytelling

What story is Maggie trying to tell?
Digital Storytelling...

What is Maggie’s
Story?

Do Maggie and Max
understand fault block
mountains?
This is Max’s Take...

Poll Everywhere

Word Clouds
• Wordle
• Tagzedo
• Answer Garden

Answer Garden

5. Evidence--How do I know? Why am I making these claims?

Students may look at data in charts and graphs or reading selected text to look
for evidence to support their claims.
Science Notebooks

To help students build conceptual knowledge, start by
building common experiences.

Our students use these experiences to construct
charts and graphs to help make meaning.

Gallery Walk

Great
Graphs
Students
provide
feedback
during a
Carousel of
Student
Work

Graphing
Crappy Graphs

Graphing
Create a Graph

6. Reading--How do my ideas compare with other ideas?

Reading Print-
Flagging Text
• Sticky Notes Needed.
• Have kids ﬂag “evidence” to
support their claims in one
color.
• Words that the students
don’t understanding
• Larger sticky notes can be
used for a variety of
purposes: questions, making
connections...

Graphic Organizers!
Frayer Model

Annotating Text
diigo.com

Safari Reader

7. Reﬂection--How have my ideas changed?

•Think
•Share
•Advise
•Revise
TSAR

TSAR in action--Is air resistance a contact or
noncontact force?

Mindmapping

Cacoo:
Collaborative Online
Concept Mapping

Glogster
Online Poster--
embed text,
images, podcasts,
and videos
http://samcr.glogster.com/Bernoullis-Principle/

Blogging/ Responding to Discussion Questions

Works Cited
• BSCS, Biological Sciences Curriculum Study, Colorado Springs Colorado.
• C o t h ro n , J u l i a , R o n a l d G i e s e , a n d R i c h a rd R e z b a . S t u d e n t s a n d R e s e a rc h : P r a c t i c a l S t r a t e g i e s f o r S c i e n c e
C l a s s ro o m s a n d C o m p e t i t i o n s . 3 rd e d . D u b u q u e , I o w a : K e n d a l l / H u n t P u b l i s h i n g C o m p a n y, 2 0 0 0 . P r i n t .
• E r i k s o n , L a r r y, E d i t o r. D e a d l i e s t C a t c h D e s p e r a t e H o u r s : H i g h S e a s R u g g e d M e n R a w Te r ro r . D i s c o v e r y
N e t w o r k , 2 0 0 8 . P r i n t .
• H a n d , B r i a n , L o r i N o r t o n - M e i e r, J a y S t a k e r, a n d J o d y B i n t z . N e g o t i a t i n g S c i e n c e : T h e C r i t i c a l R o l e o f
A rg u m e n t i n S t u d e n t I n q u i r y . 1 . P o r t s m o u t h , N H : H e i n e m a n n , 2 0 0 9 . P r i n t .
• R i c h a rd s o n , W i l l . B l o g s , W i k i s , P o d c a s t s , a n d O t h e r P o w e r f u l We b To o l s f o r C l a s s ro o m s . 2 n d . T h o u s a n d s
O a k s , C A : C o r w i n P re s s , 2 0 0 9 . P r i n t .
• S i e m e n ’s S T E M A c a d e m y w i t h D i s c o v e r y E d u c a t i o n , h t t p : / / s t e m . d i s c o v e r y e d u c a t i o n . c o m /
• To y o t a Ta p e s t r y, N S TA

Artwork Thanks
• Breakaway by Sean Wallis at http://www.flickr.com/photos/sean_wallis/1467357780/
• busy-hands by lavannya at http://www.flickr.com/photos/63028883@N00/111884416/
• Smaller Bodyflight at http://community.discovery.com
• Composing 67/365 by Andreanna Moya Photography at http://www.flickr.com/photos/
13897165@N00/4426570168/
• Dream after read by Nadia Blagorodnova at http://www.flickr.com/photos/
34164097@N02/3913280536/
• either way sign by Joseyln Wallace at http://www.flickr.com/photos/51720181@N07/4869913259/
• Fault Block Mountains at http://geology.ohio-state.edu
• hook by EssJayNZ at http://www.flickr.com/photos/19387816@N00/2809206955
• Put the sun in my hand by Hamed Masoumi at http://www.flickr.com/photos/
13582064@N00/1835907062/
• Two Plates at http://hoobly.com
• Upgrade by gato-gato-gato at http://www.flickr.com/photos/8868875@N03/3149979415/

To the MACS: Mastering the Art of Communication in Science

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To the MACS: Mastering the Art of Communication in Science