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33 Writing in Science

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Writing in Science Chapter Opener

Start-Up Activity

On sheets of scrap paper, have your students write "nutshell" reflections: "Write one sentence about an interesting scientific idea that you have learned in the last week." After students complete their one-sentence reflections, have them pass their papers to their right (or left, or behind, or before). Have each student read the reflection and add another sentence about the idea. Then have students pass these along, read the reflection, and add another sentence.

Afterward, lead a discussion about this activity:

  • What interesting ideas did people write originally?

  • What interesting ideas did others add?

Point out that writing allows one person to record an interesting scientific idea and pass it on to others, who learn from the idea and add to it. Writing helps scientists in many other ways, as well, which students will explore in this chapter.

Also direct students to the "Science" section of the Almanac (pages 563–567).

Think About It

“If I have seen further than others, it is by standing upon the shoulders of giants.”

—Isaac Newton

TEKS Covered in This Chapter

Page 292 from Write Ahead

Taking Notes in Science

Help your students understand the many ways that note-taking helps them learn:

  • Notes allow students to put ideas in their own words.
  • Notes allow students to review what they have read and heard.
  • Reading or hearing sends impulses through visual and auditory parts of the brain. Writing about it sends ideas through language centers and the motor cortex. The more parts of the brain become involved, the more deeply an idea is learned.

To improve student note-taking, lead them through the tips on this page. Then point out the features of the example student note page.

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Page 293 from Write Ahead

Keeping a Science Log

Use this page to help students launch their own learning logs. While notes respond moment-by-moment to readings or lectures, learning logs allow students time to reflect on what they have discovered. They let students connect new learning to what they already know, to explore ideas and deepen thinking. Many of the greatest scientists of all time, including Albert Einstein and Sir Isaac Newton, recorded their daily explorations in what amounted to learning logs.

Lead students through the tips on the page and the example learning log entry. Show how it differs from the notes page by exploring thoughts instead of just recording facts. Then assign your students to start their own science learning logs.

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Page 294 from Write Ahead

Summarizing a Science Article

Have volunteers read each paragraph of the science article at the top of the page. Then lead a discussion about it:

  • What is the writer's main point in the article?
  • What key details support this main point?

Afterward, have a volunteer read the summary at the bottom of the page. Compare the main point and supporting details in the summary to the ones students suggested. Help them understand that different writers will summarize ideas in different ways. The key point is for each writer to fairly represent the ideas in the original document.

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Writing Guidelines

Lead students through the guidelines for writing a science summary. Then have them find their own science articles to summarize. They can search their science books, look at science magazines, or search online. After they find articles to summarize, have them each write a paragraph that captures the main point and key details.

Afterward, have student revise and edit their summaries. Download and distribute the Science Summary Revising and Editing Checklist. Then have students present their paragraphs one-by-one in class.

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Writing a Lab Report

As you lead students through this basic lab report, help them see that its structure does a number of tasks:

  • Clearly explain the experiment and its results
  • Provide instructions to allow another person to complete the experiment
  • Mirror the scientific method: observation, hypothesis, experiment, results, conclusions
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Writing Guidelines

When you assign an experiment that requires a lab report, lead students through the guidelines on this page.

After students draft their lab reports, provide them the Lab Report Revising and Editing Checklist to help them make improvements.

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Page 298 from Write Ahead

Responding to a Science Prompt

Use this page and the next to help students practice before responding to essay questions on an upcoming test. Read the prompt aloud, and have students answer the PAST questions about it:

  • Purpose? Explain
  • Audience? Test grader
  • Subject? The Permian Extinction (the "Great Dying")
  • Type? Brief Essay

Then have a volunteer read each paragraph of the sample response. Lead a discussion about how the student answers the prompt.

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Writing Guidelines

Review the PAST analysis of this prompt:

  • Purpose? Explain
  • Audience? Test grader
  • Subject? The Permian Extinction (the "Great Dying")
  • Type? Brief Essay

Then show how the student jotted a quick list to prepare for the response. Encourage your students to use both of these strategies when they respond to prompts.

Lead them through the guidelines for writing strong beginnings, middles, and endings. Then provide them the Science Prompt Revising and Editing Checklist to use with their own responses.

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Page 300 from Write Ahead

Using Graphic Organizers

Teach your students these three graphic organizers to help them sequence science data, track causes and effects, and compare a variety of subjects for a variety of criteria. Download and distribute these templates:

Also see other graphic organizers on page 48.

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