Reflection: Writing Across the Disciplines Earthquake Hazards - Section 5: Writing Assignment

 

I know and value how important being a strong writer is. I know that this skill is something that can and will follow my students for many years to come, so I frequently try to reinforce and support their ability to analyze and write about scientific, technical, and expository texts in the sciences. But, I think that in reflection, one of my biggest teaching regrets in the past is not doing enough to foster the writing ability of my students. I previously taught one particular cohort of students for three (3) years, and during that time, I felt that I rarely gave them a true opportunity to express themselves in writing. I actually think as a content group that writing is probably their weakest area, and I feel at least partially responsible for not focusing on that. So, in the last few years, I’ve had a renewed emphasis on writing. We have a Writing rubric we utilize, universal ways of editing writing responses in each content area, and a dedicated writing assignment that is graded and evaluated on both content and writing efficacy at least once per unit. In being a more writing-focused teacher, I know that many of the changes to produce better writers are small. Have them write frequently, but correctly. In work, correct grammar, spelling, and punctuation errors. Factor those elements into a grade whenever students are completing a task that requires even some elementary basis in writing. All of these could work to help foster budding writers in your science classroom!

  Writing in the Sciences
  Writing Across the Disciplines: Writing in the Sciences
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Earthquake Hazards

Unit 2: The Dynamic Earth
Lesson 11 of 16

Objective: SWBAT identify major seismic hazards and evaluate the effectiveness of various safety measures

Big Idea: Students use an online interface to find and evaluate the effectiveness of various seismic safety measures

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