Science and Engineering Practices in NGSS
This lesson addresses SP 8: obtaining, evaluating, and communicating information. Students will have the opportunity to communicate their understanding of the parts of a plant and their functions. In the primary grade levels, students should have the opportunity to analyze and critique their work and others.
This lesson is important because it provides students a chance to be engaged in the writing process as they publish a book about the function and structure of the parts of a plant. Also, it permits students to incorporate writing into their science, so they can describe what they observe during their scientific investigation. This allows students to construct a deeper understanding of the science concept through self-reflection in expressing thoughts and ideas learned.
This is part 2 of a 3 part lesson about students writing an expository paper describing the parts of a plant. In this lesson, students will revisit their first draft in order to make revisions. Also, they will collaborate with a partner for peer editing.
I students to recall the first draft of their informational paper. I tell them that today we are ready for the next step-revising the first draft. Students are informed that revise means to change. Then I tell them that writers add and cross out ideas to make their writing clearer and better. Students are informed that scientists need to communicate their ideas and findings in a clear way.
I pass out students' folders with their rough draft and graphic organizers. Also, I provide them with a proofreading checklist along with proofreading marks. Students need a visual to aid with corrections. I write some sentences on the board for the students to practice using their proofreading marks, for example- where did Sam go.; he wint to the park.; what did he find. First, I permit all students to correct the sentences at their desks. Then I call on some students to correct the sentences on the board. I encourage them to use their edit marks.
I point out to students that they will be revising their paper to make it more clear and more interesting. Also, they should correct errors. They are encouraged to use their proofreading marks and checklist. I give the students 10 minutes to work on their revisions.
I walk around to monitor the students and I ask students questions to make sure that they are focusing on their revisions as well as including accurate information about the parts of a plant. Examples of questions would be: Are the sentences in the right order?; Can you add words to describe your sentences more clearly? Are you explaining the parts of the plant? Are you providing accurate information about the parts of a plant?
Students are sitting on the carpet and I show them Read Write Think- Peer Editing PowerPoint. This serve as a visual for my students. In observing the PowerPoint, students learned the "golden rules" of being a peer editor.
After the PowerPoint, I invite students to turn and talk to discuss how a peer editor can be beneficial. Turn and talk allows students to express their responses to others. When students share their voice, they can build their confidence as well as increase their oral communication skills.
Then I tell students that they are ready for the next step- peer editing. They collaborate with their assigned partner. Students are paired by abilities, high and low. Peers are reminded that they can correct mistakes neatly and clearly if they use certain proofreading marks. I remind them to refer to their proofreading marks checklist. Students are informed to collaborate with their partners. I tell them to exchange papers with their partner. The students read each others papers silently, followed by time to ask questions to each other. Students are reminded to make sure that their partner accurately discuss the parts of the plant.
Peer editing provides students the opportunity to be engaged in meaningful scientific discourse as they critique each others work. As peers collaborate, I walk around to ensure that they are on task. If I see that a pair of students are having difficulties, I call them to the table to work with them one- on -one.
Listen to a pair of students discussing their revisions- peer editing video.
Here is a copy of revise work- student work.
With students at their desks, I remind them that they have completed several steps of the writing process, brainstorming, drafting, revising, and peer editing. Then I ask them: Why do we brainstorm?; What do you look for when you revise?; and How is the writing process helpful to developing a paper? I ask these questions to evaluate students thinking about the writing process.
Students are asked about the parts of a plant.
Then I take up their finished folders with their revisions, suggestions, and comments. I check the students' folder to make sure that everyone is ready to publish their book on the next day. I am analyzing to see what additional support is needed. If a child is struggling with phonics, sentence structure, or the parts of a plant, I will work with him/her the next day.