Reflection: Writing Across the Disciplines Cell Transport, part 1 - Section 3: Guided Practice


Writing across the curriculum is an effective way to reinforce learning for students.  Because there are so many forms of writing, I try to utilize forms of writing other than essays to reinforce learning.  Poems, pneumonics, stories and acrostics are all beneficial writing forms to I like to use. I like writing across the curriculum because students are afforded an opportunity to display creativity with a scientific concept.  Also, I like acrostics because students benefit when they are able to write as a means of demonstrating their understanding of topics.

Acrostics are a good writing tool because they are a form of writing that allows all students to likely experience success with a writing task.  Acrostics are simple and easy enough to complete that students can focus more on developing sentences that show conceptual understanding.

I model how to write an acrostic using my name so that students are able to see how easily the process can be accomplished.  A benefit of acrostics is that they can be easily completely within a class period and they also can be evaluated quickly by the teacher.  When I evaluate acrostics, I look first for correct sentence structure and second for the depth of understanding conveyed in the sentences that student write for each letter.

I am always pleasantly surprised with the unique sentences that students develop when writing acrostics and find that they embrace the task eagerly


  Reinforcing Learning through writing
  Writing Across the Disciplines: Reinforcing Learning through writing
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Cell Transport, part 1

Unit 5: Unit 2- Cells
Lesson 16 of 30

Objective: Students will be able explain the impact of water on life processes (i.e., osmosis, diffusion).

Big Idea: Whether it’s active or passive transport, molecules move in and out of cells.

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10 teachers like this lesson
cell membrane, Science, cell transport, Endocytosis, Exocytosis, difussion, Osmosis, Active transport, Passive transport, hypertonic, hypotonic, isotonic
  60 minutes
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