Text-Based Discussion: Science Talk about Natural Disasters | EL Education Curriculum

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ELA G5:M4:U1:L7

Text-Based Discussion: Science Talk about Natural Disasters

In this Lesson

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These are the CCS Standards addressed in this lesson:

  • L.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
  • SL.5.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  • SL.5.1b: Follow agreed-upon rules for discussions and carry out assigned roles.
  • SL.5.1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
  • SL.5.1d: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

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Daily Learning Targets

  • I can effectively participate in a Science Talk about how natural disasters affect the people and places that experience them. (SL.5.1a, SL.5.1b, SL.5.1c)
  • I can ask questions so I am clear about what is being discussed and to build my understanding of the topic. (SL.5.1c)
  • I can review the key ideas discussed and draw conclusions. (SL.5.1d)

Ongoing Assessment

  • Participation in the Science Talk (SL.5.1a, SL.5.1b, SL.5.1c, SL.5.1d)
  • Science Talk Notes and Goals sheet (SL.5.1c, SL.5.1d)

Agenda

AgendaTeaching Notes

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Preparing for a Science Talk (10 minutes)

B. Conducting a Science Talk: Round I (15 minutes)

C. Conducting a Science Talk: Round II (15 minutes)

3. Closing and Assessment

A. Reflecting on Key Ideas and Drawing Conclusions (15 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your Independent Reading journal.

Purpose of lesson and alignment to standards: 

  • In this lesson, students participate in a Science Talk to synthesize their learning about natural disasters from the first half of Unit 1 and answer the question: "How do natural disasters affect the people and places that experience them?"
  • Recall that Science Talks are discussions about big questions or scientific ideas. They allow students to collectively theorize and build on each other?s ideas. These talks provide a window into students? thinking that helps teachers figure out what students really know and what their misconceptions may be.
  • Also recall the structure of this Science Talk: It follows the Fishbowl protocol, with two concentric circles, one observing the other as they participate in the Science Talk. Rather than providing feedback to a specific student, students provide feedback to the whole group, for the whole group to learn.
  • Students focus on working to become ethical people by focusing on a characteristic of their choice as they discuss the Science Talk question.

How this lesson builds on previous work:

  • Throughout the first half of the unit, students worked in expert groups to research a natural disaster. This lesson provides time for a formal discussion for students to share their research, learn about other natural disasters, and synthesize their learning about the effect of natural disasters.

Areas in which students may need additional support:

  • Some students may find it challenging to speak aloud to the rest of the group and may require adult or peer support to say their ideas aloud.

Assessment Guidance:

  • Use the Speaking and Listening Informal Assessment: Collaborative Discussion Checklist to assess student participation in the Science Talk and provide feedback on students' Science Talk: Notes and Goals (see the  Tools page).
  • Collect students' Science Talk Notes and Goals note-catcher to add specific feedback for each student. Use your notes on the Speaking and Listening Informal Assessment: Collaborative Discussion Checklist to guide your feedback.

Down the road:

  • Beginning in the next lesson, students will use their research on natural disasters to plan, write, and record a PSA to raise awareness about how to stay safe during a natural disaster

In Advance

  • Consider predetermining partnerships for the Science Talk.
  • Post: Learning targets and applicable anchor charts (see Materials).

Tech and Multimedia

  • Continue to use the technology tools recommended throughout Modules 1-3 to create anchor charts to share with families, to record students as they participate in discussions and protocols to review with students later and to share with families, and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.

Supporting English Language Learners

Supports guided in part by CA ELD Standards 5.I.A.1, 5.I.A.4, 5.I.B.5

Important points in the lesson itself

  • The basic design of this lesson supports ELLs by providing opportunities to use oral language in a structured way. They are also given the opportunity to receive helpful feedback. This will foster English Language development as students communicate within an authentic and content rich context. Additionally, the opportunity for students to reflect on key ideas and to draw conclusions after the Science Talk, both with a partner and as a class, is particularly supportive of ELLs.
  • ELLs may find it challenging to keep up with the conversation during the Science Talk, as they may take longer to process spoken language. Consider teaching students phrases such as, "I didn't hear your comment the first time. Can you please repeat it," to empower students to control the pace of the conversation. Additionally, students may feel nervous about speaking in front of the group. Consider including a norm about how there are no such things as mistakes when we try our best, and invite students to share comments in their home languages as well (see the Meeting Students? Needs column).

Levels of support

For lighter support:

  • During Work Time B and Work Time C, encourage students to use Goals 1 and 2 Conversation Cues with other students to extend and deepen conversations, think with others, and enhance language development. (Example: "Can you give an example?")

For heavier support:

  • Consider prewriting observations on sticky notes and read them aloud to students when distributing them to students in the outside circle during Work Time B and Work Time C. Students can choose ones that they feel apply to the conversation they observe.
  • While reviewing the Participating in a Science Talk anchor chart during Work Time B, invite students to chorally read each sentence frame as a class, and to discuss how each might be used during the Science Talk. (Example: "To build on what _____said..." is used to add similar information onto what someone else said, while "I'm not sure I agree with what _____said because..." is used to disagree.)

Universal Design for Learning

  • Multiple Means of Representation (MMR): Continue to support students by offering options for perception. Pausing for clarification of new vocabulary will also support students who may need additional support with comprehension.
  • Multiple Means of Action & Expression (MMAE): Support students in setting appropriate goals for their effort and the level of difficulty expected during the Science Talk.
  • Multiple Means of Engagement (MME): Continue to offer support in linking the lesson's activities back to the learning target. Invite students to make this connection by explicitly highlighting the utility and relevance of the Science Talk to the learning target. Continue to invite students to share how the Science Talk supports their instructional goal.

Vocabulary

Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)

  • affect, experience (L)

Materials

  • Working to Become Ethical People anchor chart (begun in Module 1)
  • Natural Disasters: Preparing for a Science Talk note-catcher (completed in Lesson 5; one per student and one to display)
  • Natural Disasters Research note-catcher (completed in Lesson 5; one per student and one to display)
  • Participating in a Science Talk anchor chart (begun in Module 2)
  • Science Talk Notes and Goals (one per student)
  • Sticky notes (three or four per student)
  • Discussion Norms anchor chart (begun in Module 1)
  • Working to Contribute to a Better World anchor chart (begun in Module 1)
  • Speaking and Listening Informal Assessment: Collaborative Discussion Checklist (for teacher reference; see the  Tools page)
  • Class World Cafe anchor charts (begun in Lesson 1; added to during the Closing; see supporting materials)
  • Class World Cafe anchor charts (example, for teacher reference)

Assessment

Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.

Opening

OpeningMeeting Students' Needs

A. Reviewing Learning Targets (5 minutes) 

  • Direct students' attention to the learning targets and read them aloud:
    • "I can effectively participate in a Science Talk about how natural disasters affect the people and places that experience them."
    • "I can ask questions so I am clear about what is being discussed and to build my understanding of the topic."
    • "I can review the key ideas discussed and draw conclusions."
  • Turn and Talk:

"What do you think you will be doing in this lesson? What makes you think that?"(discussing our ideas about natural disasters)

  • Tell students they will discuss the research question during the Science Talk:
    • "How do natural disasters affect the people and places that experience them?"
  • Review the meaning of the following words:
    • affect (to cause a change in or have an impact on)
    • experience (to live through)
  • Focus students on the Working to Become Ethical People anchor chart, and invite them to read the habits of character on the chart to themselves. Tell students to choose a habit to focus on as they work today.
  • For ELLs and students who may need additional support with monitoring their understanding: (Stopping Between Learning Targets) Consider reading one learning target at a time, stopping after each one has been read to ask students what they think they will be doing in this lesson. (MME)
  • For ELLs and students who may need additional support with vocabulary: (Practicing Key Words in a Familiar Context) Invite students to practice using the word affect in a familiar context, to solidify understanding of this key word. Provide sentence frames for support. (Example: "Reading everyday affects me by _____[making me a better reader].") (MMR)

Work Time

Work TimeMeeting Students' Needs

A. Preparing for a Science Talk (10 minutes) 

  • Tell students that before they participate in the Science Talk, they will prepare for it by reviewing and adding to their notes.
  • Invite students to retrieve their Natural Disasters: Preparing for a Science Talk note-catcher and their Natural Disasters Research note-catcher, and remind them that they began preparing for the Science Talk earlier in Lesson 5.
  • If necessary, briefly review how to use the Natural Disasters: Preparing for a Science Talk note-catcher to collect evidence from students' research texts. Remind them to use specific evidence from the texts to support their thinking.
  • Invite students to begin working. Circulate to support them as they work, asking guiding questions such as:
    • "What evidence do you have about how your natural disaster affects someone who experiences it?"
    • "What evidence do you have about how your natural disaster affects a place thatexperiences it?"
    • "How does this evidence show the impact of your natural disaster?"
  • For ELLs: (Oral Processing) Consider giving students time to orally process the information on their note-catcher with a partner, either in English or in their home languages, before participating in the Science Talk.
  • For ELLs and students who may need additional support with planning: (Highlighting Key Evidence) In preparation for the Science Talk, consider allowing time for students to work with a partner to highlight or underline key evidence on their note-catchers to support their responses to the research question. Invite them to focus on these key pieces of evidence during the Science Talk. (MMAE)
  • For students who may need additional support with comprehension: Activate prior knowledge by asking students to share how they have used research notes in previous lessons. (MMR)

B. Conducting a Science Talk: Round I (15 minutes) 

  • Invite students to bring their Natural Disasters: Preparing for a Science Talk note-catcher and gather in the middle of the room. Organize students in a Fishbowl seating arrangement (a circle of students on the inside and a circle of students behind them on the outside).
  • Direct students' attention to the Participating in a Science Talk anchor chart and briefly review it.
  • Remind students that they will talk to each other about what they have been learning to answer the question:
    • "How do natural disasters affect the people and places that experience them?"
  • Remind students that this is not be the same kind of conversation that they might have on the playground or at other times during the day.
  • Using a total participation technique, invite responses from the group:

"Why might this conversation be different?" (more formal, talking to each other like we would talk to an adult)

  • Distribute the Science Talk Notes and Goals sheet. Remind students that they used a similar note-catcher during the Science Talks in Module 2 and review each section as needed.
  • Distribute sticky notes to students in the outside circle to record observations of norms from the Discussion Norms anchor chart. Tell students that as they observe, listen, and take notes on what takes place in the first round of the Science Talk, they should record evidence of discussion norms on their sticky notes. Consider using the following prompts:
    • "What are two stars, or two things this group did really well?"
    • "What is one step, or one thing they could work on next time?"
  • Be explicit that students are recording evidence demonstrated by the whole group, and that their comments should be kind, helpful, and specific so that the group can improve their performance in future class discussions.
  • If necessary, model a brief example. Say: "Pay attention to the group you are observing and notice how they use the norms of discussion. You might write down something on your sticky note like: 'Most students used evidence from their expert group?s text to support their thinking.'"
  • Focus students on the Working to Contribute to a Better World anchor chart and remind them specifically of the using strengths to help others grow criteria, and of what this looks and sounds like.
  • Emphasize that as students observe the Science Talk and make stars and steps notes on their sticky notes, they will be helping others to grow.
  • Direct students to begin Round I of the Science Talk.

Conversation Cue: "How is what _____said the same as/different from what _____ said?" (Responses will vary.)
Conversation Cue: "Who can add on to what your classmate said?" (Responses will vary.)

  • As students discuss, use the Speaking and Listening Informal Assessment: Collaborative Discussion Checklist to monitor their progress toward the learning targets. Quickly redirect and support students as needed but avoid leading the conversation. Remind students that their questions and comments should be directed to one another, not the teacher.
  • After 15 minutes, refocus whole group
  • For ELLs: (Transparency: Language for Different Purposes) Remind students that the language they are encouraged to use during the Science Talk, similar to the Text-Based Discussion in Unit 2 of Module 3, is not more correct than informal communication or other language varieties. Rather, it is language that is more appropriate for engaging in an academic conversation in English.
  • For ELLs: (Demonstrating Student Roles) Before beginning the Science Talk, quickly demonstrate the student roles: the inside circle language, both circles' protocols, and how to use the note-catchers and sticky notes.
  • For ELLs: (Home Languages) Invite students to share kind, helpful or specific comments in their home languages. (Example: "How would you say, excellent point in Dutch?" (uitstekende punt))
  • For students who may need additional support with self-regulation: Before students begin the Science Talk, model what to do if they get stuck on building onto other's ideas. Consider providing index cards of previously taught sentence frames as support for communication and frustration. (MMR, MMAE, MME)

C. Conducting a Science Talk: Round II (15 minutes) 

  • Invite students in the outside circle to switch places with someone in the inside circle.
  • Review the Discussion Norms anchor chart and invite students originally sitting on the outside of the circle to help you give feedback to the exiting group. Consider using the following prompts:
    • "What are two stars, or two things this group did really well?"
    • "What is one step, or one thing they could work on next time?"
  • Discuss strategies that might help the next group be more successful in this area.
  • Distribute sticky notes to students in the outside circle so they can record stars and steps of discussion norms.
  • Direct students to begin Round II of the Science Talk.
  • Continue to use the Speaking and Listening Informal Assessment: Collaborative Discussion Checklist to monitor student progression toward the learning targets as they discuss, and to redirect and support students as needed but avoid leading the conversation.
  • Use a checking for understanding technique (e.g., Red Light, Green Light or Thumb-O-Meter) for students to self-assess against the first two learning targets.
  • For ELLs: (Errors) As students interact, jot down samples of effective communication. Also jot down one or two common language errors (pervasive, stigmatizing, critical). Share each of these with the class, allowing students to take pride in the effective communication and correct the errors.
  • For students who may need additional support with self-regulation: As students engage in the Science Talk, support time management strategies by utilizing a visual timer. (MME)

Closing & Assessments

ClosingMeeting Students' Needs

A. Reflecting on Key Ideas and Drawing Conclusions (15 minutes) 

  • Remind students of the Science Talk question:
    • "How do natural disasters affect the people and places that experience them?"
  • Turn and Talk:

"What key ideas did the group discuss to help answer this question?" (Possible scaffold: Say: "Recall that key ideas are the main ideas. They might be the ideas that came up multiple times, were voiced by multiple students, or were discussed for a long time.")

  • Cold call students to share out. As students share, capture their responses on the board and invite them to record their responses in the Key Ideas box on their Science Talk Notes and Goals sheet.
  • Turn and Talk:

"Thinking about the key ideas that were discussed, what conclusions are you now drawing in answer to the question? How would you answer the question now?" (Responses will vary depending on the discussions.) 

  • Invite students to record their ideas in the My Conclusions box on their Science Talk Notes and Goals sheet.
  • After 8 minutes, refocus whole group.
  • Direct students' attention to the Class World Cafe anchor charts and remind them that they have been using these charts to record their ideas about natural disasters.
  • Invite students to chorally read the questions on each chart aloud. Point out that the first two questions are asking the same thing as the Science Talk question.
  • Select students to share the ideas they recorded in the My Conclusions box with the whole group. As students share, capture their ideas on the corresponding Class World Cafe anchor chart. Refer to the Class World Cafe anchor charts (example, for teacher reference) as necessary.
  • Direct students' attention to the Discussion Norms anchor chart and Turn and Talk:

"Referring to the criteria on the Discussion Norms anchor chart, what are two things you personally did well?" (Responses will vary.)
"Referring to the criteria on the Discussion Norms anchor chart, what are two things you would personally like to do better during the next Science Talk or class discussion?" (Responses will vary.)

  • Invite students to record at least one goal in the My Goals for the Next Science Talk box on their Science Talk Notes and Goals sheet.
  • Collect students' Science Talk Notes and Goals sheets. Tell them you will provide specific feedback to each of them in the My Teacher's Feedback box.
  • Provide some general feedback that you noticed across the whole group.
  • Use a checking for understanding technique (e.g., Red Light, Green Light or Thumb-O-Meter) for students to self-assess against the third learning target and how well they demonstrated the habit from the Working to Become Ethical People anchor chart they decided to focus on today.
  • For ELLs and students who may need additional support with self-reflection: (Modeling and Thinking Aloud: Sharing Key Ideas) Model and think aloud reflecting on the Science Talk to identify a key idea, before inviting students to do the same. This supports students with the reflection process, as well as solidifies their comprehension of a key idea by providing them with a concrete example. (MMAE, MME)
  • For ELLs and students who may need additional support with organizing ideas for expression: (Supporting Student Reflections) Some students may struggle to think of something that they did well because they might not have the language for it, or they may find it boastful. Reassure students that they have a reason to be proud of themselves. Give students kind and specific feedback to model such reflection and to boost their confidence. Allow students to rephrase the feedback with an "I" statement. (MMAE)

Homework

HomeworkMeeting Students' Needs

A. Accountable Research Reading. Select a prompt and respond in the front of your Independent Reading journal.
  • For ELLs and students who may need additional support with written expression: (Oral Response) Read aloud, discuss, and respond to your prompt orally, either with a partner, family member, or student from Grades 4 or 6, or record an audio response. (MMAE)

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