NSS Learning, Teaching and Assessment NSS Learning, Teaching and Assessment Strategies for Chemistry –Strategies for Chemistry –

(2) Active Reading and Writing Tasks(2) Active Reading and Writing Tasks

11 April 200711 April 2007

9:00-9:15 Registration

9:15-9:35 Reading and writing tasks in curriculum planning

9:35-9:45 Copyright matters

9:45-10:30 Active reading and writing tasks for students

10:30-10:40 Break

10:40-11:10 Strategies for reading and writing tasks

11:10-11:30 Experience sharing in conducting reading and writingactivities at school

11:30-11:55 Assessment strategies

11:55-12:00 Question and discussion

2:00-2:15 Registration

2:15-2:35 Reading and writing tasks in curriculum planning

2:35-2:45 Copyright matters

2:45-3:30 Active reading and writing tasks for students

3:30-3:40 Break

3:40-4:10 Strategies for reading and writing tasks

4:10-4:30 Experience sharing in conducting reading and writingactivities at school

4:30-4:55 Assessment strategies

4:55-5:00 Question and discussion

Gaining and Losing LexovansGaining and Losing LexovansLexovans are either lost or gained in the formation of birgic substances. In dactonic (non-birgic) substances, mergs achieve filled lexovan clives by sharing lexovans rather than by losing or gaining lexovans. Many dactonic substances are composed of mergs of nonrovans that do not readily lose lexovans. As you will see, the sharing of lexovans between two nonrovan mergs allows both mergs to complete their outer clives.

Gaining and Losing Gaining and Losing LexovansLexovansLexovans are either lost or gained in the formation of birgic substances. In dactonic (non-birgic) substances, mergs achieve filled lexovan clives by sharing lexovans rather than by losing or gaining lexovans. Many dactonic substances are composed of mergs of nonrovans that do not readily lose lexovans. As you will see, the sharing of lexovans between two nonrovan mergs allows both mergs to complete their outer clives.

Electrons are either lost or gained in the formation of ionic substances. In molecular (non-ionic) substances, atoms achieve filled electron shells by sharing electrons rather than by losing or gaining electrons. Many molecular substances are composed of atoms of non-metals that do not readily lose electrons. As you will see, the sharing of electrons between two non-metallic atoms allows both atoms to complete their outer shells.

Ref: Chemistry in the Community, 4th ed.

How to make students read How to make students read actively?actively?

• What level of students is the assigned article suitable for?

• What topics of chemistry are associated with the reading article?

• What activities will help students read the article actively?

Electrons are either lost or gained in the formation of ionic substances. In molecular (non-ionic) substances, atoms achieve filled electron shells by sharing electrons rather than by losing or gaining electrons. Many molecular substances are composed of atoms of non-metals that do not readily lose electrons. As you will see, the sharing of electrons between two non-metallic atoms allows both atoms to complete their outer shells.

Ref: Chemistry in the Community, 4th ed.

Comprehension strategies

Graphic organizers: maps, webs, graphs, charts, frames, or clusters… to help students focus on text structure to provide students with tools they can use to

examine and visually represent relationships in a text

to help students write well-organized summaries of a text.

Types of graphic organizers

timeline fish bone map table problem-solution-evaluation diagram concept map

KWL chart

K W LWhat do we know? What do we want to

find out?What did we learn (from the article)?

煉丹術與化學 中國的煉丹術有著悠久的歷史，早在戰國時期已有關於方士求 " 不死之藥 " 的記載。 …… 因此，煉丹術實質上是一門偽科學。在東漢著名煉丹家魏伯陽之後，晉代的葛洪是中國歷史上著名的煉丹家。葛洪在綜合前人經驗的同時，親自從事煉丹數十年，積累有豐富的關於物質變化的經驗性知識。 ……

Reading or “active” reading?

Answering questions Generating questions Expressing opinions Writing summary Searching for more information and

presenting the findings Comparing information from different

sources Writing reflection

Active reading involves at least three elements:

A purpose. Specific targets, instructions and goals are given.

A coach. Support, scaffolding, guidance and direction from the teacher are required.

Collaboration. In groups of two or three, two sources of feedback can be obtained: the text itself and other readers.

DARTS – directed activities related to text

Reconstruction DARTS (using modified text) Completing text, diagram or table Unscrambling and labelling disordered and seg

mented text Predicting

Analysis DARTS (using un-modified text) Marking and labelling Recording and constructing

Asking for explicit information

Searching for answer to closed question

Inferring / evaluating Making judgements Answering open-ended q

uestions

Different levels of comprehension

Literal level

Interpretive level

Applied level

“Newsroom Project” by Queen’s UniversityUse of newspapers in science teaching

Why use material from newspapers? To relate science to everyday life To provide material directly related to the

curriculum content To act as a starter in exploring some ideas

about the nature of science To explore cross-curricular themes To teach students to read critically and

develop an interest in reading about science To raise awareness and interest in current

issues related to science

Science News for Kidshttp://www.sciencenewsforkids.org

Questions about the article:

Before reading In what ways can cars be bad for the

environment? What does “green” technology mean?

During reading What is a fuel cell? How does it work? Why aren’t there a large number of hydrogen-

powered cars on the roads yet?

…

After reading Do you think that “green” cars will become

more popular in the next few years than they are now? Why or why not?

Compare the advantages of buying a new hybrid car with buying a cheaper used car? What would you recommend?

If hydrogen fuel cells were readily available, what other uses could they have besides powering automobiles?

…

More activities:

Interview three people who drive to learn how they feel about hybrid or hydrogen-powered cars. What questions would you ask? Take the information you collect and write an article about people’s reaction to “green” cars.

Which companies make hybrid cars? Make a chart listing hybrid cars now available for sale. For each vehicle, write down its gas mileage (miles per gallon), and its weight and length. Write a paragraph recommending the car that you think is the best one on the list. Explain why.

Benzene found in soft drinks

Pre-activity Read the news article Take one of the following roles:

Representatives from Food and Environmental Hygiene Department

Representatives from coke companyConsumersRepresentatives from the sales and marketing

department of supermarketRepresentatives from an organization concerning

food safety issues

In the activity Within the group, discuss and combine the

information found Representative from each group present their

views and opinions Ask questions between groups Teacher summarizes the discussion

Post-activity Each group listing views and opinions

expressed on an A4 sheet In a role of newspaper reporter, each student

writes a critique about the issue according to the views and opinions expressed by each group

Suggestion for post-reading activities:

Students write a summary of the article in about 200 words.

Students design five PowerPoint slides for a 10 minute talk on “Flatus – Chemistry in the Wind” based on this article for the peers. (The students will not be required to give the talk.)

As a learning reflection, students write an essay (100 – 150 words) on what is the most interesting to them in the article and what other information or knowledge they would like to learn more after reading this article.

Installing sulphur-reduction devices in Guangdong power plant

1. Watch news report clip. Write down three questions regarding the issue.

2. Read the news cut. Find answers for the three questions.

3. Report what questions asked and the corresponding answers in class.

4. Search for further information to answer the questions.

5. Complete writing tasks (300 words):1. Summarize about emissions from power statio

ns and how sulphur-reduction devices work. Discuss feasibility of replacing coal with renewable energy sources in HK.

2. Discuss the use of liquefied natural gas in generating electricity.