The average person wouldn’t think that science is mostly writing. Those of us who have studied science know that there is actually A LOT of writing. Like a lot. And don’t even get me started on the amount of READING! Very few curriculums make a point to incorporate writing in science. I try to get my kids writing in science class at least once a week. Here are some ways you can incorporate writing in science.
Writing Lab Reports
The first way to have students write in science class would be to have them write lab reports. I have a blog post about how I have my students write lab reports. If you ask me, there are a few ways kids can write when lab reporting. The first is writing the introduction. The students are being asked to write in an informative way. (I’m a science teacher, I don’t know the proper lingo here.) When students write the introduction, they are recalling scientific facts and providing the reader with background knowledge. They aren’t adding in opinion or analyzing anything just yet. I personally have my students write the introduction in my Rutherford Experiment (read that here).
Another part of the lab report kids can write is the procedure. This is an entirely different part of writing. It is process oriented. When kids need to write a procedure, they are forced to think about the materials they are using, as well as the process they are using to get their answer. I use this writing method when I teach percent composition. I give the students an Oreo and ask them to find the percent by mass of cream in the cookie. They need to write the procedure. When I can copy exactly what they’ve done, they get to repeat with a Double Stuf Oreo. I’ll write about that soon, pinky promise.
Last way kids can write in lab reports is by writing a thorough conclusion. This is what my kids have to do for nearly every lab activity we do in class. And like a mentioned in my last post, they kinda hate me for it. In fact, in my end of the year survey, they let me know how much they hate conclusions. #sorrynotsorry In writing a conclusion, the kids are going to analyze data. They draw conclusions from that data. The kids analyze error. In order to properly write an error analysis, the kids need to DO MATH.
To keep it short, I love lab reports because it covers SO MANY standards, not just the science ones. And not only the chemistry content standards we are working on. For instance, in my Like Dissolve Like lab, (get the form here) the kids are not just reviewing intermolecular forces, but they are also building general science skills, writing skills and so much more. The kids are learning lab equipment, lab safety and working well with others.
Explain Questions
I think the most common question I ask in my classroom is “yeah, but why?” Or worse, I sing the Backstreet Boys. I’m at a point now where the kids don’t necessarily get the reference. I think when it comes to worksheets or classwork or task cards (whatever it is that you do) “why?” isn’t asked enough. Asking the kids to explain themselves is the foundation of science. I have the kids explain themselves non stop. I’ll even return papers that I feel haven’t been properly explained to give kids a chance to really dig in and tell me why. I have a podcast episode coming soon about my retake policy. I’ll link it once it’s published – stay tuned.
Moral of the story is that it is so important for kids to be writing, but especially in science. Writing in science will teach kids to think outside the box. It will teach them to question what they know. It will most importantly teach kids to ask why and how to explain themselves. Writing is the gateway to thinking.
