Exploring Teaching with Text Sets Models for
Instruction
Sunburst Model
How can short
digital texts to be used to access and explore the complexity of the Malapa
discovery written about in Skull in the
Rock? Explore some of the digital resources referenced on the www.skullintherock.blogspot.com
site and consider how these digital resources could be used to support students
before, during, and after reading Skull
in the Rock.
Tree Ring Model
How can Lee’s
own research be used to further explore Skull
in the Rock and broad students’ understanding of paleoanthropology? Go to
his website, linked at www.skullintherock.blogspot.com.
You might also want to go to the www.scimania.org
site as well that Marc and Lee share. What do you find? What pieces of his
research could students at your school explore? How might that shed light on
the nonfiction book? How is the information presented differently for a
different audience? Next, explore some of the other books that are written
about paleoanthropology. How might they further extend students’ understanding
of the “braided stream” Lee proposes?
Nonfiction
and Next Generation Science Standards
Nonfiction
as a Model of Disciplinary Literacy. The draft of the
Next Generation Science Standards will be released this fall. The big ideas in
the National Research Council's (NRC) Framework,
the foundational document for the new standards, “describes a vision of what it
means to be proficient in science; it rests on a view of science as both a body
of knowledge and an evidence-based, model and theory building enterprise that
continually extends, refines, and revises knowledge” (Achieve, Inc.,
2012). To do this, three “dimensions”
will be “combined to form each standard:” Practices, Crosscutting Concepts, and
Disciplinary Core Ideas. How can Skull in
the Rock serve as a mentor, or model, of the three dimensions that are so
essential to the new science standards? How does Lee Berger serve as a mentor
scientist? How does Marc Aronson capture the practices and concepts at work and
the core facts of the discipline that the scientists draw upon? Take a look at
the Framework, available on the www.skullintherock.blogspot.com
blog. Next, read through the first chapter of Skull in the Rock, the last, and the back matter, and note how an exploration of this
book could serve as a catalyst for students’ yearlong study of science in which
they are using the practices of science to identify and use crosscutting
concepts, drawing upon their ever-increasing body of disciplinary core ideas.
Common
Core State Standards: Research to Build and Present Knowledge
Author-Scientist Model as
Mentor Text. Marc Aronson wrote Skull
in the Rock with Lee Berger, the scientist who, as you now know, discovered the
skeletons at Malapa. At the end of the book, it is clear that Lee has been
sharing the research at Malapa with scientists all over the world, to further
the discoveries that possible rather than his own research agenda.
How can you use their collaboration as
a model for your students? What would it take to establish a relationship with
scientists working in your area? What research institutions, hospitals,
universities, manufacturing companies, or state agencies do scientific research
in our area? How you can you use those scientists as mentors for your students?
Brainstorm a list of possible organizations with whom you can collaborate.
Think of the following:
·
How long could students
collaborate with scientists/shadow scientists? A day? Week? Month? Semester?
Year?
·
How could students get
prepared to collaborate with scientists?
·
At the end of the designated
period of time, what texts will students produce to share their research with
the community?
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