Writing Science Lab Reports - California K-12 Science Outreach

Writing Science Lab Reports
Integrating Language Arts,
English Language Development
& Science
• Prepare Students to Write Science Labs
• Motivate Students to Write
• Quick and Easy Grading Rubric
Integrating Content to Increase Learning for all
Students – including English Learners -
and
Maximize Teaching Efficiency
Nancy Escamilla
E.P. Foster Elementary School
Nancy.Escamilla@venturausd.org
ghmnme@aol.com
August 2007
1

Integrating Content to Increase Learning and Maximize
Teaching Efficiency
As a 5 th grade bilingual elementary teacher, I struggled with doing hands-on
science experiments and accurately assessing what my students had learned and what was
still unclear. I found that multiple choice questions did not always give me a clear picture
of what they understood. On the other hand, reading their written responses gave me a
better idea, but reading all the journals and deciding how to grade them seemed to be a
monumental task. In addition, noting their errors and conferencing one on one was
impossible if I wanted to teach the rest of the 5 th grade curriculum. Even so I continued
doing hands-on science activities trying my best to fit everything in. I did this from 2003-
2006 while taking advantage of numerous professional development opportunities, some
of which included A Focused Approach to English Language Instruction, Adept,
Sheltered Instruction Observation Protocol (SIOP), The Write Institute, and The South
Coast Science Project. With the knowledge gained through this professional
development and from analyzing my students’ work, I have designed a formal assessment
for the science concepts I taught along with an assessment of my students’ level of
academic written language, which I implemented and improved in 2006-2007.
Meeting the Challenge
• Teach a step by step process to writing a science lab report
• Keep students motivated to write
• Include drawing a diagram or sketch of the lab
In order to improve the integration of Language Arts and English Language
Development with Science, students should be taught a step by step process to writing a
science lab. If the teacher requires the students to first write the science standard or
standards that relate to the lab, the hypothesis, the materials and the procedures before
doing the lab work, the students will be more motivated to write. Finally, since most
students enjoy drawing, students should also be required to first write their results and
conclusion before being allowed to draw the results of the lab.
Learning to Listen to Academic Information
• Introduce academic listening activities
‣ Video quiz
‣ Science vocabulary bingo
‣ Science songs
At the beginning of the year, it is important to help students learn how to focus
and listen carefully to the information presented. One way to do this is to give them a
video quiz before watching the video. Language learners are given extra time to look up
all the vocabulary needed to understand all the questions on the quiz while other students
complete a math worksheet or some other assignment that language learners can
2

complete at home. When the students take the quiz, they mark their answers with a light
pencil mark. As they watch the video, they are required to correct their answers before
turning in the quiz for a final grade. Another way to improve listening skills is to play
bingo. Students are given definitions of science vocabulary and then asked to match the
vocabulary to the definition. Once they have finished this activity, the teacher says the
definition as the students fill in their science vocabulary bingo card. Finally, a fun way to
improve listening skills and to have students repeat science concepts is through science
songs. Before playing the song, give the lyrics as a cloze exercise with key words
missing.
Doing the Activity
• Build background information
• Demonstrate experimental set-up
• Provide an interesting question that students will be able to test
• Students write the standard, hypothesis, materials, and procedure
• Make expected behavior clear
• Self-monitor positive classroom behavior
• Require that students ask a neighbor for help before they ask the teacher
• Have students work in pairs
• All students do the activity at the same time, to experience the
excitement of discovering what will happen for themselves
• Students write their results and conclusions before they draw the
results of the lab
In preparation for the lab, the teacher presents the background information
through a variety of methods, such as textbook or article, science song, PowerPoint,
demonstration of a model and/or video. She/he then demonstrates the experimental set-up
and provides an interesting question that students will be able to test. Before students do
the activity they are asked to write the standards that relate to the lab, write the procedure,
the materials, and the hypothesis. Students should also be taught the expected behavior
requirements with extremely structured labs that require studying, reading, discussions
and writing before they are allowed to start the investigation. Once students learn the
expected behavior, they can have more freedom to do the investigations on their own
with minimal teacher intervention. Positive student behavior and attitudes are encouraged
through scientific inquiry. Students learn that they need to be responsible in order to be
trusted to use the materials required in a scientific investigation. In addition, students are
rewarded with extra science labs when homework in other areas is done consistently and
diligently. Since students understand that the teacher has extra preparation work to set up
science labs and worksheets and that she does not have time to deal with misbehavior,
students monitor and encourage each other to behave appropriately. Students learn that
participation in a hands-on science lab is a privilege not a requirement.
3

Essential Academic Vocabulary Development
• Pre-teach vocabulary
• Use traditional methods of teaching vocabulary
• Introduce Academic Vocabulary Organizer for abstract terms
Vocabulary is pre-taught using traditional methods: word walls, dictionary skills,
word bingo, word analysis, etc. In addition to these methods, students use an Academic
Vocabulary Organizer to learn how to use academic vocabulary words that are abstract.
In accordance with a student’s English level or expertise in writing, some worksheets are
partly filled in for students needing extra support, while other students receive the generic
version to be completely filled out.
Reaching Written Academic Fluency
• Use writing rubric as a reference
• Review sentence frames from previous labs
• Explain language requirements for written work
• Post example lab write-ups from previous labs in the classroom
• Students plan and implement investigative procedures
Students learn to refer to a Science Lab Writing Rubric to write their science lab.
Each part of the rubric should be introduced with a new lab. For example, the sentence
frame for drawing conclusions can be introduced when it corresponds with what is being
taught in the Language Arts curriculum. Transition words for writing the procedure of the
lab is introduced at the same time that the imperative verb form and reading instructions
is being taught in Language Arts. Finally, the sentence frame for writing a basic
hypothesis may be taught in several labs because it requires a complex sentence structure
and previous science background.
In the first labs, the teacher models the different parts of a science lab write-up,
only focusing and grading one part of the lab. The teacher can decide what part or parts
of a lab she wants students to write independently and what part she wants to continue to
model. Finally, after several labs have been completed, students can review the
hypotheses and the standards that have been covered by doing a worksheet that requires
them to match the correct dependent clause to the correct independent clause. This
worksheet can also be used as a basis for creating a PowerPoint presentation or a class
book of the labs already studied. The goal of the PowerPoint presentation is not only to
review the standards, but also to review the dependent and independent clauses that make
up a basic hypothesis and a conclusion.
The final goal is to have students plan and implement investigative procedures by
returning to previous labs or to new labs to reinforce concepts already taught and to
introduce how to change or improve a lab. The basic hypotheses that have been
developed throughout the year can be used to introduce the concept of variables and how
variables can be used to change an experiment and a hypothesis.
4

Forming Student Pairs & Rotating Partners using a Meeting Clock
(This needs to be in the Student Lab Notebook to be used as a reference)
Date: ______________
12
9
3
6
Forming Clock Partners
‣ Students write the names of their partners in the 12, 3, 6 and 9 o’clock positions
‣ Having clock partners saves time, avoids confusion, keeps a record of partners
‣ If a partner problem arises, move a student (this requires surrounding students
to make a new clock in notebook with a new date)
Partner Activities
‣ Students discuss vocabulary, concepts, questions
‣ Students work together to do science labs or any other activities
5

Word Analysis (Teacher Information)
Absorb: To take up by capillary action or chemical action. A liquid or solid material can
absorb particles of gas or liquid. For example, a sponge absorbs water.
Attraction: (attract) The ability to make things move toward each other.
Chromatogram: The visual output that results from performing chromatography. In the
activities today the pieces of paper with splotches and streaks of colors are your
chromatograms.
Chromatography: A technique used to separate mixtures into their individual components.
Interaction: (interact) The effect that two or more things have on each other.
Transportation: (transport) The process of moving things from one place to another.
Observation: (observe) The act or process of carefully watching someone or something.
Prefix – (meaning) Base/Root – (meaning) Suffix – (part of speech)
ab +
(away from, off)
____sorb
(draw into)
+ tion
(noun)
a +
(toward)
+ tract
(to pull)
+ tion
(noun)
chroma +
(color)
_____ gram
(something written or
drawn, a record of)
inter +
(between)
trans +
(across)
ob +
(toward)
________ graph
(something written or
drawn)
_____act _____
(to behave in a particular
way)
_____ port ____
(carry)
_____ serve _____
(keep, save)
+ y
(noun meaning ‘study of’)
+ tion
(noun)
+ tion
(noun)
+ er
(noun person)
+ tion
(noun)
+ er
(noun person)
Online resources:
http://ueno.cool.ne.jp/let/prefix.html
http://www.southampton.liu.edu/academic/pau/course/webesl.htm
http://www.msu.edu/~defores1/gre/roots/gre_rts_afx1.htm
http://sps.k12.ar.us/massengale/prefix__suffix_list.htm
http://www.lausd.k12.ca.us/lausd/resources/verbal.clues.with.latin/latinmainmenu.html
6

Word Analysis (Student Worksheet)
Place the word parts of the following words in the table below:
Name:_________________
Date:_________________
absorption absorb attraction chromatogram chromatography
interaction transportation transporter observation observer
Prefix – (meaning) Base/Root – (meaning) Suffix – (part of speech)
7

Life Science Vocabulary
(Student Worksheet to Learn Vocabulary)
**Vocabulary**
Definitions
– blood vessels that carry blood away from the heart
– the basic unit of life
– what cells need to do work
– a gas that living organisms exhale
– microscopic blood vessels that exchange nutrients and
waste
– the movement of blood around the body
– organism that feeds on other organisms for food
– the process by which many materials go in and out of cells
– the tube from your mouth to your stomach
– enclosed space in the heart
– organism that feeds or obtains nutrients by breaking down
organic matter
– the gas we breathe in
– organism that makes its own food from the environment;
usually a green plant
– plants and animal cells break down sugar to obtain energy,
a process resulting in carbon dioxide and water
– a type of solid, liquid or gas that has particular qualities
– organs that work together
– the tube that takes air from your throat to your lungs
– to carry or move from one place to another
– blood vessels that carry blood to the heart
– the nutrient that cells use for energy
‣ Teacher reads vocabulary words off the Bingo check list out of order (words are
given on the next page).
‣ Students play Bingo once they are familiar with the words.
8

Life Science - Bingo Checklist
1 st
game
2 nd 3 rd 4 th Arteries – blood vessels that carry blood away from the heart
Capillaries – microscopic blood vessels that exchange
nutrients and waste
Carbon dioxide – a gas that living organisms exhale
Cell – the basic unit of life
Circulation – the movement of blood around the body
Composer - organism that feeds on other organisms for food
Decomposer - organism that feeds or obtains nutrients by
breaking down organic matter
Diffusion – the process by which many materials go in and out
of cells
Energy – what cells need to do work
Esophagus – the tube from your mouth to your stomach
Heart chamber – enclosed space in the heart
Oxygen – the gas we breathe in
Producer - organism that makes its own food from the
environment; usually a green plant
Respiration – plants and animal cells break down sugar to
obtain energy, a process resulting in carbon dioxide and water
Substance – a type of solid, liquid or gas that has particular
qualities
Sugar – the nutrient that cells use for energy
System – organs that work together
Trachea – the tube that takes air from your throat to your lungs
Transport – to carry or move from one place to another
Veins – blood vessels that carry blood to the heart
9

Bingo Game Board
(This needs to be in the Student Lab Notebook to be used to review vocabulary in a week or two)
‣ Students write the vocabulary words from list anywhere on the page
‣ The teacher reads definitions
‣ Students use chips to cover up answers (the vocabulary word that correspond to
the definitions)
‣ When a student claims to have “Bingo”, the student reads off the words and the
teacher reviews the Bingo check list to see if the definitions for these words were
given
‣ Students re-use Bingo game board for vocabulary review
10

Science Standards
Students are provided with a copy of their grade level science standards so they can look up the
standards that they will learn about for a given science activity. Students write the standards as
part of the lab report before they do the activity.
For example, consider the inquiry based Air Pressure Activity presented by Kim Castagna.
Air Pressure Activity
‣ Fill a plastic cup partway with water.
‣ Place an index card across the top of the cup
‣ Ask the class to predict what would happen if I were to turn the cup over and let go
of the card.
‣ After students write the standard, the hypothesis, the materials and the procedure in their
lab report, they go outside to do the activity
‣ Students should refer back to the standard for an explanation of what happened.
‣ After students have written their conclusion and turned in their lab reports, discuss the
results with the class.
[The card adheres to the cup and the water doesn’t pour out – this is because the card slightly
bulges downward, decreasing the air pressure inside the cup. The outside pressure is higher,
and sufficient to keep the card in place]
CALIFORNIA CONTENT STANDARDS: Grade 5
http://www.cde.ca.gov/ta/tg/sr/blueprints.asp
# of
Items
%
Earth Sciences 18 30%
Earth Science – Grade 5 11
3. Water on Earth moves between the oceans and land through the
processes of evaporation and condensation. As a basis for
understanding this concept:
a. Students know most of Earth's water is present as salt water in the
0 or 1**
oceans, which cover most of Earth's surface.
b. Students know when liquid water evaporates, it turns into water vapor in
the air and can reappear as a liquid when cooled or as a solid if cooled 1
below the freezing point of water.
c. Students know water vapor in the air moves from one place to another and
can form fog or clouds, which are tiny droplets of water or ice, and can fall 1
to Earth as rain, hail, sleet, or snow.
d. Students know that the amount of fresh water located in rivers, lakes,
underground sources, and glaciers is limited and that its availability can 1
be extended by recycling and decreasing the use of water.
e. Students know the origin of the water used by their local communities. N/A*
* Not assessable on a statewide examination.
** Alternate years
11

CALIFORNIA CONTENT STANDARDS: Grade 5
# of
Items
%
4. Energy from the Sun heats Earth unevenly, causing air movements
that result in changing weather patterns. As a basis for
understanding this concept:
a. Students know uneven heating of Earth causes air movements
1
(convection currents).
b. Students know the influence that the ocean has on the weather and the
1
role that the water cycle plays in weather patterns.
c. Students know the causes and effects of different types of severe
1
weather.
d. Students know how to use weather maps and data to predict local
1
weather and know that weather forecasts depend on many variables.
e. Students know that the Earth's atmosphere exerts a pressure that
decreases with distance above Earth's surface and that at any point it 1
exerts this pressure equally in all directions.
5. The solar system consists of planets and other bodies that orbit the
Sun in predictable paths. As a basis for understanding this concept:
a. Students know the Sun, an average star, is the central and largest body in
0 or 1**
the solar system and is composed primarily of hydrogen and helium.
b. Students know the solar system includes the planet Earth, the Moon, the
Sun, eight other planets and their satellites, and smaller objects, such as 1
asteroids and comets.
c. Students know the path of a planet around the Sun is due to the
1
gravitational attraction between the Sun and the planet.
Earth Science – Grade 4 7
4. The properties of rocks and minerals reflect the processes that
formed them. As a basis for understanding this concept:
a. Students know how to differentiate among igneous, sedimentary, and
metamorphic rocks by referring to their properties and methods of
1
formation (the rock cycle).
b. Students know how to identify common rock-forming minerals (including
quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using 1
a table of diagnostic properties.
5. Waves, wind, water, and ice shape and reshape Earth's land surface.
As a basis for understanding this concept:
a. Students know some changes in the earth are due to slow processes,
such as erosion, and some changes are due to rapid processes, such as 2
landslides, volcanic eruptions, and earthquakes.
b. Students know natural processes, including freezing and thawing and the
1
growth of roots, cause rocks to break down into smaller pieces.
c. Students know moving water erodes landforms, reshaping the land by
taking it away from some places and depositing it as pebbles, sand, silt, 2
and mud in other places (weathering, transport, and deposition).
* Not assessable on a statewide examination.
** Alternate years
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Request (Language Development)
‣ Hand out a copy of a page in a book or text consisting of at least two or more paragraphs
Note: Teacher provides appropriate level text for English learners (for example,
use 2 nd or 3 rd grade level text for a 4 th or 5 th grade EL student).
‣ Students work with a partner
‣ Students select and read a paragraph.
‣ One student closes the book and the other student asks questions relating to the
paragraph.
To avoid yes/no answers: On the board write the question format students use.
Question format: Questions start with what, where, how, when, or why
‣ Students select a new paragraph and switch roles to ask and answer questions
‣ Teacher circulates to listen to questions and answers
‣ When students say they are finished, they write one or more of their questions and
answers in their lab notebook.
‣ Student is informed that their grade is determined from how well they write the questions
and answer.
‣ Remind students that they should not misspell any words that are found in the paragraphs
they have just read. They are to refer to the book they were reading from to help them
write their questions and answers.
Example Text:
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Sentence Frames
Purpose: Writing prompts are used to focus a student’s thinking. Students use sentence
frames to organize their ideas, prompt their thinking, and structure their written response.
Frames help students become more proficient in scientific writing and less reliant upon the
prompts. Reference for purpose: www.sciencenotebooks.org
Testable Statement/Hypothesis:
If water molecules are polar, then they will attract.
If_____________________________, then
__________________.
______________________________will
The more mentos used, the higher, stronger, and explosive the coke will shoot out of the
bottle.
The comparative adjective + variable + verb, comparative adjectives + what is being
tested.
If the amount of gas yeast produces is related to the amount of sugar, then the more sugar
added to yeast the more CO2 will be produced.
If + dependent variable is related to independent variable, then ________________ will
_____________ .
Results:
After _____________________________________, I smelled_________________.
Once I __________________________, ______________ felt_________________.
The following day__________________________, I observed_________________ .
My results show___________________________________ .
Conclusion:
When ___________________________________, I understood that
_______________________________________________________ .
Since __________________________________________, I can infer/ conclude that
________________________________________.
Based on the fact that ______________________________, I can infer/conclude that
________________________________________.
Nancy Escamilla 2007
14

Review of Dependent and Independent Clause
Sentence Structure for a Basic Hypothesis
Match the dependent clause to the correct independent clause and write the
complete sentence on a separate sheet of paper.
1. If saltwater is denser than an egg, then it will react with iodine and vinegar.
2. If carbon dioxide is denser than air, then it will float to the top.
3. If this mineral is magnetite, then it will react with iodine by turning
purple.
4. If air pressure is pushing all around us, then a magnet placed in it will attract the
iron bits.
5. If sand or dirt has bits of iron in it, then it will react with vinegar.
6. If powder A is baking soda, then a magnet will be attracted to it.
7. If powder B is cornstarch, then it can be poured
8. If powder C is baking powder, then the egg will float.
9. If oil is less dense than water, then when you turn a cup of water upside
down the air pressure pushing on a piece of
paper will be strong enough to keep the
water from falling out.
Nancy Escamilla 2007
15

Name: _________________
Date: _________________
Science Lab Writing Rubric
Each category is worth 0-6 points
0 = off topic/no evidence 4 = proficient
1 = minimal evidence of proficiency 5 = exceeding expectations
2 = some evidence of proficiency, but weak 6 = outstanding
3 = developing proficiency
Content
____ The writer includes the title of the lab and the science standard, neatly and clearly
written at the top of the of page and refers back to the science standard in the results.
____ The writer includes the hypothesis and the materials used.
____ The writer clearly states the procedure in the imperative form.
____ The writer uses adjectives and/or adverbs to describe
____The writer uses scientific terms presented in this lesson or in previous lessons.
____ The writer includes the results in the past tense.
____The writer draws a conclusion from the results and refers back to the hypothesis.
Organization
____ The drawing is clearly and neatly labeled.
____ The writer uses an appropriate level of conventions such as sentence structure,
grammar and mechanics.
____ Each section is clearly labeled with the correct heading.
_____ Total (divided by 10) = ________ Score
Adapted from a WRITE INSTITUTE
RESPONSE TO LITERATURE rubric 2006
Nancy Escamilla 2007
16

Academic Vocabulary Organizer
New Academic Vocabulary:
Example Sentence:
Synonyms:
Essential Characteristics:
Definition:
.
.
.
Examples:
.
Non-examples:
.
.
.
.
.
My Sentence:
Format adapted from
Kate Kinsella 2004
17

Academic Vocabulary Organizer
New Academic Vocabulary:
Physical Change
Example Sentence: A phase change is a physical change. Boiling water involves a
physical change from a liquid to a gas. After a physical change, the substance remains
the same; water molecules in a liquid, solid or gas are the same.
Synonyms: Material Transformation
(does not always apply)
Definition: A change in size, shape, or
state of matter.
Essential Characteristics:
. New materials are NOT formed
. Same matter present before and after
change
.
Examples:
. Ice melting
Non-examples:
. Burning wood
. Breaking a glass
. Baking soda reacting with vinegar
. Cutting a piece of paper in half
.
.
My Sentence:
Format adapted from
Kate Kinsella 2004
18

Academic Vocabulary Organizer
New Academic Vocabulary: according to
Example Sentence: According to the mineral information sheet, the
unidentified mineral is most likely talc.
Essential Characteristics:
Definition: as shown by
something or said by someone
. used in informational texts
. followed by noun or noun phrase
. prepositional phrase that is
usually placed in the beginning of
a sentence
Examples:
. According to Mrs. Smith’s
records, you need to return a
library book.
.
.
Non-examples:
. You will earn your grade
according to the amount of
homework you do.
.
.
My Sentence:
Format adapted from
Kate Kinsella 2004
19

New Academic Vocabulary: based on
Academic Vocabulary Organizer
Example Sentence: Based on
Synonyms:
Essential Characteristics:
Definition: to use particular
information or facts as a point
from which to develop an idea,
plan
. base something on something
.
.
Examples:
.
Non-examples:
.
.
.
.
.
My Sentence:
Adapted from Kate Kinsella 2004
20

New Academic Vocabulary: due to
Academic Vocabulary Organizer
Example Sentence: Her success was due to her hard work.
Synonyms: because of
Because of her hard work, she
was successful.
Essential Characteristics:
. due to something
. rarely used when speaking
. used in informational text
Examples:
. Air currents will form due to the
uneven heating of Earth.
Non-examples:
. The air current was blowing due
north.
.
.
.
.
My Sentence:
Adapted from Kate Kinsella 2004
21

Overhead
‣ Used to teach how to write a conclusion by referring back to the hypothesis
(the conclusions are from a previous lab)
‣ Provide students with conclusions from a previous lab (next page)
When ___________________________________, I
understood that ____________________________
Since __________________________________________,
I can infer/ conclude that
________________________________________.
Based on the fact that
______________________________, I can infer/conclude
that _________________________.
When the oil floated on top of the water, I understood
that oil is less dense than water.
Since the oil floated on top of the water, I can infer that
oil is less dense than water.
Since the oil floated on top of the water, I can conclude
that oil is less dense than water.
Based on the fact that the oil floated on top of the water,
I can infer that oil is less dense than water.
Based on the fact that the oil floated on top of the water,
I can conclude that oil is less dense than water.
Nancy Escamilla 2007
22

Hand-out for Students
‣ Provide conclusions from a previous lab
‣ Show how these conclusions refer back to the hypothesis
When the oil floated on top of the water, I understood that oil is less dense than
water.
Since the oil floated on top of the water, I can infer that oil is less dense than
water.
Since the oil floated on top of the water, I can conclude that oil is less dense than
water.
Based on the fact that the oil floated on top of the water, I can infer that oil is less
dense than water.
Based on the fact that the oil floated on top of the water, I can conclude that oil is
less dense than water.
When ________________________________________________, I understood that
___________________________________________________________________ .
Since __________________________________________, I can infer/ conclude that
_____________________________________________________________________.
Based on the fact that _________________________________, I can infer/conclude
that _________________________________________________________________.
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Nancy Escamilla 2007
23