Framing our Reading - Part 3 (Extending Thinking)

Text or Citation	Rationale for Using	Text Frames	Strategy
http://www.acs.org/content/dam/acsorg/education/ resources/highschool /chemmatters/articlesbytopic/acidsandbases/chemmatters-april1983-swimming-pool.pdf	This article covered complex topics without confusing vocabulary. This text is relatable to most people because it is about swimming pools. It also covers a variety of topics taught in a chemistry classroom; acids and bases, pH, balancing equations, and equilibrium.	Problem/solution Concept/definition (Buehl, 2014)	Sketch to Stretch (McLaughlin, 2015)

            Choosing an article that students can relate to goes a long way in creating a successful assignment. My partner and I chose this article because it is very relatable. Most students have had an experience with a pool and therefore can relate to the topic. It is also important to help students make real life connections. Students can see how chemistry is related to pools and therefore the topics are better understood. Some questions I get a lot in my classroom is “how does this relate to me?” or “why do I need to learn this? I will not ever use this again.” This article shows how topics, like acids and bases, pH, and balancing equations, can be used in real life applications.

            As my partner and I discussed, one of the most difficult aspects of this text is that students would need some background knowledge on the topics covered in the article. The article does not explain the basics of the topics covered but rather explains the concepts specific to swimming pools. Without background knowledge, students would easily be lost and lose interest quickly. This article would work best during an acid and base lesson. Although pH, equilibrium, and balancing equations is also discussed, they are discussed more briefly and less in-depth than acids and bases. Dani and I also discussed how this article could easily tie into labs.

            The strategy I chose was sketch to stretch. Sketch to stretch is a strategy that requires students to sketch a personal relationship or understanding they had after reading the text (McLaughlin, 2015). After students complete the reading, they are asked to sketch how they connected to the article, and then they share their sketch with members of their small group (McLaughlin, 2015). Group members are given an opportunity to comment on the meaning of the sketch, followed by the illustrator discussing the meaning behind the sketch (McLaughlin, 2015). As a class, students would be guided through a reflection process which would allow them to discuss the importance of the activity and whether or not it helped their comprehension (McLaughlin, 2015). I would also ask my students whether or not making real world connections was helpful.

            After reading the article, I drew a picture of a swimmer that had just been in the pool with red eyes. This is something I have encountered in my times swimming in pools in the past. After reading the article, I know that this irritation comes from a lower pH which in turn raises the level of HOCl. I chose this strategy for several reasons. Firstly, my students enjoy drawing. This strategy allows them to develop a relationship between something they enjoy and chemistry. I also like the aspect of working in small groups. Students like working together and sharing their ideas. They also can learn better and develop deeper understanding when working with their peers. Finally, I like that this strategy encourages real life connections. As this is often an idea that students do not grasp, sketch to stretch allows students to develop and understand real life connections where they cannot always readily see them.

References

Buehl, D. (2014). Classroom strategies for interactive learning (4^th ed.). Newark, DE: International Reading Association.

McLaughlin, M. (2015). Content Area Reading:  Teaching and Learning for College and Career Readiness.  Boston:  Pearson.