How to Use

Descriptions of Videos

About SLIP

Purpose of the Video Series

The purpose of the Science and Literacy Integration Project (SLIP) video series is to build awareness of the project and to ignite discussion among educators, parents, and community leaders about the benefits and challenges of improving student performance by integrating inquiry science and literacy.


Teachers and administrators can use the videos to promote discussion during meetings of a district science and literacy curriculum committee, school faculty, school board, and parent-teacher group. Also, providers of professional development and course instructors can use the videos for instruction during a science, language arts, and reading methods courses and workshops.



Discussion is as important as viewing the video. Plan adequate time for talking together after viewing the video. Facilitate a discussion after showing one of the videos. If time permits show a second video and provide time for more discussion.


Before viewing, introduce the video and pose the suggested focus question. Post the question on chart paper. After viewing the video, facilitate a discussion around the focus question. Record ideas on the chart paper during the discussion. 


To extend the learning, select one of the readings and discuss at a future meeting. Use a protocol such as “text-based seminar” to focus the reading and discussion. Guidelines for “text-based seminar” are on-line at http://www.cesnorthwest.org/text-based_seminar.htm.


Descriptions of Videos

Here are brief descriptions of the four videos. Focus questions for discussion are in italics. Suggested readings to extend learning follow.


Introduction This 9-minute video presents an overview of integrating inquiry science and literacy. Research based on tracking student performance on standardized tests in El Centro CA is presented. Several strategies such as combining information writing using scientists' notebooks, content area reading, and hands on experiences are introduced. Career long professional learning - beginning with teacher preparation programs to develop teachers' understanding of integrating inquiry science and literacy is emphasized.


How can integrating inquiry science and literacy add value to our educational programs?

How can we accomplish the same results as El Centro in our school or district?



Klentschy, Michael P., and Elizabeth Molina-De La Torre. (2004). Students' science notebooks and the inquiry process. In Saul, E. Wendy (Ed.) (2004). Crossing borders in literacy and science instruction. Arlington, VA: NSTA Press. pp. 340-354.


Professional Development This 9-minute video helps you understand the nature of high quality SLIP professional development based on National Science Education Standards professional development standards. Engaging professional development activities serve as a springboard for developing skills needed to integrate inquiry science and literacy purposefully.


What strategies of adult learning can we include in our standards-based staff development program? What will work best for us?



Tugel, Joyce. (2004, February). Teacher quality: From policy to practice. Science and children. pp. 22-25

Worth, Karen, Robin Moriarty, and Jeff Winokur. (2004, February). Capitalizing on literacy connections. Science and children. pp. 35-39.


Lesson Study This 11-minute video builds awareness of a professional development strategy inspired by Japanese educators. The video describes the four-step lesson study process and presents challenges and benefits of this site-based, collaborative professional learning.


What do you find interesting about lesson study?

What are some of challenges and benefits of using lesson study at our school?



Lesson Study. (2002, Spring/Summer). Currents. Volume 5.2. Philadelphia, PA: Research for Better Schools. On-line at http://www.rbs.org/currents/0502/guidelines.shtml

Lewis, C. and Tsuchida, I. (1998, Winter). A lesson is like a swiftly flowing river: Research lessons and the improvement of Japanese education. American educator, 14-17 and 50-52. On-line at http://www.lessonresearch.net


Scientists' Notebooks This 7 1/2-minute video introduces a valuable tool for integrating inquiry science and literacy. The video helps the viewer understand the purpose of scientists' notebooks and how teachers and students use notebooks to improve thinking. Components of the notebook are explained.


How can using notebooks help students achieve standards in science and literacy?



Klentschy, Michael P., and Molina-De La Torre, Elizabeth. (2004). Students' science notebooks and the inquiry process. In Saul, E. Wendy (Ed.) (2004). Crossing borders in literacy and science instruction. Arlington, VA: NSTA Press. pp. 340-354.

Shepardson, D. P., and Britsch, S. J. (1997). Children's science journals: Tool for teaching, learning, and assessing. Science and children, 34(5), pp. 13-17, 46-47.


About SLIP

SLIP, Science and Literacy Integration Project, is a project to improve inquiry science and literacy using scientists' notebooks and other thinking, writing, and reading strategies. For information about the project, resources and professional development opportunities, go to www.ric.edu/slip.


The SLIP video series and guide were co-produced by Dr. Greg Kniseley, Professor of Science Education at Rhode Island College (t: 401-456-8865; mkniseley@ric.edu) and Howard Labitt, Labitt Video Productions (t: 401-781-8579; vidbit@ix.netcom.com). Rhode Island Office of Higher Education funded the video series. July 2004