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Scaffolds can be used to assist students in two stages of planning.
Stage 1- Developing a general plan
Stage 2- Developing an operational plan of action
See page 38-39: Using Science Notebooks
Planning Step General Plan Operational Plan
What should be changed?
2. What should be kept the same? 3. How will differences be observed or measured?
Observations, Data, Charts, Graphs, Drawings and Illustrations
Essential elements for students. They must record in their science notebooks in order to make meaning from their investigations. This data forms their evidence .
From the types of graphs you know, which one is the most appropriate to show your data?
What is the best way to show your data: scale, intervals…
Where is your dependent and independent variable?
Claims and Evidence “ These T-charts with class discussion and practice in their use, will greatly assist students in developing the skill necessary to write evidence-based explanations regarding their evidence or observations, and not simply what they did during their investigation. This shift is a prerequisite for students to develop a deeper understanding of the science content.” From: Using Science Notebooks, Klentschy Claims Evidence I claim that….. I claim this because … I know that …. I know this because …
Question Prompts A conclusion is the final answer Restates the question with data as the evidence Comparing initial ideas with new evidence “ What” Questions & Predictions “ How” Plan “ So What” Data, Claims, Evidence, Making Meaning
“ One technique many teachers find useful in the reflective process is the line of learning. After students enter their initial explanation, followed by discussion, assessment, reading, and teacher feedback, they draw and date a line under their original work. They make a new entry under the line of learning, adding to or revising their original thinking.” from: FOSS
Reminder to students that learning is ongoing
Books Used for Reference Using Science Notebooks in Elementary Classrooms By: Michael P. Klentschy