Science Notebooks Ppt

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  • 1. Science Notebooks Laura Chambless St. Clair RESA Math/Science Consultant
  • 2. Why Use Notebooks?
      • Build Enduring Understanding
    Students use notebooks as a tools to make greater meaning from their science investigations and to communicate their learning.
  • 3. Major Benefits
      • An Organized Record
        • Centralizes student’s data
        • Useful reference document
        • Learning to trust previous discoveries and knowledge
      • Constructing Concepts and Explanations
        • Draw conclusions
        • Form relationships from experiences and observations
        • Writing stimulates active reasoning
        • Direct relationship between formation of concepts and expressing them in words
  • 4.
    • By writing explanations, students clarify what they know and expose what they don’t know.
    Write to Learn
  • 5. Student Benefit
    • Think critically about their thinking
    • Builds reflective thinking
    • Opportunities for self-assessment
    • Rethink and restate their scientific understanding
    • Clarify their understanding of concepts and investigations
  • 6. Notebook Formats
    • Composition Notebooks
    • Loose-leaf 3 prong paper folder
    • Blank or grid-paged lab book
    • Blank or lined sheets of paper stapled together
    • Flip Books
  • 7. Organizing Notebooks
    • Table of Contents
    • Page Numbering
    • Documentation to Begin Each Entry
      • Date – very minimum
      • Time
      • Day of Week
      • Team Members
      • Weather conditions – if appropriate
  • 8. Organizing Notebooks
    • Vocabulary
      • Glossary/Index at the end of your notebook
      • Separate section within the journal entry
    • Appendix
      • To keep quizzes (if using 3 prong/2 pocket folder)
  • 9. Essential Components of Notebook
    • Question, Problem, Purpose
    • Prediction
    • Developing a Plan
    • Observations, Data, Charts, Graphs, Drawings and Illustrations
    • Claims and Evidence
    • Making Meaning Conference
    • Drawing Conclusions
    • Reflection- Next Steps and New Questions
    • Learning Line
  • 10. Getting Started
    • Take it slow and remember that this is a learning process for both you and your students.
    Start Small & Build
  • 11. Questions, Problem, Purpose
    • What do I want to find out?
      • Today I (or we) want to find out ___________ (Problem)
    • What will be the main question that will guide your learning?
      • How many?, How long?, How often? (quantitative)
      • How much longer is ___ than ____ ?, How are ____ and ___ the same? (quantitative/comparison)
      • What would happen if _____? (create investigations)
      • How can we ____? (create investigations)
    Question Prompts
  • 12. Prediction
    • I think _____ will happen because ….
    • If _____ then _____ because ….
    • The predictions students write should activate prior knowledge, relate to their focus questions, be conditional statements, and provide an explanation or reason.
    Question Prompts
  • 13. Planning
    • 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?
  • 14. 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 .
    • Question Prompts:
      • 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?
  • 15. 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 …
  • 16. Making Meaning Conference
    • After the students have collected data and made their claims with evidence, they need to come together and discuss results through purposeful conversation.
    • Essential to the meaning-making process and central to learning
    • Students gain understanding through social situation
  • 17. Drawing Conclusions
    • Today I learned …
    • 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
  • 18. Reflection- Next Steps New Questions
    • What new thoughts or questions do you have?
    • What went wrong?
    • Describe a “wow” factor
    Question Prompts
  • 19. Learning Line
    • “ 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
  • 20. Books Used for Reference Using Science Notebooks in Elementary Classrooms By: Michael P. Klentschy