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Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
Science interactive notebook pd 2010
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Science interactive notebook pd 2010

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  • (read from slide)
  • First Hand Learning is the real thing. Just as a young child learns about the world around them through their senses, a learner will readily take in information through the senses and remember it better if done in a hands-on way. The next most powerful way to learn is through representational means such as videotapes, pictures, and simulations of the real thing. Finally, another way to learn but not the most powerful is through the symbolic or through books. Each of the above ways to learn is important but should be done from most powerful to least powerful. Unfortunately, most textbooks are designed to do the third hand learning first, the second hand interspersed and finally, but not always due to lack of materials, comes the first hand learning.
  • Depending on the type of science notebook your students use, the cover and/or inside title page will emerge as a colorful representation of the use of this notebook throughout a unit. Some students will doodle, some will cover the cover, some will leave it just the way it is. The cover and the title page should read: SCIENCE NOTEBOOKS. Add your name as author. Then, on the next page, create a TABLE OF CONTENTS.
  • Depending on the type of science notebook your students use, the cover and/or inside title page will emerge as a colorful representation of the use of this notebook throughout a unit. Some students will doodle, some will cover the cover, some will leave it just the way it is. The cover and the title page should read: SCIENCE NOTEBOOKS. Add your name as author. Then, on the next page, create a TABLE OF CONTENTS.
  • Depending on the type of science notebook your students use, the cover and/or inside title page will emerge as a colorful representation of the use of this notebook throughout a unit. Some students will doodle, some will cover the cover, some will leave it just the way it is. The cover and the title page should read: SCIENCE NOTEBOOKS. Add your name as author. Then, on the next page, create a TABLE OF CONTENTS.
  • Using the next two pages for the Table of Contents think of all the ways you can format this… Using the template, the T of C can be pasted in. (primary or intermediate version) Things can be typed into the T of C by the teacher before the students paste it in but if you come up with other investigations to add or you are not able to make it through all lessons, this can be problematic. The T of C can be just a transparency that the teacher fills out with the students verbally inputting and it gets copied at the end of the unit and pasted in BUT TWO PAGES MUST BE SAVED AT THE BEGINNING! Students see how a table of contents is prepared, they don’t physically create one. It is neat and tidy in the end but is that what you are after? Students can draw their own T of C and this should be encouraged from grades 4 – 12. Using a ruler on the left side and the right, create columns. Then, draw a line on the top line of the page and add column titles. NOTE: The Table of Contents should be the first thing done before moving to the daily page.
  • Put this title on the top line of the page. This is where either a focus question could go or the title of the lesson. Answer this question with at least five things. (Discuss how to generate suggested numbers of brainstormed items from students) Place a LINE OF LEARNING under the last thing that you wrote. A line of learning can look like anything so use the colored pencils and let it reflect some PERSONALITY. Look up when you are done.
  • Put this title on the top line of the page. This is where either a focus question could go or the title of the lesson. Answer this question with at least five things. (Discuss how to generate suggested numbers of brainstormed items from students) Place a LINE OF LEARNING under the last thing that you wrote. A line of learning can look like anything so use the colored pencils and let it reflect some PERSONALITY. Look up when you are done.
  • Put this title on the top line of the page. This is where either a focus question could go or the title of the lesson. Answer this question with at least five things. (Discuss how to generate suggested numbers of brainstormed items from students) Place a LINE OF LEARNING under the last thing that you wrote. A line of learning can look like anything so use the colored pencils and let it reflect some PERSONALITY. Look up when you are done.
  • Talk with your table group and jot down things that you would like to remember from what your tablemates say. Honor them by listening carefully and by capturing their thinking UNDER THE LINE OF LEARNING. This is an example of the entry type: OPEN ENTRY
  • Put this title on the top line of the page. This is where either a focus question could go or the title of the lesson. Answer this question with at least five things. (Discuss how to generate suggested numbers of brainstormed items from students) Place a LINE OF LEARNING under the last thing that you wrote. A line of learning can look like anything so use the colored pencils and let it reflect some PERSONALITY. Look up when you are done.
  • Welcome to the classroom. As we have said, first hand learning is most powerful – let’s give you some first-hand experience with writing in your own notebooks… Literacy skills are best learned in context. Science provides a marvelous context for learning to read, write, and perform mathematical operations. Remember that reading and writing are SKILLS that have been elevated to the status of a content area because they are so crucial to everything else. BUT, these skills should not be taught devoid of a place to implement them. Science provides something REAL to read about REAL to write about and REAL to compute about! Turn to your next available page and put today’s date . (DATE STAMPS could be used at the kindergarten level) Make sure the pages are numbered. This is an example of a clear routine that I use each day with every class. First thing down in the body of the notebook is the FOCUS QUESTION: How are pencils and markers the same and different? Must have it down before materials can be given to teams. If you are a primary teacher, particularly kindergarten, consider typing out the focus question in 16 pt. and trim it for the children to just glue to their notebooks. The Focus Question is written into the notebook to engage the children about the focus of the lesson today. Children can circle the important words in the focus question. (pencils, markers, same, different)
  • FIRST HAND LEARNING
  • Now, make your own drawing using the pencil you have in front of you. Remember that your scientific illustration must be: DETAILED, ACCURATE, AND LABELED Have your drawing take up the whole piece of paper. Use your hand lens to realize the detail. THIS IS AN EXAMPLE OF FIRST HAND LEARNING
  • Emerging writing in the form of labels Demonstrates understanding of capturing what they truly see.
  • NOW COMES A BIT OF SECOND HAND LEARNING – A PICTURE WITH LABELED PARTS… From Pencildude.com you can get an official picture of the pencil and its anatomy. Now we have a term for the metal holder. We have some words to add to our word bank.
  • (pass out the observations organizer – ALSO HAVE ONE AVAILABLE IN LARGE FORMAT SO THAT PARTICIPANTS COULD MAKE A TRANSPARENCY OF IT Take a look at this writing frame. This frame could have been used to help students focus their observations. (using the overhead projector or a document camera, cover all but the first sentence of the OBSERVATIONS ORGANIZER) Write the beginning to the sentence “I observed” fill in the sentence thinking of the shape, texture, pattern, etc. (uncover the next, “I noticed” statement and follow the same procedure through the entire writing frame. Then have some folks share out a few examples)
  • (READ FROM SLIDE)
  • Using the writing frame created by Betsy Rupp Fulwiler, students can share what they observe in a well constructed paragraph.
  • Using the writing frame created by Betsy Rupp Fulwiler, students can share what they observe in a well constructed paragraph.
  • SECOND HAND LEARNING
  • THIRD HAND LEARNING
  • (pass out the COMPARE AND CONTRAST WRITING FRAME) The Compare and Contrast Writing Frame is another one you might have available to students in your classroom when children are observing TWO things. The Observations Organizer is used when just ONE thing is being observed. This could be housed on the wall in your classroom, or it could be on a flip chart to be turned to when this is the form of writing you want your children to engage in. If you have limited classroom wall space or no flip chart to access, think about having a frame like this on an overhead transparency to pop onto the projector when you want children to focus on this form of writing.
  • A critical competitor will push you to new observational heights. Pick up a marker and put it out in front of you. This becomes a critical competitor. The critical competitor helps a person to fine tune their observations. It is the expert who notices the fine details.
  • First, how are the pencil and the marker the same? This is an example of a frame for use in organizing information when trying to compare two things. (discuss the differences between a Box & T-Chart and the Venn Diagram – each have value) Create for yourself a graphic organizer of the box and t-chart. With young children, you would want to have a template for them to use. In the box on the top, write how the pencil and the marker are the same. Move to the lower level and begin listing how the pencil and the marker are different. When you say something about the pencil, say something about the marker as well. It might be, “has an eraser” and “does not have an eraser”.
  • Using the Box & T Chart, students can compare two things giving them the critical competitor that they need to truly make significant observations. Notice how they discuss the differences so that what is said about one is also said about the other item in the comparisons.
  • Remember that the students’ science notebook is a marvelous opportunity for you to assess your students’ understanding AND to assess your own teaching! Suffice it to say that it can take many forms. Perhaps allow students to create with you a rubric that states the expectations. When giving critical feedback to students, say something about their work that has meaning. Don’t just write “super” or “great” but give them feedback that tell TWO THINGS. Tell them something about what it is they have done well. Tell them something they could do better. This gives them the critical feedback they need. On occasion, allow students to assess how they are doing in a simple reflection or by using the same scoring rubric that you would use.
  • Let’s take a look at the ways a teacher might make comments to students... Some feel there should be no writing on pages of the notebooks and others are very comfortable with it. Some teachers use post-it notes. Some use the back pages of the notebook but be careful with your young students – this will not work for them. Finally, some just comment orally during a conference with parents or with the child alone. (SHARE SOME EXAMPLES OF STUDENT WORK and the way the notebook pages are formatted.)
  • Here is another example… Target hit: “information about soil components” What to work on: “next exploration”
  • Black and Wiliam found that if we give students more appropriate feedback on a wide variety of assessment opportunities, we WILL have a positive effect on student learning. So keep in mind the ways you could give good feedback to students through their science notebook. You are not only giving them multiple opportunities but you are pushing them to dig deeper and take charge of their own learning.
  • Students benefits They understand the subject better when they practice manipulating the information in a number of ways. To be able to clearly communicate it on paper takes practice and it helps them think more clearly about how to tell about something. It assists a teacher in practicing writing in another subject area.
  • (read from the slides)
  • (read from slide)
  • (read from slide)
  • We have briefly discussed the word wall. Many units have significant vocabulary. The teacher needs to make some decisions about the vocabulary of the unit. Is it going to be captured into the notebook? If so, save pages in the back of the notebook. Some teachers copy a glossary to be pasted on the left and a sentence is created on the right side. Some just copy the glossary and have students highlight the word when they encounter it in their investigations. But, remember, vocabulary words are to be discussed as the students learn them through hands-on experience not in isolation as memorized words. Vocabulary should also be captured on a Word Wall so that the words are not trapped in the back of the notebook. (Briefly discuss ways of using the vocabulary words from the word wall – this is emphasized in the second part of the science notebooks workshop)
  • Now, on the next available page, write what your expectations will be of your students…
  • Now, draw that line of learning under your last statement. Share with your tablemates and honor them with listening and note taking.
  • Let’s hear what your tables have discussed.
  • (read from slide)
  • (read from slide)
  • Transcript

    • 1. SCIENCE INTERACTIVE NOTEBOOK Presented by Roberto Gonzalez Virgil Middle School Science Department Chair Science Notebook
    • 2. Interactive Science Notebook Training Objectives
      • To provide science teachers with:
      • A deeper understanding on the use of student science notebooks as an effective means for students to make meaning and to develop a deep understanding of science content.
      • Research-based best practices on how to implement student science notebooks in their classrooms.
      • Research-based strategies to use student science notebooks as an effective assessment tool.
    • 3. Science Education in the U.S.: Inequitable Inputs Yield Inequitable Outcomes
      • “ Interestingly, eighth-graders in Massachusetts actually tied for first place worldwide in science, while the state's fourth-graders ranked second among nearly 60 other nations. Clearly, the United States is capable of sustaining high-quality K-12 science and math programs. We simply are not providing equal educational opportunities for all of America's children. Now is the time to tackle the science education problem if we want long-term, stable improvements in our national economy and quality of life.”
      • - Alan I. Leshner, CEO American Association for the Advancement of Science, January 12, 2009
    • 4. Teaching Literacy Skills Through Science Instruction
      • Roberto Gonzalez, Science educator since 2003
      • Education:
      • University of Notre Dame, Pre-Med (2003)
      • Loyola Marymount University, Secondary Ed. Master’s (2005)
      • UCLA, Principal Leadership Institute (2010)
    • 5. Early Efforts to Keep a Science Notebook
    • 6. Real Scientist Use Notebooks
    • 7. WHY KEEP A SCIENCE NOTEBOOK?
    • 8. Powerful Learning Experiences Most Powerful Least Powerful
      •     First Hand (the real thing)
        • o     HANDS-ON EXPERIENCE THROUGH THE SENSES
      •  
      •  
      •     Second Hand (representational)
        • o     VIDEO/PICTURES/MODELS/SIMULATIONS
      •  
      •     Third Hand (symbolic)
        • o      BOOKS
    • 9.
      • A interactive notebook (INB) your own personalized DIARY of learning about science
      • A portfolio of your work in ONE convenient spot . This is great for studying for upcoming quizzes & test
      • A great ORGANIZATIONAL tool that gives you permission to be PLAYFUL AND CREATIVE in your responses without "messing up" your notes.
      • Allows you to be like a REAL SCIENTIST !
      Science Notebook What is An Interactive Notebook
    • 10. Science Notebook Setup Science Notebook
    • 11. Interactive Science Notebook Supplies scissors colored pencils pens & pencils NO MARKERS!! Composition Notebook Glue stick
    • 12.
      • The notebook is divided into TWO sections .
      LEFT side “loves ” STUDENT work = OUTPUT RIGHT side is “restricted” to TEACHER INPUT WARMUP #1 Fill in the missing word. Decomposer Producer Consumer Plants are ____. Lions, tigers, and bears are ____. Worms and mushrooms are____
    • 13.
      • Science Warm-Ups
      • Graphic Organizers
      • Drawings/Illustrations
      • Poems, Rap Songs
      • Cartoons/Comics
      • Lab Analysis
      • Teach Your Parent
      YOUR OPPORTUNITY TO BE AS CREATIVE AS YOU WANT TO BE Examples of Left Side Assignments
    • 14. LET’S GET STARTED…
      • Size and Shape
      • Common 8 ½” X 11” - elementary grades
      • Composition books - secondary
      • Outside Cover and Inside Title Page
      • Create a Title Page
      • Include yourself as the author of the work
      • AND… let it reflect some serious personality
      SCIENCE
    • 15. LET’S GET STARTED…
      • Science Interactive Notebook Front Cover:
      • The following information must appear on your front cover:
      • Full Name (first name & last name)
      • Science Period ____
      • Mr. Gonzalez, Room 709
      • March - June 2010
      The rest of the FRONT and BACK covers are yours to show off your UNIQUE PERSONALITY!! You may glue photos, include drawings, paste stickers, or add anything else that is “ school appropriate”
    • 16.
      • Unit Cover Page ( page 1 )
      • On the very top line write the following title:
      • Unit 1: Introduction to Science Interactive Notebooks
      • (leave the rest of the page blank…for now)
    • 17. TABLE OF CONTENTS
      • Pages 2-3
          • OPPOSING PAGES FOR EASY REFERENCE
          • Use professional judgment as to format
      • DATE ACTIVITY PAGE #
    • 18.
      • No RIPPED OUT pages or torn corners
      • No DOODLING that doesn’t relate to science
      • Notebook should only be used for SCIENCE CLASS ONLY
      • DATE AND NUMBER each page
      • All entries must go into the Table of Contents
      • BE COLORFUL & LOVE YOUR NOTEBOOK
      NOTEBOOK RULES..
    • 19. Representing Knowledge Nonlinguistically
        • We are going to read the Marzano article, selectively highlight KEY information, and respond to the text following the prompts provided by Mr. Gonzalez.
      On page 5
    • 20. Representing Knowledge Nonlinguistically
        • Now that we have read and discussed this article I would like you to do the following two assignments on your input page.
        • Write a 10-word summary of the reading
        • Create a nonlinguistic representation that shows the reading’s main points.
      On page 4
    • 21. THINKING ABOUT NOTEBOOKS…
        • What is it that you think should be included in a science notebook
        • kept by students?
        • When you have finished your response, draw a
        • under what you wrote…
      line of learning! On page 7
    • 22. THINKING ABOUT NOTEBOOKS… Share out with your table group…
    • 23. Left Output
        • Capture your group’s thinking in a T-Chart.
        • Group Members Contribution to
        • Discussion
      On page 6
    • 24. WELCOME TO MY CLASSROOM!
    • 25. First Hand Learning
    • 26. ENTRY TYPE: Scientific Illustrations & Images
    • 27.
      • Now it’s your
      • turn…
              • Labeled
              • Detailed
              • Accurate
      On page 8
    • 28. Scientific Illustrations
      • Include a descriptive caption in which you describe the color, size, shape of the U.S. penny you are observing.
      On page 8
    • 29. ANATOMY OF A U.S. PENNY
    • 30.  
    • 31. ENTRY TYPE: Writing Frames Observations Organizer
    • 32. Please note…
      • These writing frames should be used for initial scaffolding.
      • Students should be moved to more fluent writing once they have experienced these simple frames.
      • Betsy Rupp Fulwiler
    • 33. On page 9
    • 34. Observations Organizer “ I observed my plant is fat. I noticed that my plant is getting skinnier. It reminds me of a tree because it’s long and has a flower. I am curious to know how the roots grow.” “ The object I am choosing to write about is the marker. When written with, it provides a bold red color. As I remove the cap, it gives off a strong and potent scent…”
    • 35. Second Hand Learning
    • 36. Video: How U.S. coins are minted
    • 37. Third Hand Learning
    • 38.
      • The Composition of the Cent
      • Following is a brief chronology of the metal composition of the cent coin (penny):
      • The composition was pure copper from 1793 to 1837.
      • From 1837 to 1857, the cent was made of bronze (95 percent copper, and five percent tin and zinc).
      • From 1857, the cent was 88 percent copper and 12 percent nickel, giving the coin a whitish appearance.
      • The cent was again bronze (95 percent copper, and five percent tin and zinc) from 1864 to 1962. (Note: In 1943, the coin's composition was changed to zinc-coated steel. This change was only for the year 1943 and was due to the critical use of copper for the war effort.)
      • In 1962, the cent's tin content, which was quite small, was removed. That made the metal composition of the cent 95 percent copper and 5 percent zinc.
      • The alloy remained 95 percent copper and 5 percent zinc until 1982, when the composition was changed to 97.5 percent zinc and 2.5 percent copper (copper-plated zinc). Cents of both compositions appeared in that year.
      What is the composition of U.S. Pennies?
    • 39. Making connections to science content
    • 40. ENTRY TYPE: Writing Frames Compare & Contrast
    • 41. Now add a nickel!
    • 42. THE BOX & T-CHART PENNY NICKEL Similarities Differences On page 10
    • 43. On page 11
    • 44. Box & T-Chart Box & T-Chart with lines
    • 45. Let’s talk about Assessment (FORMATIVE)
    • 46.
        • Teacher’s Opportunities to Score:
          • “ Drive-Bys”
          • Data sheets scored before attaching to notebook
          • Quizzes scored independently
          • Weekly if possible for critical comments
      Opportunities for Assessment
    • 47. Opportunities for Assessment
      • Self assessment or teacher assessment
        • Scoring Rubrics (primary and intermediate)
          • Student scores self
          • Teacher scores student
          • Student and teacher score student
        • Notebook Reflections
    • 48. CRITICAL FEEDBACK IS CRITICAL
      • Writing on pages
      • Post-It Notes
      • Oral Commentary
    • 49.
      • Let’s examine this practice…
      • What target was hit?
      • What could have been done better?
    • 50. CRITICAL FEEDBACK IS CRITICAL
      • Look at how you wrote about each of the soil components. Another scientist would be impressed with how much information you included.
      • Now, what do you want to explore next?
    • 51. Critical Feedback “ You described the two strategies you used (moving the weight and the fulcrum) to balance your mobile. Many 2 nd graders only write about one strategy which doesn’t help other scientists understand what you’ve discovered. This is great!” “ Could you explain WHY you moved the paper clips to the middle and to the heavier side?”
    • 52. Research
      • IF WE GIVE MORE:
      • appropriate feedback to students about targets hit and missed
      • make it ongoing assessment by teachers in a wide variety of ways
      • = Positive Effects on Student Learning
      • Black & Wiliam, 1998
      • Classroom Assessment
    • 53. Student Benefits
      • Reinforces student understanding of a subject.
      • Helps develop clear thinking.
      • Encourages and illustrates importance of writing across the curriculum.
      • Allows for their self expression.
    • 54. Student Benefits
      • Provides open and risk-free communication with the teacher.
      • Emphasizes importance of writing now and in the real world.
      • Can be used as a resource in an
      • open notebook test, for writing lab reports, or engaging in discussion
      • Gives students an exciting
      • reason to write.
    • 55. Teacher Benefits
      • Provides insight into students as individuals and their understanding of content and skills (science, math, language arts).
      • Provides an opportunity
      • for “ active research ” .
      • It forces you to
      • examine your teaching, more closely.
    • 56.
      • If dialogue exists, it builds rapport between teacher and student; makes learning a joint effort.
      • Provides a future resource of information for teacher, students, parents, and classmates.
      • Provides accountability for
      • teacher assessment of individual students and the entire class.
      Teacher Benefits
    • 57. Critical Feedback Practice
      • Review the work done by one of your colleagues in class today.
      • Critical Feedback:
      • Identify and praise specific targets that were met.
      • Indicate practices that could have been done better with specific recommendations.
      • Challenge your colleague to consider possible applications or extensions of the material covered. (Usually written as a question)
      On page 12
    • 58. GLOSSARY
      • LOTS OF OPTIONS
      • Create student generated Glossary in the back of the book
        • highlight a word as it is encountered
        • add a sentence using the word in context on the right side! Do a sample so you remember!
      • Pages for A-Z Glossary that is student generated.
      • Other suggestions?
      On page 13-15
    • 59.  
    • 60.  
    • 61. Lab Hands-On Extension
      • How Many Drops?
      • Main Subject Area: Science
      • Keywords: Surface Tension
      • Brief Description:
      • Students will explore surface tension and the effect that tensioactive substances (soap) will have on it, through the use of coins. They will also collect data on coins and their different properties.
      • Objectives:
      • Students will explore surface tension and the effect that tensioactive substances (soap) will have on it, through the use of coins.
      • Students will collect data on coins and their different properties.
      • Materials:
      • For each group of 4 students you will need:
          • 1 penny, 1 nickel and 1 quarter
          • Graphing paper
          • Eye dropper
          • Bottle of water
          • Soap (glycerine or dish soap)
          • Paper towels
      • Coins Used in Lesson:
          • Circulating pennies, nickels and quarters
    • 62. Lab Hands-On Extension
      • Procedures:
          • 1. Brainstorm with your students about their knowledge of the composition of coins.
          • 2. Discuss the concept of surface tension as a class.
          • 3. Ask your students to estimate and record how many drops of plain water they think will fit on each of the coins. Have them estimate for each side (obverse and reverse.) Then have the students record their estimates for the number of drops each side of each coin will hold of soapy water.
          • 4. Have your students clean each of the coins and make sure there is no remaining soap.
          • 5. Have your students test their hypotheses by dropping first the plain water on each side of each coin and then the soapy water. They should record their results next to their predictions.
          • 6. Each group of 4 can make a chart of their results. Stem and leaf plots of their predictions and actual results help the students to see their data. Students can then analyze the data for the mean, median, mode, and average.
          • 7. Students should then draw and write conclusions based on their data.
      • Assessment / Evaluation:
          • Students’ notes and graphs can be used for assessment.
      • Differentiated Learning Options:
          • As an extension students can add 15 drops of plain water to a penny. Then add 3 drops of soapy or salty water and see what happens.
    • 63. 3-2-1 Personal Reflection
      • Using your science notebook, take a few minutes alone to QUIETLY reflect on:
      • 3 Things I want to remember to tell my students about Science Interactive Notebooks
      • 2 Things that I learned about Science Interactive Notebooks
      • 1 question I still have about their implementation or 1 comment I’d like to share
      On page 16
    • 64. Table Reflection
      • Draw a LINE OF LEARNING
      • Hold a table discussion about what you have each written.
      • Jot down for yourself, some of the table groups’ wisdom.
      On page 17
    • 65. Group Report
      • Draw another LINE OF LEARNING
      • Each table group shares one thing.
      • Jot down for yourself, some of the whole groups’ wisdom.
      On page 17
    • 66. FINAL THOUGHTS…
      • The laboratory notebook is:
        • a place to record what you see and do
        • a place to record what you THINK about what you see and do
        • a place to ask questions about experiences
        • your silent partner , “on the bench”, open and ready, before work can begin.
    • 67. FINAL COMMENTS…
      • From the teacher who has
      • read the notebook, the
      • student can learn to do better ; and
      • from the students’ work the teacher
      • can learn to do better .
      • The notebook is thus a powerful aid for improving teaching and learning in the classroom. JERRY PINE, 1996 CAL-TECH
    • 68. Questions/Comments?
      • E-mail
      • [email_address]
      Science Notebook

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