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Connecting science to literacy through noteboking
Connecting science to literacy through noteboking
Connecting science to literacy through noteboking
Connecting science to literacy through noteboking
Connecting science to literacy through noteboking
Connecting science to literacy through noteboking
Connecting science to literacy through noteboking
Connecting science to literacy through noteboking
Connecting science to literacy through noteboking
Connecting science to literacy through noteboking
Connecting science to literacy through noteboking
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Connecting science to literacy through noteboking

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Creating a seemless line between science and literacy with notebooking.

Creating a seemless line between science and literacy with notebooking.

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  • How can we as educators create a seamless line between science and Literacy? One way in particular which is research based is through science notebooking?
  • How can we infuse the two? By finding away to transform learning.
  • One way to enhance IBL is through writing. When student write they are thinking; which can potentially cause them to begin to process knowledge and or content at a higher level. They begin to synthesis information.
  • Why do students maintain notebooks? What are the benefits of science notebooking?
  • Leonardo da Vincinotes were made and maintained daily throughout is life and travels, as he made continual observations of the world around him.LinusPaulings-was one of the first scientists to work in the fields of quantum chemistry, molecular biology and orthomolecular medicine. Charles Darwin was the first to produce an evolutionary tree of life during his studies on the Origins of Species by Natural Selection.
  • Innovative Designs for Education provide opportunities for educators to utilize DI through PBL with the infusion of technology to meet the needs of the whole learner. Even with DI we are sometimes challenged when we seek out ways to modify course work for our students because it can become difficult sometimes to track their progress even we utilize varied forms of assessment, especially with the increasing numbers in the classroom. Notebooking provides for continuous and ongoing informal assessment for both the learner and the teacher. Notebooking can be used as a needs assessment tool as well as a means to track growth of a student over the course of a school. Notebooking can be used as an instructional tool during IBL/PBL to move the student to the next level because of the organized cognitive engagement. (Constructing concepts and building explanations)
  • Add link for work samples. Here technology is infused to provided the additional skill to meet the mandated state requirements.
  • Yellow or column for self assessmentBlue or column for teacher assessment
  • Transcript

    • 1. Science notebooking
      Essential Question:
      How can we as create a seamless line between science and Literacy?
      Presented by Tara V Dowdell
    • 2. Connecting Literacy and Science
      Literacy
      is typically described as the
      ability to read and write.
      Literacy is the "ability to
      identify, understand,
      interpret, create,
      communicate, compute
      and use printed and
      written materials
      associated with varying
      contexts.
      Science
      is an outlandishly large
      body of knowledge. It’s
      domain is the natural
      world-the things in it,
      the principles that
      govern their behaviors,
      and the conceptual
      connective tissues that
      makes it all
      comprehensible.
    • 3. Transforming Knowledge and Learning
      “The act of writing by its very nature may enhance thinking. Writing may achieve this by demanding the learner to organize knowledge.”
      “Students’ Science Notebooks and the Inquiry Process “
      Klentschy and Molina-De la Torre, 2004
    • 4. Purpose of science notebooking
      • The scientist’s notebook is a detailed record of interactions with scientific phenomena.
      • 5. It is a personal representation of experiences, observations, and thinking, which are integral parts of scientific processing.
      Writing requires students to clarify what they know and expose what they don’t know.
      ActiveReasoning
      Analyzing
      Communicating
      Effective Thinking
      Organizing
      Remembering
    • 6. The History of the Science Notebook
      The Vitruvian Man, Leonardo's study of the proportions of the human body. 1485
      LeodardodaVinci Studies of Embryos 1510
      Linus Pauling's Science notebooks
      Works of Charles Darwin 1837
    • 7. Science notebooking
    • 8. Inquiry-Based Learning and Science notebooking
      Inquiry-Based Learning
      Unifying Topics
      Essential Questions
      Explore/Apply/Reflect
      Data driven
      Claims and Evidence
      Meaning Connections to real life
      Predictions/Conclusion
      Student driven
      Dependent to independent learning
      Science notebooking
      Cognitive engagement
      Record of organized data
      Self-assessment tool
      Informal assessment
      Differentiate instruction
      Focal point for discussion
      Link new information and prior knowledge
      Organizing and restructuring knowledge
      Personal record/ownership
    • 9. Interactive Science Notebook
      Input
      The Box and T-chart
      Venn Diagrams
      Concept Maps
      Definitions
      KWL
      Student notes
      Output
      Foldables
      Summaries
      Sketches
      Labeled Diagrams
      Poster
      Report
      Click to here view samples of student work.
    • 10. Sample science notebook rubric
    • 11. Thinking about science notebooking……….,
      1. What are some of the benefits that you saw in using science notebooking?
      2. How can science notebooking be a beneficial tool to students of today?
      3. What are some of the skill sets that can be learned from science notebooking?
      Share with the group…
    • 12. References
      http://darwin-online.org.uk/EditorialIntroductions/vanWyhe_notebooks.html
      http://en.wikipedia.org/wiki/Image:Leonardo_da_Vinci_Studies_of_Embryos.jpg
      http://img93.exs.cx/img93/5200/paulingnotes14jj.jpg
      National Research Council (2006) Taking Science To School. Washington D.C: National Academy of Sciences.
      Crossing Boards: Students’ Science Notebooks and the Inquiry Process; Klentschy and Molina-De la Torre, 2004

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