Connecting science to Literacy through noteboking


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Notebooking in the science classroom.

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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
  • Connecting science to Literacy through noteboking

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