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Science interactive notebook pd 2010

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Science interactive notebook pd 2010

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

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