1 / 32

Using Science Notebooks

Using Science Notebooks . Think as a Scientist Record as a Scientist Reflect as a Scientist. Students learn as real scientists!. The notebook is a collection of thoughts, ideas, sketches, data, questions, equations – a running record of the student’s thoughts

abla
Download Presentation

Using Science Notebooks

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Using Science Notebooks • Think as a Scientist • Record as a Scientist • Reflect as a Scientist

  2. Students learn as real scientists! • The notebook is a collection of thoughts, ideas, sketches, data, questions, equations – a running record of the student’s thoughts • There is no “right way” • Great organizational tool

  3. Scientists use notebooks • As a reference and guide • As a place to record: *Questions *Ah Ha’s *Observations *Illustrations *Data Collection • As a resource to journal claims and evidence • A place to show their thinking and learning • To document their organizational learning over time

  4. What is a scientist??? By Barbara Lehn

  5. Go Science!!!

  6. Elements of a Primary Notebook

  7. What is an observation? • Observe for details • Draw your own observation • Record observation in notebook

  8. Observation Examples:

  9. “I made an observation” He is big and long I observed worms

  10. “I made a prediction!” I predict the ball will go across to the other side if the incline is bigger.

  11. “I Wonder Questions” What is a wonder question? • Generate class list of “I wonders” • Draw an observation. • Write what you wonder Why do they have gills?Can a fish float?Why do they have tails?

  12. I made a diagram! • Full size illustration • Draw correct proportions • All accurate body parts • Key parts are labeled – becomes a “picture glossary” A Accurate B Big C Colorful D Detailed

  13. Focus Question The purpose of the investigation is addressed as a question Examples include: how, which, and what • What is our problem? • What do we want to know or find out? • How much longer is _________ than ________? • Remember: Investigative science begins with a question. • A teacher can provide lists of questions

  14. Grade 2 Diagram Target: Identify and explain how physical structures enable an organism to survive in their environment

  15. Grade 4 Data Collection Labeled drawing Student created table to record findings of conductors and insulators.

  16. Grade 1 Prediction Investigation with prediction and conclusion and data table.

  17. Grade 3 Knowledge Transfer Using scientific language

  18. Grade 3 Data Making observations over a period of time……. Students will predict, sequence or compare the life stages of organisms – plants and animals (e.g., put images of life stages of an organism in order, predict the next stage in sequence.

  19. THE PREDICTION/HYPOTHESIS • Prediction: • The act of predicting (as by reasoning about the future) • A statement about the future • Hypothesis:a proposal intended to explain certain facts or observations What you think will happen (based on PRIOR KNOWLEDGE) If I do … then… will happen because … I think … because • Students will need some prior knowledge to make a meaningful prediction. If not: • Students work in collaborative groups to develop sound and well written hypothesis based on their prior knowledge • Not every activity will need this entry

  20. Student’s Guide to Scientists’ Notebook TITLE OF LESSON FOCUS QUESTION* (Big Idea) • What do you have to investigate or figure out in this lesson that is related to the big idea? • What will be the main question that will guide your learning? • What…, How…, Does… are good beginnings PREDICTION/ HYPOTHESIS* • What do you think will happen (USING PRIOR KNOWLEDGE) • If I do … then… will happen because… • I think … because PLANNING • (Don’t rewrite procedures- use if you need to design a procedure) DATA* • Record the data in a way that will make sense to you later Paragraph, Bullets, Table/Chart, Drawings, Graphs, etc. • Title and label diagrams and pictures • Measurements should be specific, accurate, and units labeled • NEVER erase your work: Simply cross out any errors CLAIMS AND EVIDENCE* • State your claim based on your evidence (data collected from observations) • What do you claim to be true? • How can you prove what you are stating? (Back it up) …..I know this to be true because I observed……… ….I claim that when ………, then ……….. (happens)

  21. Continued….. MAKING MEANING CONFERENCE* • Make your thinking public in a class discussion • Turn and Talk CONCLUSION/REFLECTION* • Restate the focus question as a topic sentence In this investigation… In this inquiry…. I (we) learned that….. • Use details from your claims and evidence (data) chart to answer the focus question. • Every claim must be supported by evidence. I (we) liked/did not like…… because My (our) prediction that…..was…..because…. This reminds me (us) of….. because…. I (we) discovered that….. Now I (we) think that….because • Refer back to your hypothesis My hypothesis was correct/incorrect because… • Record your thoughts after the experiment (Understandings, Likes, Related Thinking, Connections) • Include a summative sentence that can be a restatement in different words of the topic sentence. Questions • What new questions do you have to extend your learning?

  22. Table of Contents Example

  23. Focus Question

  24. Conference on Making Meaning Model, model, model, practice, model, model, model … • Give students an opportunity to reflect their own thinking in pairs prior to sharing with a group. • Students need to revisit their claims and evidence piece and revise if needed.

  25. THE CLAIMS AND EVIDENCE What do you claim to be true? How can you prove what you are stating? I know this to be true because I observed……… I claim that when ………, then ……….. (happens) *Make sure to enter claim and evidence in a chart form of some sort each and every time

  26. Claims & Evidence – Grade 5

  27. Time to Reflect… 5th grade Page # Date

  28. Guidelines for notebooks • Number the pages • Date every new entry • Create a table of contents

  29. More on guidelines……. • Strive for neatness. Emphasize the importance of being able to read student work. • A place to jot down ideas or thoughts (brainstorming), diagrams, graphs, figures, charts, sketches, or calculations. • It is good to include any changes made to procedures, mishaps, failures, or mistakes. Good scientists do this all the time!

  30. What type of notebook will you use? Determine the type of notebook • Composition book • A spiral notebook • A three ring binder • A three prong paper folder Use what works in your classroom!

  31. What to learn more? • http://www.sciencenotebooks.org • http://www.ebecri.org/custom/toolkit.html • Using Science Notebooks in Elementary Classrooms by Michael P. Klentschy • Science NotebooksWriting About Inquiry • Brian Campbell Clark County School District, Las Vegas, NV • & • Lori Fulton, Clark County School District, Las Vegas, NV

More Related