Science Notebooks

1. Science Notebooks Building Science Literacy Communication Connections

2. Literacy Integration • Language – Data – Experience work together to form meaning • Relevance • Structure • Evidence based • Link Reading – Writing – Thinking • Reflective thinking • Concept generalization

3. Building Literacy Writing in science • Questioning • Scaffolding • Prompts and Sentence Stems • Supporting Claims with Evidence • Reflection and Connection

4. Interactive Communication and Writing “…Personally meaningful knowledge is socially constructed through shared understandings.” Vygotsky(1978) • Metacognitive awareness • Organize ideas

5. Beyond Recording to Using Data • Explain ideas – support with evidence • What claims can you make based on your evidence (data)? • Provide time to discover • Patterns in data • Similarities and differences • New conflicting ideas

6. Writing ChoicesMove from Structure to Purpose • Initial • Record: • data • procedures • information • Complete • the task • Write • what • was done • Developed • Record: • questions • predictions • claims – evidence • conclusion • reflections • Make sense of • the task • Write • what • was learned

7. Developing Student Input Use “paste-in” curriculum materials Open ended draw/record investigations Provide sentence stems/prompts to support writing Students record learning in their own ways

8. Question, Problem, Purpose • Start with the right question • What do we want to know or find out? • What is our problem? • What kind of information are we looking for? • How? What? Which? • Types • Problem posing – investigable • Measuring/counting • Comparison: similarities and differences

9. Writing Prompts • Develop questions: • What happens to __ if __? • How are __ and __ the same/different? • Which object is the __(lightest/heaviest)? • Predict an answer and explanation: • I think ____ will happen, because____. • If ______, then_______, because____. • I think _______ because ____.

10. Collecting and Recording Data

11. Scientific Drawing • Drawings are graphic speech - Vygotsky • Reveal understanding/misconceptions • Develop voice • Support claims and conclusions • Include comments – labels • Interact/discuss • Teacher questioning

12. Graphic Organizers • What do you use now? • New Ideas • Model: • I do – we do – you do

13. KLEW: Connecting Claims and Evidence I claim that ____. I claim this because ___. I learned that ____. I learned this because ___. Claim: new ideas or learning Evidence: data that backs up or proves the claim

14. Draw Conclusions • Look for patterns in the evidence (data) • Record a summary statement • Final answer to the focus question • What was understood – not just what was done • Use KLEW as a graphic organizer to write • Today I learned_. I know this because_.

15. Reflection: Process Connections I wonder what would happen if __? This is just like ___. Extend investigations as flexible group centers

16. Note Taking and Summarization

17. Marzano Summarizing • Identify and keep important info • Delete unimportant - repetitive info • Substitute group term for list • Find or create a topic sentence

18. TOPIC Questions Subtitles Headings Ideas CLASS NOTES Modified Cornell Note Taking 3 to 4 sentence summary at bottom of last page of days notes

19. Vocabulary Development

20. Summary Frames • T- R- I: • Topic – Restrictions – Illustrations • Definition: • What is being defined? • General category • Defining characteristics • Subtypes

21. Working Word Walls • Create as words are used in context • Use visuals – 3-D objects • Uses • Complete sentence stems • Label • Create graphic organizers

22. Portable Word Wall • Write words/tools on sticky notes • Place in chosen column: • Not Know • Unsure • Know • Continuum of confidence of knowing

23. Discuss What are you going to do with these ideas in your classroom this year?

24. Future