Welcome Science Teachers ! Today Propel/ASSET Notebooking 8:30-11:30 Resources

1. Welcome Science Teachers! Today Propel/ASSET Notebooking 8:30-11:30 Resources PTEI 5-HS 12:00-3:30 Kristen Golomb: Science Coach ASSET Resources Lesson Design Notebooking ASSET Inc. 2010

2. Propel’s Writing Initiative and Science Research shows that student understanding and literary skills improve when students do hands-on/minds-on science and use science notebooks to make sense of their investigations. We can help our students’ understanding of science concepts with notebooking skills. ASSET Inc. 2010

3. Process Writing • Improve student organizational skills • Improve student critical thinking skills. ASSET Inc. 2010

4. Goals Today: • Build a common understanding of Process Writing atPropel: district wide use of science notebooks • Engage in notebooking strategies through inquiry • Plan next steps and understand expectations for implementing notebooks in the fall 2nd meeting: November • Sharing of successes, struggles and growth! ASSET Inc. 2010

5. Sarah Chesney • Resource Teacher • schesney@assetinc.org • Stephanie Rakowski • Resource Teacher • srakowski@assetinc.org ASSET Inc. 2010

6. Providing Materials and Professional Development for Implementing Inquiry-based Science Why ASSET? ASSET Inc. 2010

7. Providing Materials and Professional Development for Implementing Inquiry-based Science Why ASSET? • Aligned with Standards and Research-based • Inquiry –Centered Investigation of Concepts • Follows a Learning Cycle • Allows Critical Thinking and Problem Solving • Promotes Cooperative Learning • Supports Literacy Through Science ASSET Inc. 2010

8. Science Notebooks • How do you use science notebooks in your classroom? • Why do you use a science notebook in your classroom? Set-up • Table of Contents • Numbering Pages ASSET Inc. 2010

9. Science Notebooks • Journal vs. Science notebook vs. Binder • Why use a Science notebook • Supports writing as an integral part of the process of learning science • Documentation of work • Provides a place for reflection and meaning-making

10. Science Notebooks • Assessment • Use positive feedback • Keep in mind: • Level of understanding of concepts you are assessing • Level of students communication skills (writing/drawing/verbal) • Student or parental conversation tool

11. Propel Suggested Notebook Set-up ASSET Inc. 2010

12. Left Side Student Side Lots of Color Concept Maps Drawings Reflective Writing Questions Data and Graphs Data from Experiments Right Side Teacher Input/Content Blue or Black Ink/pencil Information given in class Notes Lab Conclusions Summaries Textbook Notes Procedures for experiments Content Specific Information Right Side? Left Side?What Goes Where? ASSET Inc. 2010

13. Engaging in Inquiry • Not just doing hands-on science… …Putting minds onscience. • Notebooks are a tool for students, utilizing a variety of strategies. • Notebooks show the evidence of how students are thinking about science: the learning cycle ASSET Inc. 2010

14. Learning Cycle FOCUS What am I learning today? What do I already know about it? EXPLORE How can I learn about it? What data did I collect? What other questions do I have? APPLY How does what I learned connect to the real world? What should I do next? REFLECT What did I learn? Why did the investigation happen the way it did? Does my thinking make sense? ASSET Inc. 2010

15. Water Module 4 Grade, FOSS A beginning study of the properties of water ASSET Inc. 2010

16. Focus Question:What will happen…sink or float? • If an object sinks in water, the object is more dense than water. • If an object floatsin water, the object is less dense than water. • WHICH OBJECTS ARE LESS DENSE? MORE DENSE? Prediction Notes ASSET Inc. 2010

17. Hot Water, Cold Water! • Focus Question: • What happens when hot water and cold water are placed in containers of room temperature water? Why? Focus Question Prediction ASSET Inc. 2010

18. During your Investigation • Submerge the hot water into the room temperature water. • Submerge the cold water into the room temperature water. What happens? • Draw and label the two setups at your table. • Create an organized data table to collect your observations. Scientific Drawing Data Collection ASSET Inc. 2010

19. What happened? Why did it happen? • Discuss with your table. • Record ideas in your notebook. Making Sense ASSET Inc. 2010

20. Hot and Cold Water Part 2:What effect does hot and cold water have on each other when they meet? Make a prediction. What happened? ASSET Inc. 2010

21. Hot and Cold Water Part 2:What effect does hot and cold water have on each other when they meet? Results ASSET Inc. 2010

22. Answering the Focus Question: • What happens when you put hot water and cold water in containers of room temperature water? • Why does this happen? • Use evidence from all of our experiences in today’s lesson to support your answer. Making Sense ASSET Inc. 2010

23. Claims, Evidence and Reasoning Strategy • CLAIM State your claim to answer the scientific question. I claim that… I found that… • EVIDENCE Support your claim with data. I observed that… • REASONING Defend your thinking with a reasoning statement: Prior knowledge science concepts expert sources I know this to be true because… Making Sense ASSET Inc. 2010

24. For example: Intermediate • A student is determining whether two substances are the same, based on the properties he observed. Liquid 1 and 4 are the same substance. You can tell this because they have the same density, are both colorless, and have the same melting point. Since density, melting point and color are all properties, and all of the properties are the same, they must be the same substance. I know this because properties are characteristics of substances that help distinguish substances from other substances. claim evidence reasoning ASSET Inc. 2010

25. For example: Primary • A student is answering the focus question: What do fish need to live? (From Animals 2x2) Water Food Plants Students have a class discussion about “why” (evidence and reasoning): Food gives fish energy, Water allows fish to breathe, Plants give fish shelter. Fish may die if they don’t have what they need. claim evidence reasoning ASSET Inc. 2010

26. Answering the Focus Question: • What happens when you put hot water and cold water in containers of room temperature water? • Why does this happen? • Use evidence from all of our experiences in today’s lesson to support your answer. Making Sense ASSET Inc. 2010

27. Line of Learning Student writes an initial explanation of individual or group learning After whole group negotiation (class discussion), student makes a new entry adding to or revising their original thinking ASSET Inc. 2010

28. Power Conclusion Making Sense ASSET Inc. 2010

29. Sample Power Conclusion • I originally thought that the hot and cold water would mix together and turn the cup the color of the water. • [your claim] • [your evidence] • [your reasoning] • Most of the coloring stayed at the top or bottom. But we did notice that some of coloring moved elsewhere. This may be because we bumped into the cup and disturbed the water. I learned that even though hot and cold water tend to rise and sink, it does mix when disturbed. • In the future, I would like to leave the cups out over night to see what happens to the color and temperature of water over time. ASSET Inc. 2010

30. A Reading Selection • 2 Column Note Strategy Notes ASSET Inc. 2010

31. Using Vocabulary • Post-it Foldables Vocabulary more dense less dense ASSET Inc. 2010

32. Focus Explore Reflect Apply • Which strategies helped you engaged in each phase of the learning cycle? • Think about one strategy: • How did this strategy support your learning about Water? ASSET Inc. 2010

33. Science Notebooks • How do you use science notebooks in your classroom? • Why do you use a science notebook in your classroom? ASSET Inc. 2010

34. Next steps… • Next meeting November 22,2010 • Grade level team discussions before November • What successes did you have? • What strategies worked? ASSET Inc. 2010