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Science Note-booking Training, December 7th, 2013

Science Note-booking Training, December 7th, 2013. Timeline: 8:00 to 9:00 am Science Note-booking 9:00 to 9:10 am Break 9:10 to 11:00 am “Mystery Spill” Note-booking 11:00 to 12:00 pm Lunch Break 12:00 to 1:00 pm “Mystery Spill” Note-booking 1:00 to 1:10 Break

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Science Note-booking Training, December 7th, 2013

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  1. Science Note-booking Training, December 7th, 2013

  2. Timeline: 8:00 to 9:00 am Science Note-booking 9:00 to 9:10 am Break 9:10 to 11:00 am “Mystery Spill” Note-booking 11:00 to 12:00 pm Lunch Break 12:00 to 1:00 pm “Mystery Spill” Note-booking 1:00 to 1:10 Break 1:10 to 2:00 Finish Note-booking 2:00 to 3:00 Grade Level Breakout

  3. Science Note-booking

  4. Objectives: • Understanding of construction of a Science Notebook with the different entry types. • To discuss the importance of students understanding the Standards being taught and the Performance Expectations for each of them. • Hands-on lesson with actual note taking strategies and components. • To learn about and discuss Common Core Reading, Writing, and Literacy skills that can be incorporated into the notebooks. • Discuss the importance of a student Making Meaning Conference and continuous Review.

  5. Objectives: • To have participants use foldable’ s in Science Notebooks. • To give them a web site that shows all the different types of entries done by students from the State of Washington. • To guide teachers through the note-booking process using as many types of entries as possible. • To express the importance of reviewing the student notebooks by students at least once a week.

  6. Science Notebook Organization • Students use organizational elements to streamline access to the contents of their notebook over time to support their learning. As teachers consider what elements of a science notebook are most appropriate to meet their student learning goals in science, they will need to exercise their own professional judgment as to which organizational elements support those goals. Formats for each organizational element vary depending on grade level and purpose, but can include some of the following components:

  7. Science Notebook Entry Types • Science notebooks contain information about the students’ classroom experiences and are used much as scientists would, before, during, and after all investigations. They are a place where students formulate and record their questions, make predictions, record data, procedures, and results, compose reflections, and communicate findings. Most importantly, notebooks provide a place for students to record new concepts they have learned and to review the lessons already accomplished.

  8. By reviewing hundreds of actual student notebooks, a group of education leaders from Washington State explored how teachers were asking students to record their ideas in their science notebooks.  Analysis of the student work revealed eight distinct strategies or “entry types,” used most frequently by practicing K-12 teachers. This section describes those eight entry types and offers a rationale for why a teacher might select a given entry type. The companion website – www.sciencenotebooks.org - illustrates each entry type with multiple samples of student work stored in a searchable online database. The samples come from students of all grade levels, demographic groups, and geographic regions.

  9. Title Page or Notebook Cover • Recording this information enhances student understanding of common text features that support the development of literacy skills. Common elements on a title page or notebook cover may include: • Student name • School • Teacher name • Class • Content Picture

  10. Table of Contents • A table of contents allows a student to easily retrieve work from previous lessons within the unit. Teachers can create a template for students to fill in (e.g. blank template or transparency, list of activities with place to enter page number and date). Alternatively students can create the table of contents themselves. Alternative ways of doing a table of contents may include:

  11. Table of Contents (cont.) • Teacher creates an empty template for students to fill in • Completely created by student • Done together with student input on chart paper or off transparency • Done ahead by teacher and student just adds page numbers and date • Teacher does whole thing

  12. Type: Notebook OrganizationGradeband: elemGrades: 2Discipline: LifeSTC – Life Cycle of the Butterfly

  13. Type: Graphic OrganizersGradeband: elemGrades: K-1Discipline: Physical ScienceSTC – Measuring and Comparing

  14. Type: Notebook OrganizationGradeband: middleGrades: 7Discipline: Life- - -Table of Contents - this helps students to find and use earlier notes, vocabulary, assignments, etc.

  15. Organization of Individual Pages • These features allow students to organize their work and more efficiently access learning from prior activities or lessons. These features also assist the teachers in assessing student understanding. Common organizational features include: • Number on each page • Headings

  16. Focus questions • Activity title • Date each page • Time (optional) • Page division (due to specific content needs) • Sections • Pockets

  17. Glossary • Vocabulary words acquired while engaged in a hands-on lesson contribute to the development of scientific literacy. A glossary is one approach to building understanding of scientific terminology, while also advancing learning of text features. Recording and highlighting new vocabulary as the words are encountered in the unit is an alternative to the use of a glossary. Some strategies for constructing glossaries include:

  18. Glossary (cont.) • Create and use a separate science glossary notebook • Use a student created spelling or writing dictionary • Teacher gives words, students adds own picture and definition (Marzano’s Vocabulary Strategy) • Copied glossary words from teacher guide and students just highlight • Students use real world dictionaries rather than make glossaries • Teacher creates glossary based on input from children • Create word wall as class, students add these words to word bank in their notebooks • May include scientific terminology and/or words that are important to know within the context of a test question or activity (e.g. compare, contrast, formation)

  19. Marzano’s Vocabulary Format Term/Phrase: My Understanding: | 1 | 2 | 3 | 4 | Description: Drawing: More ideas: Definition:___________________ ___________________________ ___________________________

  20. Vocabulary Strategies on the District Web Page • Check out the different Vocabulary strategies found on the district Web site under Curriculum and Professional Development. • My favorite is Jeopardy! (show example) (Complete instructions are included with each strategy).

  21. Entry Type: Drawings • Definition • Student generated drawings of materials, scientific investigation set-up, observations, or concepts. Three common types of drawings used in science notebooks include: • Sketches: Informal pictures of objects or concepts created with little detail. • Scientific Illustrations: Detailed, accurate, labeled drawings of observations or concepts. • Technical Drawings: A record of a product in such detail that someone could create the product from the drawings.

  22. Entry Type: Drawings (cont.) • Purpose • Students use drawings to make their thinking and observations of concrete or abstract ideas visible. Drawings access diverse learning styles, allow entry to the writing process for special needs students and emergent writers, and assist in vocabulary development (e.g. oral explanations, group discussions, labels).

  23. Type: DrawingsGradeband: elemGrades: 3Discipline: LifeSTC - Plant Growth & DevelopmentDrawing to show labeled parts of growing Fast Plants. The student is using the notebook to record changes over time. (also a table)

  24. Type: DrawingsGradeband: elemGrades: 5Discipline: Life ScienceSTC - EcosystemsScientific illustrations while observing animals prior to putting them in a terrarium. Student clearly draws the side view figure of a cricket, labels parts, and even denotes a question about a part, identifying it’s purpose. The isopod also shows a side view when curled up.

  25. Type: DrawingsGradeband: elemGrades: 5Discipline: PhysicalSTC - Motion and DesignTechnical drawing where the image is accurate, labeled and detailed and could be duplicated by someone looking at his drawing.

  26. Entry Type: Tables, Charts, and Graphs • Definition • Formats for recording and organizing data, results, and observations. • Purpose • Students use tables and charts to organize information in a form that is easily read and understood. Recording data in these forms facilitates record keeping. Students use graphs to compare and analyze data, display patterns and trends, and synthesize information to communicate results.

  27. Type: Tables, Charts, and GraphsGradeband: elemGrades: 1Discipline: LifeSTC – Terrarium HabitatsIndividual sketches that actually begin to form a graph of growth.

  28. Type: Tables, Charts, and GraphsGradeband: elemGrades: 5Discipline: LifeSTC - EcosystemsTable of data with samples of pH test strips to show results of the impact of pollutants on a terrarium and an aquarium.

  29. Type: Tables, Charts, and GraphsGradeband: highGrades: 9Discipline: LifeOther - Not listedBar graph of amount of food energy available in different foods.

  30. Entry Type: Graphic Organizers • Definition • Tools that illustrate connections among and between ideas, objects, and information. Examples include, but are not limited to, Venn diagrams, “Box–and-T” charts, and concept maps. • Purpose • Graphic organizers help students organize ideas to recognize and to communicate connections and relationships.

  31. Type: Graphic Organizers Gradeband: elem Grades: 1Discipline: Physical Science STC - Solids and LiquidsVenn diagram

  32. 96Type: Graphic OrganizersGradeband: elemGrades: 2Discipline: Life ScienceSTC - The Life Cycles of ButterfliesBox and T chart comparing caterpillar and student.

  33. Type: Graphic Organizers Grade band: elem Grades: 2 Discipline: Life ScienceSTC - Balancing and WeighingThis represents a Venn diagram but the comparison could also be set up using a Box & T-Chart.

  34. Type: Graphic OrganizersGradeband: highGrades: 9Discipline: PhysicalStars unit. Learning about stars and displaying info learned graphically

  35. Type: Graphic OrganizersGradeband: highGrades: 9,10,11,12Discipline: Life- - Graphic organizer for eukaryotes, prokaryotes and the cell cycle.

  36. Entry Type: Notes and Practice Problems • Definition • A record of ideas, observations, or descriptions of information from multiple sources, including but not limited to direct instruction, hands-on experiences, videos, readings, research, demonstrations, solving equations, responding to guiding questions, or developing vocabulary. • Purpose • Students use notes and practice problems to construct meaning and practice skills for current use and future reference.

  37. Type: Notes and Practice ProblemsGradeband: elemGrades: 1stDiscipline: Life ScienceGEMS Terrarium HabitatsExample of using a labeled drawing to develop vocabulary .

  38. Type: Notes and Practice ProblemsGradeband: elemGrades: 2Discipline: EarthSTC - WeatherExample of notes a child has created around the temperature, using words and drawings. The thermometer has also been inserted here.

  39. Type: Notes and Practice ProblemsGradeband: elemGrades: 5Discipline: Earth ScienceSTC - Land and WaterShows part of the investigative design

  40. Type: Notes and Practice ProblemsGradeband: elemGrades: 5Discipline: PhysicalSTC - Motion and DesignThe materials list appears just before a t-chart where the student has set up a comparison of conditions that make a vehicle move faster or slower. Additional notes are present from the inquiry that has been conducted.

  41. Entry Type: Reflective and Analytical Entries • Definition • A record of a student’s own thoughts and ideas, including, but not limited to initial ideas, self-generated questions, reflections, data analysis, reactions, application of knowledge to new situations, and conclusions. • Purpose • Students use reflective and analytical entries to think about scientific content from their own perspective, make sense of data, ask questions about their ideas and learning processes, and clarify and revise their thinking.

  42. Type: Reflective and Analytical EntriesGradeband: elemGrades: 1Discipline: EarthFOSS - Pebbles Sand and SiltKids took pictures that were used in their notebooks.

  43. Type: OtherGradeband: elemGrades: 5Discipline: PhysicalSTC - Motion and DesignThis is a KWL with a Line of Learning

  44. Type: Reflective and Analytical EntriesGradeband: highGrades: 9Discipline: Life- - -Publisher: not specified Text: Cells Questions answered as conclusion piece of osmosis lab

  45. Entry Type: Inserts • Definition • Inserts are artifacts placed within a notebook, including, but not limited to photographs, materials (e.g. flower petals, crystals, chromatography results), supplemental readings (e.g. newspaper clippings) and foldable’s. • Purpose • Students use inserts to document and to enrich their learning.

  46. Type: InsertsGradeband: elemGrades: 2Discipline: EarthSTC - Soils

  47. Type: InsertsGradeband: elemGrades: 1,2,3,4,5Discipline: LifeTeacher Developed - Teacher DevelopedThese inserts show research done by a preservice teacher on roots. This is part of an inquiry investigation on the effect of fertilizer on plant growth.

  48. Type: InsertsGradeband: middleGrades: 7Discipline: Physical ScienceSTC - Catastrophic Events

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