Science Journals An introduction to Science Journals

Numbering Pages Number all pages – every page should have two numbers, front and back

On the inside cover Fold in half the Northwood Lab Expectations (yellow sheet) Tape the edges of the yellow sheet to the journal

On the very first page you will write: If you find this journal please return to Mr. Pena’s room, room 215. This journal is worth a large percent of my grade. I would really appreciate it. Thank you, First & last name

Table of Contents On the next three pages, title them “Table of Contents” You will need to update your Table of Contents as you add to your journal

Big Idea On the next three pages, title them “Big Idea” You will need to update your Big Idea page as you add to your journal

Grade Graph & Journal Check Paste the GRADE GRAPH sheet on the LEFT page Paste the JOURNAL CHECK sheet on the RIGHT page

Grades, grades, grades Journal check usually every week

Vocabulary Kept in the back of your journal Write a definition in your own words and draw a picture related to the word. Turn to the back of the journal, and flip it upside down. Title it VOCABULARY

Unit Outline Unit- the broad topic i.e. genetics, ecology Learning Targets – what you are expected to learn. Handed out at the beginning of the unit. Big Ideas – added throughout the unit Lessons – activities, labs, readings, etc. Vocabulary

Learning Target Usually 5-6 I can statements stating things you will know by the end of the unit

Any Questions? Let’s Practice!

Introduction to Science Journals Key Question: Why do we use science journals? Initial Thoughts: *note, if it’s underlined, write it down

Evidence- Why Journals? Scientists use them! Organization! Everything is together! Helps you reflect! Based on Brain Learning

Evidence- Lesson Outline Date & Title Key Question Initial Thoughts Evidence (of learning!) Analysis Summary Reflection Big Idea

Evidence- Key Question Open ended question You should know something about the answer No correct answer! “I don’t know” or nothing is the only answer that is unacceptable!

Evidence- Initial Thoughts Answer the Key Question! Helps identify any misconceptions Allows you to reflect later on what you learned

Evidence- Evidence (of Learning!) Learning happens here! Variety of lessons Activities Labs Lectures Readings

Evidence- Analysis Process what you learned Answer questions Different level questions! What is the purpose of unbalanced forces? When would we use balanced and unbalanced forces?

Evidence- Summary Wrap up the whole lesson in one paragraph! Includes a minimum of four complete sentences. Initial thoughts (what you thought before) Evidence (what you have learned) Further thoughts and/or questions

Evidence- Reflection Using higher level thinking skills There are different levels of questioning Gets you to apply your learning Gets you to think about what may be coming next Uses a different part of your brain

Evidence- Big Idea What was the point to the lesson? Group discussion Write the big idea onto your big idea page, as well as at the end of your lesson page!

Analysis 1.What goes into each Lesson Outline? (A list is o.k.) 2.Explain why we use journals in science. 3.Explain why reflections are important.

Summary Summarize what we’ve just learned in four sentences. Initial thoughts - What did you think about science journals before this lesson? Evidence of learning - What did you learn from your evidence about science journals? Further thoughts or questions - What are some further thoughts or questions you have about science journals?

Reflection How do you think journaling will help you in learning the science concepts? (Use complete thoughts and sentences)

Big Idea What is the Big Idea of Science Journals? Science journals are important because they help us stay organized, gather our thoughts, record our questions, and help us study.