Charlotte McDonald FOSS Consultant Scientist’s Notebook.

Slides:



Advertisements
Similar presentations
Inquiry-Based Instruction
Advertisements

Critical Reading Strategies: Overview of Research Process
Keys to Literacy WVDE Office of Instruction. Review of Homework For each of the Keys to Literacy below, please bring evidence/artifacts of how it was.
Experiments and Variables
Adapted from: Malcolm B. Butler, Ph.D. University of South Florida St. Petersburg Florida National Geographic University Training of Trainers Orlando,
Interactive Journals My Journal. Key Ideas  Interactive journaling will make a difference!  Students are actively engaged in thinking and communicating.
TESLA Variables Unit: FOSS KIT
The Scientific Method.
Inquiry and Scientist Notebooks. Goals 1. To understand use of scientist notebooks while applying the inquiry model of teaching. 2. To understand the.
Planning for Inquiry The Learning Cycle. What do I want the students to know and understand? Take a few minutes to observe the system to be studied. What.
Scientific Literacy Provide students with appropriate experiences with core science ideas, scientific practices, and engineering experiences 2.
Playa del Rey Elementary School S.T.E.M. Science Fair
Science Inquiry Minds-on Hands-on.
Writing In Science How to Scaffold Instruction to Support Learning New Teacher Year 2, Mtg 2 October 25, 2010 Becky Warf Smith.
Big Ideas and Problem Solving in Junior Math Instruction
Interactive Science Notebooks: Putting the Next Generation Practices into Action
 a tool students use to make connections, revise their thinking, and to deepen their understanding  shows both the content learned (input) and the reflective.
Comprehension Strategy Routine Cards
Principles of Assessment
Mrs. Buonomo Interactive Science Notebooks. J. Buonomo What are Interactive Science Notebooks?  A student thinking tool  An organizer for inquiry questions.
Welcome to FOSS VARIABLES Workshop
Charlotte McDonald, FOSS Consultant Welcome to FOSS Structures of Life Workshop.
ENGLISH LANGUAGE ARTS AND READING K-5 Curriculum Overview.
PowerPoint Template – delete this slide Fill in the appropriate slides Remove any bold or italicized words after you’ve added your changes Delete slides.
A Framework for Inquiry-Based Instruction through
Your Science Notebook Rego Science Dept.. QOD: Think, Pair, Share… Why are science notebooks/ journals helpful and benificial?
Interactive Science Notebooks Presented by: Michele Allen, Katie Dove, Patricia Duke, and Pam Naylor Portions adopted from: Annette Holder, M. Wells, Deborah.
INTRODUCTION TO SCIENCE & THE
TEA Science Workshop #3 October 1, 2012 Kim Lott Utah State University.
Your Science Notebook. QOD: Think, Pair, Share… Why are science notebooks/ journals helpful and benificial?
New Teachers’ Induction January 20, 2011 Office of Curriculum and Instruction.
High Quality Math Instruction
Science Notebooks (A Non-Newtonian Fluid Approach) Sue Campbell Livingston Middle School.
Science/Math Notebooks “YOUR KEY TO SUCCESS IN SCIENCE”
Presented by Lisa L. Hansen Interactive Science Notebooks.
Interactive Science Notebooks. __________________________________________________________________ __________________________________________________________________.
Curriculum Report Card Implementation Presentations
USING SCIENCE JOURNALS TO GUIDE STUDENT LEARNING Part 1: How to create a student science journal Part 2: How to assess student journals for learning.
Charlotte McDonald Greenbush School Improvement Services Scientist’s Notebook.
Welcome to FOSS Full Option Science System. Goals for You Participate in FOSS investigations and see how they are part of the larger goals of the kit.
Science Notebooking In the OC Presented by District Coordinators &Lead Teacher.
Record Keeping and Using Data to Determine Report Card Markings.
Developing a Philosophy for Science Teaching and Learning.
Science Notebooks: The Specifics Moving from Worksheets to Student-directed Science Notebooks Maureen Rund FOSS Consultant January 4,2010.
“The purpose of science notebooks is to build science content and process skills in a manner similar to the way scientists work while serving as a context.
Teaching Science with Interactive Notebooks. What are Interactive Science Notebooks? A thinking tool A place for students to organize what they have learned.
Investigating in Life Science
Charlotte McDonald, FOSS Consultant Welcome to FOSS VARIABLES.
LeaPS Learning in Physical Science March 12, 2010 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!
Integrating Science Notebooks into FOSS By Megan Morgan
Milk Lab Investigation Day 3. Find your seat…  Arrange yourselves in alphabetical order…  By last name  Find the “start here” and go!  You have 5.
Science Notebooks Research-Based Strategies on how to implement them in today's science classroom by Karen Shepherd.
SCIENCE NOTEBOOKS VALUABLE TOOLS FOR BUILDING KNOWLEDGE AND UNDERSTANDING OF CONTENT Curtis Varnell, Virginia Rhame Science Specialists June 4, 2013 Rolling.
Goals 1. To understand inquiry 2. To learn about inquiry-based science 3. To compare children’s science and scientists’ science. 4. To compare two methods.
Writing in Science in Action. Group Norms  Do homework.  Arrive on time with WISIA and material.  Be Respectful  Be Positive.  Be Active, Attentive.
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.
The Scientific Method involves a series of steps in which scientists answer questions and solve problems.
What is Inquiry in Science?. Goals 1. To understand nature of science as inquiry 2. To learn about inquiry as a model of teaching 3. To compare inquiry.
Charlotte McDonald, FOSS Consultant Welcome to FOSS Structures of Life Workshop.
Interactive Science Notebooks. What are Interactive Science Notebooks?  A student thinking tool  And organizer for inquiry questions and what I learned…
1 ScienceNotebooks: Integration of Literacy and Science Curriculum Essentials Science Notebooks: Integration of Literacy and Science Curriculum Essentials.
Scientific Method Mr. Jones 8 th Grade Science What is the ‘scientific method’? The words Scientific Method are a term referring the principles that.
Scientist’s Notebook Introductions: Index card and sticky notes: categories: Name (in center), hometown, current home, what I like to do when I’m not.
Inquiry and Scientist Notebooks. Goals 1. To understand use of scientist notebooks while applying the inquiry model of teaching. 2. To understand the.
Science Notebook Guide Who needs a Science Notebook? What materials do I need to make a Science Notebook? When is it due? Where will I keep it? Why do.
WHAT’S NEXT : IN SCIENCE INSTRUCTION TLC Summer 2013.
Partnering to Progress
Science and FOSS Notebooks
Why Science Notebooks? Part III – Components of a Journal Entry
Presentation transcript:

Charlotte McDonald FOSS Consultant Scientist’s Notebook

Each scientist’s notebook is unique to that person, that experiment, that situation The notebook is a collection of thoughts, ideas, sketches, data, equations – a running record of the scientist’s thoughts It is not necessarily organized or neat There is no “right way” or format Dr. Jennifer Anderson Planetary Geologist Brown University Students Model the way that a Scientist Works

What is the purpose Scientists’ Notebooks? 1. Means for students to think scientifically – content, skills and thinking. 2. Learn expository writing structures. 3. Communicate scientific thinking and understanding. 4. Formative assessment.

Who is the Audience for the Science Notebook? Teacher Parents Students Principal Other Scientists

LET’S GET STARTED… Cover or Title Page Give your science notebook a title. This should give the reader an idea of what this notebook will be about.

Organization Of Science Notebooks Table of Contents Numbered Pages Documentation of Work Glossary and/or Index Appendix for inserts, measurement tables or rubrics to be used for assessment

TABLE OF CONTENTS Use the first 1-5 pages for the Table of Contents… DATE ACTIVITY/TITLE PAGE # How do I set up a science notebook?

Number your pages 1

Number through

Index: References Vocabulary Example:

Word Bank Use Word Cards or a Word Chart Place a word card in the science “word bank” after students have had a concrete experience with something and have a need to know the appropriate term. Inquiry based science – students scientific vocabulary AFTER they have had concrete experiences..

Use of Words in Bank Organize words conceptually rather than alphabetically or randomly Words can be reorganized as concepts grow. Anticipate words and prepare cards ahead of time plus have blank word cards ready. Generic terminology: Primary – I predict, I observe, I notice, because, evidence, and fair test. Intermediate predict/prediction, observe/observation, investigate/investigation, infer/inference, controlled investigation, variable Color code words by unit Include icons with words

More on Vocabulary For younger students – tape an example of the word on the card Accessible for young students – make multiple small word cards for students to manipulate and use for writing Hang low and make large Life Science – labeling illustrations with words is more effective than work banks. Use different colors for form and function.

Example: Scientific Illustration

Criteria for Scientific Drawing ABCD’s A = Accurate B = Big C = Colorful D = Detailed

Generic Notebook Requirements: Date in numerals, the first page of the entry. Focus or investigative question for each lesson. How do I set up a science notebooks? Give examples. Write something about each science lesson. Write legibly (not necessarily “best handwriting”) the notebook is a running rough draft.

How do I set up a Science Notebook? - Activity Add the words science notebook to the activity entitled “How do I set up a science notebook.” Highlight and add to index. Write your definition of a science notebook so far.

Line of Learning This strategy allows students to add to their written ideas with additional ideas generated in class. After writing their own ideas in their notebooks, students draw a line underneath their work. During class discussion, students add new ideas below their line of learning. The Line of Learning gives students the opportunity to continue to construct a concept through the discussion and ideas of other students.

Swingers

Observation Frame Think of the four senses (not taste) Size, shape, color, lines, patterns, texture, weight, smell/odor, sound, behavior I observed ________________ I noticed __________________

Investigating my Swinger How many cycles (swings) does your pendulum (swinger) have in 15 seconds? Record information in your notebook. What standards do you have? Mass of the bob _______________ Length of the string ____________ Release position ___________ ____

Notebook Entries 1. Planning the Investigation 2. Data Acquisition and Organization 3. Making Sense of Data 4. Reflection and Self- Assessment

Developing the focus question Students ask themselves: What do I want to find out? What is the reason for my question? What problem am I addressing? TEACHER asks: What is our problem? What do we want to know or find out?

Notebook Entry What could you change in your swinger system that might change the number of swings in 15 seconds?

THE FOCUS QUESTION What will be the main focus of the inquiry? What…, How… and Does…are good beginnings Students may need to be prompted or given an example or a list to chose from. or Showing the materials to students and asking questions like:" What can we find out about…….….by using these materials”? or Ask questions like : “What might we want to find out about……..”? or An engaging scenario

Planning the Investigation Narrative Plans Based on focus question Short description of plan Lists Materials list Dates of observations, people Step-by-Step Procedures

Planning Planning StepGeneral PlanSteps to follow: 1. What should be changed? 1. The mass of the bob.1. Add mass to the bob and repeat 3 times. 2. What should be kept the same? 2.Length of the string. Release position of the swing. Timer – 15 seconds. Same person releases the swinger. 2.Measure the mass of the bob and test it 3 times for 15 seconds each. Increase and measure the mass of the bob and test it 3 times for 15 seconds each. Record information. 3. How will differences be observed or measured? 4. The number of swings in 15 seconds will be counted and recorded. 3. Compare the number of swings in 15 seconds of the two different masses.

Prediction A statement about something that will occur in the future that is related to the focus question. A statement that is based upon prior knowledge or experience. I think_____________ will happen because……… Use drawings and illustrations

Data Acquisition and Organization Records: Clearly related to focus question Accurate and precise Organized for efficient reference Acquisition: Words, phrases, numbers, drawings Display: narratives, drawings, charts, graphs, diagrams, calendars, artifacts

Investigate your question Write your observations in your notebook. Make a chart of your observations.

Creating & Using Tables Students create own rather than using black-line masters – develops valuable scientific skill of organizing Do not use a laborious measuring process Model folding the paper vertically so creases form columns. Can draw lines by using creases or straight edge. Use questioning to develop what data is to be collected in the table. Use Box and T-Chart for Comparisons (may need a shared mini writing lesson.

Hypothesis Statement based on an analysis of data or events that have occurred in the past. Example: An examination of past weather patterns with an analysis of temperature changes over a period of time and the factors that may have contributed to such change. From this a scientists can make a hypothesis about global warming. If…then…because….

THE CLAIMS AND EVIDENCE 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) claimsevidence Use your data to make a claim I claim that…….. Support your claim with evidence I claim this because…… Put claims and evidence in chart form

Claims and Evidence ClaimsEvidence I clam that…. the amount of mass of the bob does not make a difference in the number of swings in 15 seconds. I know that…. I claim this because…..when I changed the mass of the bob, the number of swings did not change. I know this because….

Writing Conclusions Links the claims and evidence plus can apply science concepts. Addresses the prediction, answers the focus question or the solution to the problem identified. Describes what was learned from the investigation. I learned……, We found…… Extend learning with “after reading” strategies Make connections to real world applications

Short Note on Grading Notebook itself should not be graded Can use it as one component of performance in class Can use it during parent conferences to show various levels of performance and to discuss expectations that are valued in school science community

Detailed Feedback Example: Another scientist would value this entry because you clearly have described what you have observed about __________________________ and the results of your tests. For example, you included the following scientific details ________________

When to assess Science Notebooks During each lesson, check that all students are writing in their notebooks After a series of 3-4 lessons that have been developing students’ understanding of certain concepts or skills (making and writing observations). Skim through first few entries to get a general idea then carefully read the last entry and provide constructive feedback.

What to assess? Conceptual understanding of the science content or “big ideas” of the unit. Think scientifically, apply critical thinking skills in solving problems and developing conceptual understanding. Uses scientific skill successfully Communicate scientific thinking and science concepts through expository writing.

How to Assess Address specific strengths first Never use the word “but” in constructive feedback Address weaknesses by asking questions. Example: What do you think another scientist might be interested in knowing about your investigation? With struggling students who have low skills and self-esteem, address only the strengths.

Research by Black and Wiliam 1998 If pupils are given only marks or grades, they do not benefit from feedback. Feedback improves learning when it gives each pupil specific guidance on strengths and weaknesses Formative assessment benefits all students but increase in levels of achievement is particularly marked for lower achieving students.

Support a variety of literacy skills in the science classroom Comprehension strategies Written and Oral Communication skill Vocabulary development (glossary) Expository reading and writing skills Sharing thinking (Making Meaning Conference) Supporting ideas with evidence (Claims and Evidence)

Science Notebook Websites FAQ tab – can select “secondary” hers/notebooks/index.html hers/notebooks/index.html Graphing websites: x.asp (create a graph) graphing.htm x.asp graphing.htm

The Notebook Determine the type of notebook Composition book A spiral notebook A three prong paper folder What type of notebook will you use? Use what works in your classroom

Notebook tips Paper clip all the pages reserved for the Table of Contents Paste an envelope in the back of the notebook so students can collect pictures from the real world that apply to each unit of study. At the end of the school year, decorate the notebook in collage fashion with the pictures. What do you want on the supply list for start of year?

More tips Highlight the vocabulary words so they can be easily found on the page. Make a science word wall Instruct students to write complete sentences when writing conclusions Tools of science – develop a chart for the notebook which includes: Tool, Measuring, and Unit of measure.

Using Science Notebooks in the Elementary Classroom By: Michael P. Klentschy NSTA Press References Writing in Science Betsy Rupp Fulwiler Heinemann Press

References Teaching Science with Interactive Notebooks by Kellie Marcarelli c. 2010, Corwin A Sage Company Linking Science & Literacy in the K-8 Classroom by Rowena Douglas, Michael Klentschy and Karen Worth, c. 2006, NSTA Press Using Science Notebooks in Middle School, by Michael Klentschy, c. 2010, NSTA Press

It’s not the experience that makes the learning. It’s the reflection on that experience.