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. 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. Improve student organizational skills Improve student critical thinking skills. ASSET Inc. 2010

4. Today:  Build a common understanding of Process Writing at Propel: district wide use of science notebooks  Engage in notebooking strategies through inquiry  Plan next steps and understand expectations for implementing notebooks in the fall 2 nd 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. Why ASSET? ASSET Inc. 2010

7. 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. 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. 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. 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. 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 ASSET Inc. 2010

13. Not just doing hands-on science… …Putting minds on science. 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. 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? REFLECT What did I learn? Why did the investigation happen the way it did? Does my thinking make sense? APPLY How does what I learned connect to the real world? What should I do next? ASSET Inc. 2010

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

16. If an object sinks in water, the object is more dense than water. If an object floats in water, the object is less dense than water. WHICH OBJECTS ARE LESS DENSE? MORE DENSE? Prediction Notes ASSET Inc. 2010

17. 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. 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. Discuss with your table. Record ideas in your notebook. Making Sense ASSET Inc. 2010

20. Make a prediction. What happened? ASSET Inc. 2010

21. Results

22. 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. 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 knowledgescience conceptsexpert sources I know this to be true because… Making Sense ASSET Inc. 2010

24. 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. claimevidence reasoning ASSET Inc. 2010

25. 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. 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. 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. 1. Refers back to the prediction “I thought that…:2. Answers the focus question “I found out that…” 3. Uses data gathered in the experiment “My data showed that….” 4. Explain WHY your results occurred the way they did. “The reason ___ happened was _____.” “I know this to be true because…” 5. Error Analysis: Other areas that could have affected the results “I think ____ could have affected my results because…” 6. Future research“Other questions I have for the future are…” Making Sense ASSET Inc. 2010

29. 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. 2 Column Note Strategy MainIdea Notes ASSET Inc. 2010

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

32. 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. How do you use science notebooks in your classroom? Why do you use a science notebook in your classroom? ASSET Inc. 2010

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