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Science Notebooks in K-5 th Grade Science Reform and Effective Instruction

Science Notebooks in K-5 th Grade Science Reform and Effective Instruction

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Science Notebooks in K-5 th Grade Science Reform and Effective Instruction

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  1. Science Notebooks in K-5th GradeScience Reform and Effective Instruction Presentation by: Tracy Dabbs Burlington-Edison School District

  2. Reflection and Discussion What do you know and believe about effective science instruction? What are some successes and struggles from your own classroom?

  3. By using effective notebook strategies, we can help students strengthen content knowledge and develop critical thinking skills.

  4. Workshop Agenda • Introductions and Purpose • Getting Started: Setting up a Science Notebook • Science Notebook Entry Types • Break • Science Notebooks and Assessment • Review • Closing

  5. Science Acrossthe Curriculumthrough…NOTEBOOKS Information gathered from Peggy Willcuts and Writing in Science, by Betsy Rupp Fulwiler images used with permission from the NCOSP and LASER Grants

  6. 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.

  7. TABLE OF CONTENTS First1-2 pages OPPOSING PAGES FOR EASY REFERENCE Use professional judgment as to format DATE ACTIVITY PAGE #



  10. Organizational Tip -Select a ribbon and tape to the back cover of your notebook -Use as a book mark

  11. Set Notebook Expectations • Set the standard for work • Begin a quality corner • Share student samples • Create a plan for teacher and student assessment • Put scoring guides in your notebook Review, review, review

  12. Create a notebook routine… It should be the FIRSTthing that goes onto the student’s desk during science instruction Then… • the date • the page number • the focus question OR title of the lesson • A discussion of the expectations (activity, data table, safety, etc) In fact, no materials should be distributed until these things are done

  13. WHY KEEP ASCIENCE NOTEBOOK… because, that is what real scientists do! The scientists’ notebooks featured in this section come from those working at Battelle Pacific NW National Labs.

  14. Most Powerful Least Powerful • ·First Hand (the real thing) • oHANDS-ON EXPERIENCE THROUGH THE SENSES • ·Second Hand (representational) • oVIDEO/PICTURES/MODELS/SIMULATIONS • ·Third Hand (symbolic) • oBOOKS Powerful Learning Experiences

  15. On page 1 add the date and… THINKING ABOUT NOTEBOOKS… What do you know and believe about effective notebooking? When you have finished your response, draw a under what you wrote… line of learning!

  16. THINKING ABOUT NOTEBOOKS… Share out with your table group…

  17. Key findings from HOW PEOPLE LEARN Students come with preconceptions about how the world works Students must gain deep factual knowledge and way to organize this knowledge Students need to take control of their learning (define their own goals and monitor progress) National Research Council: How People Learn: Bridging Research and Practice 2003

  18. Notebooks Support • Encourages students to explore what they know • Promotes the development of higher level thinking • Provides students with the opportunity to share their thinking

  19. Early Efforts to Keep a Science Notebook

  20. Computational Chemist “Something wrong with this”

  21. Reference graphs and tables pasted into notebook Materials Scientist Results (crossed out)

  22. Notebook Entry Types • Scientific Drawings • Writing Frames • Notes and Practice Problems • Inserts • Graphic Organizers • Tables, Charts, and Graphs • Reflective and Analytical Entries • Investigation Formats

  23. First Hand Learning: Hands On

  24. ENTRY TYPE:ScientificDrawings

  25. SCIENTIFIC ILLUSTRATIONS Model first – describing what you are doing…Outside shape Split object into parts Label the parts Add color and dimension

  26. Now it’s your • turn… focus on: • Labels • Details • Accuracy

  27. Scientific Illustrations FIRST GRADE EIGHTH GRADE

  28. ENTRY TYPE:WritingFramesObservationsOrganizer

  29. Betsy Rupp Fulwiler

  30. Observations Organizer “I observed my plant is fat. I noticed that my plant is getting skinnier. It reminds me of a tree because it’s long and has a flower. I am curious to know how the roots grow.” “The object I am choosing to write about is the marker. When written with, it provides a bold red color. As I remove the cap, it gives off a strong and potent scent…”

  31. Notebooks and FOSS Explore the FOSS binder • find areas to use notebook responses • Scientific Drawings • Observation Organizers Use post-it notes to mark areas in your binder

  32. Second Hand Learning: Videos, models, simulations (web resources)

  33. ENTRY TYPE:Notes

  34. Incense-cedar logs are cut into "Pencil Blocks.“ • Pencil Blocks are cut into "Pencil Slats.“ • Pencil Slats are treated with wax and stain. • A machine cuts grooves into the slats to accept the writing core (or "lead"). • Writing cores -- made from a mixture of graphite and clay -- are placed into the grooves. • A second grooved slat is glued onto the first -- making a "sandwich.“ • The sandwich is machined into pencil shapes. • Individual pencils are cut from the sandwich and are sanded smooth. • Each pencil is painted. • A recess is cut to accept the ferrule. The ferrule and eraser are crimped into place on each pencil.

  35. ANATOMY OF A PENCIL Add new labels to your scientific drawing and make any notes on new items that you learned.

  36. Notebooks and FOSS Explore the FOSS binder • find areas to use notebook response • Note taking Use post-it notes to mark areas in your binder

  37. Third Hand Learning: Text

  38. Using Text to Support Science • Use FOSS Science Stories or Big Books • Have students keep track of new learning and understandings by using notebooks • Many stories have important GLE ties

  39. ENTRY TYPE: Glossary

  40. Ways to use a glossary… • Provide word list as an insert and add definitions after concepts are encountered • Keep the list in the back of the journal and provide space for additional words • Continue to keep a class list on a word wall • Have students include a definition, a picture, and a meaningful sentence.

  41. Let’s add to our Glossary • Use the provided insert • Add at least one definition and quick picture • How have you used glossaries in your classroom?

  42. The Anatomy Of A Pencil Body:Most often made of wood, however it can be made of other materials including cotton scraps from blue jeans. Wooden bodied pencils are often made from incense cedar slats. A second grooved slat is glued on top of the graphite core filled slat; the slats are then cut and shaped into individual pencils. According to the Dixon Ticonderoga Company, the reason why pencils are often painted yellow is because, during the 1800’s, the best graphite came from China, and because yellow was the color of the Imperial Chinese Emperor and stood for royalty and respect; by painting the pencil yellow, people would recognize that their pencil contained the finest graphite available. Eraser:The eraser is also known as the rubber, (it used to be made from rubber), it is actually a plastic or sometimes vinyl compound. Ferrule:The ferrule is the metal band that's located at the end of the pencil body and holds a eraser which has been glued into it. Graphite:Also known as the writing core. The writing cores are glued into grooves that have been cut into the wooden slats. The writing core is made from graphite and clay. The more graphite in a pencil - the darker the mark. The more clay in a pencil - the lighter the mark.

  43. Vocabulary Development Kit Inventory Activity • Share kit tools/materials • Discuss items • Build a Working Word Wall and charts

  44. ENTRY TYPE:Graphic Organizer

  45. Now add a colored marker… (a critical competitor)

  46. THE BOX & T-CHART Similarities Differences PENCIL MARKER

  47. Box & T-Chart Box & T-Chart with lines

  48. ENTRY TYPE:WritingFramesCompare &Contrast and Investigation Frames