Science Note-booking and Science Literacy

1. Science Note-booking and Science Literacy Rosalind Franklin STEM Elementary

2. Agenda for 8-6 and 8-7 Day 1 • 8:00 – 9:00Science Note-booking (STEM Emphasis) Part 1 and Science Literacy that corresponds. • 9:00 – 11:00 PLC Work Time • 11:00 – 12:00Lunch on your own • 12:00 – 1:00 Science Note-booking (STEM Emphasis) Part 2 and Science Literacy that corresponds. • 1:00 – 4:00       PLC Work Time (Daily Reflection) Day 2 • 8:00 – 9:00 Science Note-booking (STEM Emphasis) Part 3 and Science Literacy that corresponds. • 9:00 – 11:00 PLC Work Time • 11:00 – 12:00 Lunch on your own • 12:00– 1:00 Science Note-booking (STEM Emphasis) Part 4 and Science Literacy that corresponds. • 1:00 – 4:00 PLC Work Time(Daily reflection)

3. Science Note-booking Objectives: • Understanding of construction of a Science Notebook with the different entry types. • To discuss the importance of students understanding the NGSS Standards being taught and the Performance Expectations for each of them. • 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.

4. Science Note-booking Objectives: • To have participants use foldable’ s in Science Notebooks. • To allow work time for teachers to create an Teacher Science Notebook for a unit of study. • To express the importance of reviewing the student notebooks by students at least once a week. • Integrating STEM concepts into each and every unit as creatively as possible.

5. Literacy Objectives • To look at how Science skills and Reading skills are so similar. • To look at how Science skills and Writing skills are so similar. • To discuss the importance of Performance Expectations and how Students and Teachers both benefit • To discuss the importance of Student Metacognition and strategies that will help students understand how they can improve in this area. • Look at lessons or units and allow for grade level discussions and development of some take home strategies you can use in the classroom.

6. What Do Scientists Do? 80% of their time is devoted to reading and writing! (Palincsar & Magnusson, 2000)

7. Research shows: If teachers use literacy in the content area strategies 15-20 minutes (a couple of times each week), students increase reading levels and significantly improve performance on content area standardized testing.

8. Science and Writing Skills Writing •Compare and contrast •Analysis •Persuade and convince •Cause and effect •Problems and solutions •Descriptions and observations •Summaries Science •Interpreting data and graphs •Annotated diagrams and drawings •Procedures/processes •Inferences •Hypotheses •Explanations/justifications •Conclusions •Focused free writing

9. Comparison of Skills: Science and Reading • Reading • Note Details • Predicting • Inferring • Comparing & Contrasting • Communicating • Sequencing • Summarizing • Recognizing Main Ideas • Recognizing Cause & Effect • Drawing Conclusions • Science • Observing • Predicting • Inferring • Comparing & Contrasting • Communicating • Classifying • Collecting & Organizing • Data • Interpreting Data • Linking Cause & Effect • Formulating Conclusions

10. Performance Expectations • Classroom performance expectations should be one of the most important presentations you give to your students on a weekly, if not daily, basis. These need to include all areas of content along with listening and communicating. Clear, concise expectations help students to better understand their role in what they are learning. This will lead to better student metacognition.

11. FYI Science In metric measurement: 1 gram = 1 cm3 = 1 cc = 1 ml; 1 in = 2.54 cm; 1 meter = 39.25 in 1 quart = .946 liters

12. Science Note-booking and Science Literacy(STEM Emphasis)Part One

13. Big Idea: Standard being addressed • Describe the enduring understanding, discuss the standard(s) being taught during this lesson/unit in language students understand. Discuss the expectations you desire and how students can attain those expectations. (These should be posted or written on the whiteboard.) • Include all aspects of your STEM Lesson (Science, Technology, Engineering, Math, Reading, Writing, Listening, Communicating)

14. Lesson Content Goals – Guiding Questions • What lesson goals do you want the students to attain? How can students demonstrate understanding? Have great guiding questions to help them realize those goals. (Goals are based on all standards being taught for this unit: Disciplinary Core Ideas, Science and Engineering Practices, Crosscutting concepts). (Students may desire to write these in their notebooks.)

15. Science Probes • Science Probes (by Page Keely) are great pre and post formative assessment tools to help you as a teacher to determine your students understanding of the big idea you are teaching. • Science Probes also allow the teachers to see a students reading and writing skills along with their reasoning skills.

16. FYI Science • How to mix a 10% saline solution: 10 grams of salt to 100 mls of distilled water.

17. Interpreting Visual Representations This strategy guide introduces an approach for teaching students about interpreting visual representations. Teaching students how to interpret visual information can enhance reading comprehension and is particularly important for understanding science texts. (CCSS.ELA-Literacy.RST 6-8.7; 9-10.7; 11-12.7)

18. Interpreting Visual Text Roles of Visual Representations Exemplify: Gives an example of something from the text Contextualize: Helps you understand how something happens Clarify: Shows something that is hard to explain with words Extend: Adds new information (Do foldables activity)

23. This strategy guide introduces an approach for teaching students how to identify informational text features, such as bold print, headings, and captions. Using text features facilitates comprehension and enables readers to locate information in text. (CCSS.ELA-Literacy.RST6-8.5; 9-10.5; 11-12.5) Using Text Features

24. Using Text Features Text Features can help readers: Identify the most important ideas in a text. Anticipate what’s to come. Understand challenging ideas. Find information they are looking for. (Read Mining in Peru story)

28. FYI Science • Purple cabbage juice is an great acid – base indicator.

29. Science Note-booking and Science Literacy(STEM Emphasis)Part Two

30. Engaging Scenario(Optional, but always works great!) • This is a great way to hook your students into the lesson or unit you are about to begin. Make or create a situation that has them looking at the unit as a personal venture or quest, that will challenge them to solve a problem, create a product, or inform an audience about an important social issue.

31. This strategy guide introduces an approach for teaching concept mapping to help students understand information presented in content-rich texts. Concept mapping supports students in making connections between known information and new information. By creating concept maps, students clarify their understanding of the topic and integrate new ideas into their thinking. (CCSS.ELA-Literacy.RST 6-8.7; 9-10.7; 11-12.7) About Concept Mapping

32. Concept Mapping

38. Focus Question • This is a question generated by the student, based upon the information they have received about this lesson or unit, that will help them understand what it is they need to know and understand at the end of full activity. • K-2 students will require assistance with the creation of a focus question.

39. Hypothesis/Prediction • A hypothesis/prediction is a statement created by the student, based on information or experience they may have, about the outcome of an investigation they will be doing. (Sample language frame: Based on ________________________, my hypothesis is___________________________________.) • Teachers guidance is usually required in the beginning, but release to students should come relatively soon.

40. FYI Science • pH paper, for 0 – 14 pH, with color indicator placards.

41. This strategy guide introduces an approach for teaching about the nature of science. Learning about the nature of science helps students understand that science is a process for inquiring about the world. Students learn about the scientific enterprise when they read about how scientists pose questions and engage in investigations. (CCSS.ELA-Literacy.RST6-8.3; 9-10.3; 11-12.3) Teaching About the Nature of Science

42. Teaching About the Nature of Science Practices of Science Ask questions Design new things Make predictions or hypotheses Read about the work of other scientists Work with other scientists Make observations Use tools, models, and computers Record and organize data Make explanations from evidence Create solutions to solve problems Talk and write about investigations

43. Planning Steps • Each student needs to (whether it be in pairs or groups) create an investigation plan that includes materials needed, a step by step procedure, and how they are going to gather data from their investigation.

44. This strategy guide introduces an approach for teaching students how to write scientific procedures. Learning to write scientific procedures enables students to communicate about investigations the way that scientists do. (CCSS.ELA-Literacy.WHST.6-8.2; 9-10.2; 11-12.2) Teaching Procedural Writing

45. About Procedures Characteristics of a Procedure A procedure: Tells how to do something. Has a title. Lists materials at the beginning. Has numbered steps. Includes specific measurements. Includes details that help the reader know exactly what to do. Uses command verbs.

50. FYI Science • Simple Supplies that make everyday science easy: pint jars; small bowls; balloons; string; straws; craft sticks; marbles; ramps (wood or Styrofoam); coffee filters; funnels; large paper clips or small hex nuts; small magnets of various shapes and sizes; plastic 1 liter and 2 liter bottles with caps; tape; scissors, rulers.