Transcript Integrating Science Across the Curriculum

Integrating Science
Across the Curriculum
(with picture books, notebooks, & foldables)
Lesley Merritt
Center for Math & Science Education
University of Arkansas
[email protected]
479-575-3875
www.cmasescience.pbworks.com
What were some
EASY and POWERFUL
ways you learned as a child?
Silently say your
ABC’s
How many of you
sang them?
If you’re brave…sing factual songs with your students.
Read to Your Students
About Science and History
Why Read Picture Books in Science Class?
From More Picture Perfect Science Lessons
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“Think about a book you loved as a child. Maybe you remember the zany
characters and rhyming text of Dr. Seuss or the clever poems in Shel
Silverstein’s Where the Sidewalk Ends. You may have seen a little of yourself in
Where the Wild Things Are, Ramona the Pest or Curious George. Maybe your
imagination was stirred by the colorful illustrations in The Very Hungry
Caterpillar. But chances are your favorite book as a child was not your thirdgrade science textbook. The format of picture books offers certain unique
advantages over textbooks and chapter books for engaging students in a
science lesson. More often than other books, fiction and nonfiction picture
books stimulate students on both the emotional and intellectual levels. They
are appealing and memorable because children readily connect with the
imaginative illustrations, vivid photographs, experiences and adventures of
characters, engaging storylines, the fascinating information that supports
them in their quest for knowledge, and the warm emotions that surround the
reading experience.”
Picture-Perfect Science Lessons
from NSTA Press
Order from: http://www.nsta.org/publications/press/
Tools to Enhance
Reading Comprehension
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Anticipation Guides
Chunking
Cloze Strategy
O-W-L Chart
Pairs read
Picture Walk
Questioning the Author
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Rereading
Sketch to Stretch
Stop and Jot
Turn and Talk
Using Feature of
Nonfiction
• Venn Diagram
Why use science notebooks?
“People don’t learn from their
experiences; they learn from
processing their experiences.”
-Bob Garmston
Purpose of Notebooks
• Build conceptual knowledge and
understanding
• Enhance literacy skills
• Support differentiated learning
• Tool for formative assessment
• Foster teacher collaboration
-Science and Children, Nov/Dec 2005
Early attempts at science notebooking
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STUDENT: I understand that my Science Notebook is where all my science
class work, notes, vocabulary and labs are recorded. My science grade is
dependent on the contents of my notebook. I will do my best to keep it
organized, neat, and up-to-date. If I am absent, I understand that it is my
responsibility to make up any work that I missed. I will make-up my work
within three days of my absence.
Student Name _________________________________ (Print)
SIGNED ______________________________ Date ______________
Student Signature
Parent: I understand the purpose and importance of the science notebook.
Parent Signature
SIGNED______________________________ Date_______________
Notebook Entry Types
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Drawings
Tables, Charts, Graphs
Graphic Organizer
Notes and Practice Problems
Reflective and Analytical Entries
Insets
Investigation
Writing Frames
Sentence Stems
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My questions:_______________________(Question)
Today I (or we) want to find out _________(Problem)
I think __________ will happen because (Prediction)
I noticed (or observed) _____________(Observation)
• Today I learned ____________________(Conclusion)
• I wonder ____________________(Reflection)
• Questions I have now are ____________(Next
Steps/New Questions)
Science Notebooking Components
• Date:
• PURPOSE: Objective or lesson topic
• QUESTION: Teacher or student generated that relates to the
purpose
• PREDICTION/HYPOTHESIS: What you think will happen
• PROCEDURE: material, steps, data collection
• OBSERVATION: observe objects or events in a variety of ways
using one or more of the senses and identify properties of an object,
i.e., shape, color, size, and texture.
• COMMUNICATING: notes, charts, graphs, drawings, diagrams,
tables
• CONCLUSION: “This is what happened….”, “I noticed….”, “Our
group or I found…” You should interpret your data and information.
This is also a time to share.
• LOL (Lines of learning) Record and give details of new information
that was learned.
Assessing Notebooks
• Acquiring knowledge related to student’s level
of understanding-Formative Assessment
• Sticky notes versus writing in student’s
notebook
• Use a rubric
• Self-assessment
Suggestions
 Always use COLOR..it helps the brain learn and
organize information.
 Use tab sections (Table of Contents; Bell work,
Labs, Notes, Assignments, Vocabulary)
 Attaching items to a notebook page, use tape
or glue sticks- NO staples.
 Provide rubric for notebook and labs.
Science Notebook Rubric
1. Date and number on the page.
2. Detailed drawing.
3. Drawing must be labeled.
4. There must be at least one question, or a prediction.
5. Entry can be explained by the student and/or discussed with the teacher or
a peer.
Scoring:
5 = Exceeds the standard 5+ points
(more details in drawings, labels, discussion and question/prediction)
4 = Meets the standard 5 points
3 = Nearly meets the standard 3-4 points
2 = Below the standard 2 points
1 = Little evidence of standard 1 point
Think as a scientist …
Record as a scientist …
And reflect as a scientist
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Using Science Notebooks in
Elementary Classrooms
by Michael Klentschy
Why Use Foldables?
• Quickly organize, display, and arrange data
• Provide a multitude of creative formats in which
students can present projects, research & reports
• Replace teacher-generated writing or photocopied
sheets
• Incorporate the use of such skills as comparing and
contrasting, recognizing cause and effect, and finding
similarities and differences.
• Immerse students in vocabulary
• Alternative Assessment tools
• Integrate language arts, social science, and math with
science.
• Provide a sense of student ownership
Big Book of Science (foldables)
by Dinah Zikes
www.dinah.com
CMASE Workshops
• Jan 26 - Data & Graphing (K-3)
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Jan 30 - Picture Perfect Science (K-6)
Feb 20 - Science Notebooking and Foldables
Feb 22 - Looking at the Earth (4-12)
April 10 - Backyard Science (2-8)
April 19 - Global Change and Climate Confusion (410)
• May 3 - Field Trip to the Moon
• May 8 - Exploring Ice Worlds and Other Planets (K-6)