Science Notebooks

Building Science Literacy Communication Connections

Literacy Integration  Language – Data – Experience work together to form meaning   Relevance Structure  Evidence based  Link Reading – Writing – Thinking  Reflective thinking  Concept generalization

Building Literacy

Writing in science

 Questioning  Scaffolding  Prompts and Sentence Stems   Supporting Claims with Evidence Reflection and Connection

Interactive Communication and Writing “…Personally meaningful knowledge is socially constructed through shared understandings.” Vygotsky(1978)  Metacognitive awareness  Organize ideas

Beyond Recording to Using Data  Explain ideas – support with evidence  What claims can you make based on your evidence (data)?

 Provide time to discover  Patterns in data   Similarities and differences New conflicting ideas

Writing Choices Move from Structure to Purpose

Initial

Record: data procedures information

Developed

Record: questions predictions claims – evidence conclusion reflections Complete the task Make sense of the task Write what was done Write what was learned

Developing Student Input Use “paste-in” curriculum materials Open ended draw/record investigations Provide sentence stems/prompts to support writing Students record learning in their own ways

Question, Problem, Purpose  Start with the right question    What do we want to know or find out?

What is our problem?

What kind of information are we looking for?

 How? What? Which?

 Types    Problem posing – investigable Measuring/counting Comparison : similarities and differences

Writing Prompts  Develop questions:  What happens to __ if __?

 How are __ and __ the same/different?

 Which object is the __(lightest/heaviest)?

 Predict an answer and explanation:  I think ____ will happen, because____.

  If ______, then_______, because____.

I think _______ because ____.

Collecting and Recording Data

Scientific Drawing  Drawings are graphic speech - Vygotsky    Reveal understanding/misconceptions Develop voice Support claims and conclusions  Include comments – labels  Interact/discuss  Teacher questioning

Graphic Organizers  What do you use now?

 New Ideas  Model:  I do – we do – you do

KLEW: Connecting Claims and Evidence What do we Think we K now?

What are we L earning?

What is our E vidence?

What are we W ondering?

I claim that ____.

I learned that ____.

I claim this because ___.

I learned this because ___.

Claim: new ideas or learning

Evidence

: data that backs up or proves the claim

Draw Conclusions  Look for patterns in the evidence (data)  Record a summary statement    Final answer to the focus question What was understood – not just what was done Use KLEW as a graphic organizer to write  Today I learned_. I know this because_.

Reflection: Process Connections What do we Think we K now?

What are we L earning?

What is our E vidence?

What are we W ondering?

I claim that ____.

I learned that ____.

I claim this because____.

I wonder what would happen if __?

I learned this because ____.

This is just like ___.

Extend investigations as flexible group centers

Note Taking and Summarization

Marzano Summarizing  Identify and keep important info  Delete unimportant - repetitive info  Substitute group term for list  Find or create a topic sentence

Modified Cornell Note Taking     TOPIC Questions Subtitles Headings Ideas CLASS NOTES 3 to 4 sentence summary at bottom of last page of days notes

Vocabulary Development

Summary Frames  T- R- I:  Topic – Restrictions – Illustrations  Definition:  What is being defined?

   General category Defining characteristics Subtypes

Working Word Walls   Create as words are used in context Use visuals – 3-D objects  Uses  Complete sentence stems   Label Create graphic organizers

Portable Word Wall  Write words/tools on sticky notes  Place in chosen column:  Not Know   Unsure Know  Continuum of confidence of knowing

Discuss What are you going to do with these ideas in your classroom this year?

Future