Transcript Part I- Seashells.ppt

Science
Notebooks
Peggy Harris Willcuts
This presentation shares information about notebook strategies and lessons learned from school districts in the
Washington State LASER Alliances as well as those districts in El Centro and Pasadena, California and Gilbert,
Arizona..
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.
THEN…
Don’t forget to let your notebook
reflect your…
Powerful Learning Experiences
 First Hand (the real thing)
o HANDS-ON EXPERIENCE THROUGH THE SENSES
Most
Powerful
 Second Hand (representational)
o VIDEO/PICTURES/MODELS/SIMULATIONS
 Third Hand (symbolic)
o BOOKS
Least
Powerful
TABLE OF CONTENTS
Use the first 1-2 pages for the Table of
Contents…
DATE
ACTIVITY
PAGE #
Insert sample of a
table of contents
from either the website
www.sciencenotebooks.org or
from your own images of students’
science notebooks
NUMBER YOUR PAGES
1
NUMBER YOUR PAGES
THROUGH 10
2
3
NOW ADD TODAY’S DATE
February 6
1
THINKING ABOUT
YOUR SCIENCE NOTEBOOK…
What should be included in a science
notebook done by my students?
When you have finished your response, draw a
THINKING ABOUT NOTEBOOKS…
Share out
with your
table
group…
SCIENTISTS’ NOTEBOOKS
• The following slides show real
notebooks from scientists who work at
Battelle – Pacific Northwest National
Laboratory in Richland, Washington.
Computational Chemist
“Something
wrong with
this”
Computational Chemist
“will have
all of
these
checked
for
instability
and
optimize”
Reference graphs and tables pasted into notebook
Materials Scientist
Materials Scientist
Sample
sketch
REFLECT…
Which of those things
do you think you
could incorporate in
YOUR students’
science notebooks?
Turn to your next available page and title
this next section:
CHOOSE A SHELL AND SKETCH IT
Sketch the outside shape
Now add the details
indicating pattern and
texture
Finally, add a bit of color
Move from Sketch to Scientific
Illustration
Drawing should be detailed, accurate,
and labeled:
•Univalve or Bivalve?
Reading to Assist You…
Univalve
Most shells found on the beach can be put into two groups. One group is
called “univalves.” “Uni” means “one,” so they have only one shell.
Univalves are mollusks that move on one foot. Periwinkles, olive shells, and
whelks are part of this group.
Bivalve
Seashells contain some of the most incredible designs in nature. There are
shells that are large and small, long or round and some are bumpy and
some are smooth. Seashells are made by the animals that live inside
them. These sea creatures are called mollusks. A mollusk has a soft body
that needs protection from a hard shell.
The second group is called “bivalves.” “Bi” means two. The mollusk lives
between the two parts of the double shell, which is joined by a hinge.
When the shell is open, the bivalve can eat by taking food from the water.
When danger threatens, the two shells quickly snap shut. Oysters, scallops
and clam shells are a part of this group.
Move from Sketch to Scientific
Illustration
Drawing should be detailed, accurate,
and labeled:
•Univalve or Bivalve?
•Details
Move from Sketch to Scientific
Illustration
Drawing should be detailed, accurate,
and labeled:
•Univalve or Bivalve?
•Details
•Identify Your Shell
Auger
Babylon
Cockle
Olive
Clam
Spindle
Descriptive
Information
on Shells
Scallop
Sundial
Insert sample of a
drawing
from either the website
www.sciencenotebooks.org or
from your own images of students’
science notebooks
OBSERVATIONS ORGANIZER
Writing Frame
Think of properties
you can see such as
size, shape, color,
lines, texture,
pattern, behavior…
I observed
Think of the other
senses of smell,
sound, touch, and
perhaps taste!
I noticed
Connect it with
something that you
already know.
It reminds me of
Add more detail as
needed.
This is so because
Be curious and ask
questions you could
investigate.
I am curious about
It surprised me that
I wonder what would happen if
Betsy Rupp Fulwiler
Insert sample of an
Observation Writing
from either the website
www.sciencenotebooks.org or
from your own images of students’
science notebooks
Now add a critical
competitor…
THE BOX & T-CHART
Similarities
Univalve
Differences
Betsy Rupp Fulwiler
Bivalve
Insert sample of a
Box and T-Chart
from either the website
www.sciencenotebooks.org or
from your own images of students’
science notebooks
COMPARE AND CONTRAST
Writing Frame
Start with how
things are the
same or similar.
The _____ and the ______ are
the same because they both
___________.
Add more details
as needed.
In addition, they both
________________.
Explain how they
are different. You
can compare the
same property or
characteristic in
the same
sentence. Use
“and”, “but”, or
“whereas” to set
up the contrast.
Add more detail
as needed.
They are different because the
______, but the ______ does not.
Also, the ________, whereas the
________________ does not.
Betsy Rupp Fulwiler
Insert sample of a
Comparison Writing
from either the website
www.sciencenotebooks.org or
from your own images of students’
science notebooks
www.sciencenotebooks.org
HOW PEOPLE LEARN
Principle I
 New knowledge is built on a
foundation of existing knowledge and
experience
 Everyday conceptions are resilient
 Student preconceptions must be
actively engaged to support learning
with understanding
HOW PEOPLE LEARN
Principle II
Learning for understanding requires:
A deep foundation of factual
knowledge
Understanding facts and ideas in the
context of a conceptual framework.
Organized knowledge for effective
retrieval.
HOW PEOPLE LEARN
Principle III
 Metacognitive Strategies help
students to learn and to take control
of their own learning.
 They can be taught effectively in the
context of a subject matter.
“Metacognitive Strategies”
 Explaining to oneself
 Noting comprehension failures
 Activating background knowledge
Let’s talk briefly
about
assessment
(FORMATIVE)
Opportunities for
Assessment
Teacher’s Opportunities to Score:
• “Drive-Bys”
• Data sheets scored before
attaching to notebook
• Quizzes scored independently
• Weekly if possible for critical
comments
Opportunities for
Assessment
• Self assessment or teacher assessment
– Scoring Rubrics (primary and intermediate)
• Student scores self
• Teacher scores student
• Student and teacher score student
– Notebook Reflections
Research
IF WE GIVE MORE:
appropriate feedback to students
ongoing assessment by teachers
= Positive Effects on Student Learning
Black & Wiliam, 1998
Classroom Assessment
Pg 12 & 13
So let’s review…
WHEN DOES THE SCIENCE
NOTEBOOK GET USED?
It is the FIRST thing that goes onto the student’s
desk.
Then…
•
•
•
•
the date
the page number
the focus question OR title of the lesson
A discussion of the data table that should be
created
In fact, no materials are distributed until these things are done! 
Student Benefits
• Reinforces student understanding of a
subject.
• Helps develop clear thinking.
• Encourages and illustrates importance
of writing across the curriculum.
• Allows for their self expression.
Student Benefits
• Provides open and risk-free communication
with the teacher.
• Emphasizes importance of writing now and in
the real world.
• Can be used as a resource in an
open notebook test and a
great opportunity to
practice for the WASL!
• Gives students an exciting
reason to write.
WA ST EALRs* in WRITING!!!
• THE STUDENT WRITES CLEARLY AND EFFECTIVELY
– Develops concept and design
– Using style appropriate to the audience and purpose
– With writing conventions such as spelling, grammar, etc.
• THE STUDENT WRITES IN A VARIETY OF FORMS
– For different audiences, purposes, forms, applications
• THE STUDENT UNDERSTANDS AND USES THE STEPS OF THE
WRITING PROCESS
– Prewrite / draft / revise / edit / publish
• THE STUDENT ANALYZES AND EVALUATES THE
EFFECTIVENENSS OF WRITTEN WORK
– Assess own strengths and needs for improvement
– Seek and offer feedback
*Washington State Essential
Academic Learning Requirements
Teacher Benefits
• Provides insight into students as
individuals and their understanding of
content and skills (science, math,
language arts).
• Provides an opportunity
for “active research” .
It forces you to
examine your teaching, more closely.
Teacher Benefits
• If dialogue exists, it builds rapport
between teacher and student; makes
learning a joint effort.
• Provides a future resource of
information for teacher, students,
parents, and classmates.
• Provides accountability for
teacher assessment of individual
students and the entire class.
Personal Reflection
• Using your science notebook, take a few
minutes alone to QUIETLY write what your
expectations for your STUDENTS’ science
notebooks will be.
Table Reflection
• Draw a LINE OF LEARNING
• Hold a table discussion about what you
have each written.
• Jot down for yourself, some of the table
groups’ wisdom.
Group Report
• Draw another LINE OF LEARNING
• Each table group shares one thing.
• Jot down for yourself, some of the whole
groups’ wisdom.
From Novice to Expert
C
o
m
p
e
t
e
n
c
y
Expert
Reflecting & Renewing the Commitment
Routinely Teaching with Notebooks
Translating into Practice the Use of Notebooks
Building Knowledge about Using Notebooks
Developing Awareness of the Use of Notebooks
Novice
Designing Professional Development for Teachers of Science and Mathematics, Susan LoucksHorsley, et.al., Corwin Press, Inc., Thousand Oaks, CA 1998, 0-8039-6661-X (cloth), 0-8039-6662-8
(paper)
FINAL THOUGHTS…
• The laboratory notebook is:
– a place to record what you see and do
– a place to record what you THINK about
what you see and do
– a place to ask questions about
experiences
– your silent partner, “on the bench”, open
and ready, before work can begin.
FINAL COMMENTS…
• From the teacher who has
read the notebook, the
student can learn to do better; and
from the student’s work the teacher
can learn to do better.
• The notebook is thus a powerful aid for
improving teaching and learning in the
classroom.
JERRY PINE, 1996
CAL-TECH