Science Notebooks: The Specifics Moving from Worksheets to Student-directed Science Notebooks...
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Transcript of Science Notebooks: The Specifics Moving from Worksheets to Student-directed Science Notebooks...
Science Notebooks: The SpecificsMoving from Worksheets to
Student-directed Science Notebooks
Maureen RundFOSS ConsultantJanuary 4,2010
Learn how to transition from worksheets to notebooks
Familiarize yourself with notebook organization components
Learn about different types of notebook entries
Experience a lesson and some of the thought teachers need to make using notebooks
Goals
Why incorporate science notebooks into FOSS?
Documentation: An organized recordCognitive Engagement: Constructing concepts and building explanationsA benefit to studentsA benefit to teachersResearch shows they work!
Science Notebook Continuum
Worksheets with blank pages
Fewer student sheets More student responsibility
Reduced student Total student sheets with other
responsibility documentation in a composition book
First Steps - A Precursor to Science Notebooks
Use duplicated student sheets intermixed with notebook paper in a 3-hole folder
or
Use the Delta FOSS Module printed science notebooks
Moving Along: Reduced Versions
Use reduced versions of FOSS student sheetsGlue to left side of composition notebook for student useStudents use right side
for writing, drawing, and other documentation
Moving further along the continuum
Decrease the number of FOSS student sheets as students become more experienced and comfortable with science notebooks.It takes time to develop student skills.
Rules of Engagement
Fairly relaxed on spelling and grammar for entries*Should be neat and organizedProducts in notebooks should have more rigorous standardsEncourage to use numerous means of recording and communicating: charts, graphs, drawings, graphics, color coding, numbers, and imagesNever erase entries*
Short Note on Grading
Notebook itself should not be gradedCan use it as one component of performance in classCan use it during parent conferences to show various levels of performance and to discuss expectations that are valued in school science community
Notebook Organization
Table of ContentsPage NumberingDocumentationGlossary/Index
Set Up Your Notebook
On the first two pages, set up a table of contents.
Table of Contents
Date Entry Page
311/21
Title Page Decisions*
Pendulums
Page Numbering
After the Table of Contents, pages should be numberedUsually upper or lower corners of pagesFront to backNumber in blocks of pages…1-15, 16-20Number your first five pages, front to back
Documentation
Each entry should have a dateComplete entry includes time of day, day of week, team members, and if appropriate, weather conditions
Glossary/Index
Assign block of letters to each glossary page: A-D, E-H, I-L, …24 Squares on page (XYZ is one square, single letters alphabetically in other squares)Students add word to appropriate square with a page number to where it is in the glossary or notebook
Notebook Entries
Planning the InvestigationData Acquisition and OrganizationMaking Sense of DataReflection and Self-Assessment
Investigation 1 – Fizz Quiz
Place Chemicals in baggies.What happens when baggies contain chemicals and water and are sealed shut? Briefly talk to your partner and add to your notebook
How do the chemicals interact? (What do they do?) Talk and Interact
Planning the Investigation
Narrative PlansBased on focus questionShort description of plan
ListsMaterials listDates of observations, people
Step-by-Step Procedures
Data Acquisition and Organization
Records:Clearly related to focus questionAccurate and preciseOrganized for efficient reference
Acquisition: Words, phrases, numbers, drawingsDisplay: narratives, drawings, charts, graphs, diagrams, calendars, artifacts
Making Sense of Data
Frames and PromptsClaims and EvidenceConclusion and predictionsI wonder…
Frames and Prompts
Sentence StartersI used to think…but now I think…The most important thing to remember about ________ is…One thing I learned about…
QuestionsHow can you use…to …?What is the best way to…?Why do you think so?
Claims and Evidence
Claim: How the natural world worksEvidence: Data that supports the claim
I claim (know)…I claim (know) this because…
Claims Evidence
Conclusions and Prediction
Conclusion: A summarizing narrative to succinctly communicate what the student has learned (I learned…)
Use after a major conceptual sequenceStart with a statement then move to a paragraph
Prediction: An application of what was learned (in conclusion)
Indicates the degree of understandingCan be used as a spring board for further inquiry
I wonder…
Personal connections (self to ____ )CuriositiesThoughts ???
Fizz Quiz: Part 1
What variables might impact the reactions that occur in each baggie?
Question
What could you change in your fizz quiz system that might change the reactions in the baggies?The amount of chemical used?The amount of water added?The size of the baggie?
Anything you change in an experiment that might affect the outcome is called a variable.
Reflection and Self-Assessment
Students show their level of understanding in writing in 3 locations in program:Science notebooksResponse sheets (can incorporate into notebook)Written work on benchmark assessments
Teacher Feedback
Ask students for clarificationAsk for additional informationGuide students to think about the content of their workGive suggestions for improvementGeneric suggestions: •Use science vocabulary in your
answer; •Include an example to support your ideas; Include more detail about …; •Check your data to make sure this is right; •Include measurement units
Self-assessment
Occurs after students receive additional instruction/informationCompare best answers; rework explanationsOne strategy: 3 C’s - Confirm, Correct, CompleteAnother strategy: Line of Learning
3 C’s
Students confirm correct ideas with a number or colorThen code statements needing correction with a second number or color;Assign a third number or color to give additional information that makes entry complete
Usually done after compare-and-share discussions; pair/share reading;
whole class critiques; etc.
Line of Learning
After entering initial explanation, students discuss, assess, read, and get teacher feedback.A line is drawn (Line of Learning) and dated.
A new entry is made, adding to or revising original thinking.
More lines can be added if understanding takes more time or is complex.
What’s Great About LOL
Reminder that learning is ongoingEveryone needs to move towards complete understandingReminder that can always revise thinkingAble to look back in notebook and see evidence of learning
A gradual shift towards notebooks includes skill development:
Headers for each page;Using space efficientlyPreparing graphs, graphic organizers,
labeled illustrationsAttaching 2-dimensional artifacts with appropriate labelingProducing graphs with less and less support
Finally, remember notebooks:
•are individual•need patience and persistence from the teacher•call for skill development•should be used as a resource for products/projects