Science Notebooks Peggy Harris Willcuts
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Transcript of Science Notebooks Peggy Harris Willcuts
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
Most Powerful
Least Powerful
First Hand (the real thing)o HANDS-ON EXPERIENCE THROUGH THE SENSES
Second Hand (representational)
o VIDEO/PICTURES/MODELS/SIMULATIONS
Third Hand (symbolic)
o BOOKS
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
32
NOW ADD TODAY’S DATE
1
February 6
THINKING ABOUT YOUR SCIENCE NOTEBOOK…
What should be included in a What should be included in a science notebook done by my science notebook done by my
students?students?
When you have finished your response, draw a 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”
Materials ScientistReference graphs and tables pasted into notebook
Materials ScientistSample
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…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. 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. 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.
Biv
alv
e
U
niv
alv
e
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
Descriptive Information
on Shells
AugerBabylon Clam
Cockle Olive Spindle
Scallop Sundial
Insert sample of a
drawing
from either the website
www.sciencenotebooks.org or from your own images of students’
science notebooks
Betsy Rupp Fulwiler
OBSERVATI ONS ORGANI ZER
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.
I t reminds me of
Add more detail as needed.
This is so because
Be curious and ask questions you could investigate.
I am curious about I t surprised me that I wonder what would happen if
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
Univalve Bivalve
Similarities
Differences
Betsy Rupp Fulwiler
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.
They are different because the ______, but the ______ does not.
Add more detail as needed. 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
prediction
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 Let’s talk briefly about about
assessmentassessment(FORMATIVE)(FORMATIVE)
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 Opportunities for AssessmentAssessment
Opportunities for Opportunities for AssessmentAssessment
• Self assessment or teacher assessmentSelf assessment or teacher assessment– Scoring Rubrics (primary and intermediate)Scoring Rubrics (primary and intermediate)
• Student scores selfStudent scores self• Teacher scores studentTeacher scores student• Student and teacher score studentStudent and teacher score student
– Notebook ReflectionsNotebook Reflections
ResearchResearch IF WE GIVE MORE:IF WE GIVE MORE:
appropriate feedback to studentsappropriate feedback to students
ongoing assessment by teachersongoing assessment by teachers
= = Positive Effects on Student LearningPositive Effects on Student Learning
Black & Wiliam, 1998Black & Wiliam, 1998
Classroom AssessmentClassroom Assessment
Pg 12 & 13Pg 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.
*Washington State Essential Academic Learning Requirements
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
Teacher Benefits
• Provides insight into students as individuals and their understanding of content and skills (science, math, language arts).
• Provides an opportunityfor “active research” .It forces you to examine your teaching, more closely.
• 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.
Teacher Benefits
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
Expert
Novice
Competency
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
Designing Professional Development for Teachers of Science and Mathematics, Susan Loucks-Horsley, 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