Science Notebooks

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Science Notebooks

• Building Science Literacy
• Communication
• Connections

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Literacy Integration

• Language Data Experience
• work together to form meaning
• Relevance
• Structure
• Evidence based
• Link Reading Writing Thinking
• Reflective thinking
• Concept generalization

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Building Literacy

• Writing in science
• Questioning
• Scaffolding
• Prompts and Sentence Stems
• Supporting Claims with Evidence
• Reflection and Connection

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Interactive Communication and Writing

• Personally meaningful knowledge
• is socially constructed through
• shared understandings.
• Vygotsky(1978)
• Metacognitive awareness
• Organize ideas

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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

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Writing ChoicesMove from Structure to Purpose
Initial Record
data procedures information
Complete the task
Write what was
done
Developed Record
questions predictions claims
evidence conclusion reflections Make sense of
the task Write what was learned
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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

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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

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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 ____.

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Collecting and Recording Data
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Scientific Drawing

• Drawings are graphic speech - Vygotsky
• Reveal understanding/misconceptions
• Develop voice
• Support claims and conclusions
• Include comments labels
• Interact/discuss
• Teacher questioning

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Graphic Organizers

• What do you use now?
• New Ideas
• Model
• I do we do you do

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KLEW Connecting Claims and Evidence
What do we Think we Know? What are we Learning? What is our Evidence? What are we Wondering?

I claim that ____.
I claim this because ___.
I learned that ____.
I learned this because ___.
Claim new ideas or learning Evidence data that
backs up or proves the claim
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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_.

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Reflection Process Connections
What do we Think we Know? What are we Learning? What is our Evidence? What are we Wondering?
I claim that ____. I learned that ____. I claim this because____. I learned this because ____.
I wonder what would happen if __?
This is just like ___.
Extend investigations as flexible group centers
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Note Taking and Summarization
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Marzano Summarizing

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

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Modified Cornell Note Taking

• TOPIC
• Questions
• Subtitles
• Headings
• Ideas

• CLASS NOTES

3 to 4 sentence summary at bottom of last page of
days notes
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Vocabulary Development
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Summary Frames

• T- R- I
• Topic Restrictions Illustrations
• Definition
• What is being defined?
• General category
• Defining characteristics
• Subtypes

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Working Word Walls

• Create as words are used in context
• Use visuals 3-D objects
• Uses
• Complete sentence stems
• Label
• Create graphic organizers

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Portable Word Wall

• Write words/tools on sticky notes
• Place in chosen column
• Not Know
• Unsure
• Know
• Continuum of confidence of knowing

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Discuss

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

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Future