Lesley Merritt, CMASE Science Specialist June 16, 2015 1

Goals for the Day

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1) To develop strategies and organization for student notebooks.

2) Use strategies designed to elicit productive student thinking to better support students in understanding and making sense of science phenomena.

Think-Write • What is your experience with science

notebooks? • What questions do you have? • Write your questions on a sticky note.

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Five Good Reasons to Use Science Notebooks

NSTA Science and Children Nov/Dec 2005

Read the article Yeah, I knew that When you discover something new

? When you have a question, need clarification, or are unsure When you read something that seems important, vital, key, or powerful 4

Create a Golden Line • In one sentence summarize something that

stood out the most for you from this article • Post on wall • Read others “golden lines” • Add any thoughts you have about this on a

sticky note and place on poster 5

Set up the Notebook Tab the sections with sticky dots, post-its, etc

• Notebook Cover (including class spine color) • Table of Contents • Organization of Individual Pages • Templates for writing • Bell Work • Vocabulary

HO Science Notebook Organization 6

Always use COLOR..it helps the brain learn and organize information.

Attaching items to a notebook page, use tape or glue stick- NO staples.

Use sticky note to make “Next blank page” Provide rubric for notebook and labs.

P P P

STUDENT: I understand that my Science Notebook is where all my science class work, notes, vocabulary and labs are recorded. My science grade is dependent on the contents of my notebook. I will do my best to keep it organized, neat, and up-to-date. If I am absent, I understand that it is my responsibility to make up any work that I missed. I will make-up my work within three days of my absence.

Student Name ________________________ (Print) SIGNED ______________________________ Date ______________

Parent: I understand the purpose and importance of the Science Notebook Parent Signature SIGNED______________________________ Date_______________

Notebook Strategies • What I Think • What I Recorded • What I Heard • Claims and Evidence

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My question: _________________ (Question/Problem)

I think _____ will happen because ______ (Hypothesis) OR

Based on previous results, I predict ______ (Prediction)

I noticed/observed _________________ (Observation)

What did the results tell you? __________ (Conclusion)

I discovered __________ (Reflection/Line of Learning)

Questions I have now are ___ (Next Steps/New Questions)

Science Lab Components Date:

PURPOSE: Objective or lesson topic

QUESTION: Teacher or student generated that relates to the purpose

PREDICTION/HYPOTHESIS: What you think will happen

PROCEDURE: material, steps, data collection

OBSERVATION: observe objects or events in a variety of ways using one or more of the senses and identify properties of an object, i.e., shape, color, size, and texture.

COMMUNICATING: notes, charts, graphs, drawings, diagrams, tables

CONCLUSION: “This is what happened….”, “I noticed….”, “Our group or I found…” You should interpret your data and information. This is also a time to share.

LOL (Lines of learning) Record and give details of new information that was learned.

The Work of a Scientist

Your Composition Notebook 12

• Review the posters around the room. – What do you observe about the entries? – What types of entries do you notice? – What do you think was the purpose of the

entries? – Do you see a prescribed format for the

entries?

Exploration of Mealworms Work like a scientist

• Observe the mealworms

• Record observations, data, and questions you may have about mealworms in your notebook

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Share Observations • Write: Today I shared with…… • Record any new ideas you gained from your

colleagues’ meeting about mealworms or useful ways to record information

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Read All About It! • Read the article about mealworms • Add any new knowledge to your

notebook • Label the Life Cycle of Mealworm image,

cut it out and paste into notebook

HO Mealworm Facts 15

Mealworm to Darkling Beetle Video

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Watch the video- add any new facts to notebook

Mealworm Lifecycle Foldable Complete Metamorphosis

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Summarize • Summarize your learning • Complete the following in your notebook: What I know about mealworms…. (must have text, may include pictures) • Pair Share - Write: Today I shared with……

HO Mealworm QUiz 18

Assessment • Student “Scientist” Self-Assessment • Teacher/Student Evidence of various

Components • Rubric

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Science Notebooks

A Tool for Student Thinking

Taking Science To School

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All major aspects of inquiry, including managing the process, making sense of data, and discussion and reflection on the results, may require guidance. In the absence of instruction or prompts, students may not routinely ask questions of themselves such as What are you going to do next? What outcome do you predict? What did you learn? How do you know? (NRC, 2007)

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Science Notebooks

Essences of Thinking

Review Student Notebook Entries

Student Composition Notebook Samples HOs 23

•Flag areas where you see signs of student thinking with yellow post-its.

•Share what you discovered at your table. •Do you find consistencies? •Do you agree with one another?

•Be prepared to share with the whole group.

How People Learn HO 24

How People Learn

•Prior Knowledge •Conceptual Frameworks •Metacognition

(Bransford et al., 2000)

Essences of Student Thinking

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•Prior Knowledge

•Gathering Data

•Making Sense of Data

•Metacognition

Conceptual Framework

Essence of Sample Notebook

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•Look back at the Notebook you just flagged •Use the coding system to identify the type of student thinking:

o Prior Knowledge: PK/Pink o Gathering Data: GA/Orange o Making Sense of Data: MS/Green o Metacognition: MT/Blue

Essence Sample Notebooks: Cell Example

Cell Notebook Entry p. 57 27

•Use post-it notes to flag and code examples of student thinking:

•Prior Knowledge (PK)/Pink •Gathering Data (GA)/Orange •Making Sense of Data (MS)/Green •Metacognition (MT)/Blue

• Discuss how prompts are used to guide student thinking.

Essence Jigsaw

Notebook Entries: Magnets p, 60, Shadows p. 62 28

•Read your assigned student sample •Flag and code the essences •Discuss the frequency of entries of each essence. •Discuss how different prompts are used to guide student thinking

Increasing Student Thinking

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What can you do in your practice with notebook/other forms of student response to increase student thinking?

Examining Your Own Notebook for Evidence

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•Prior Knowledge •Gathering Data •Making Sense of Data •Metacognition

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Science Notebooks

Notebook Entry Types

Entry Types and Student Samples • Drawings • Tables, Charts, and Graphs • Graphic Organizers • Notes and Practice Problems • Reflective and Analytical Entries • Inserts • Investigation Formats • Writing Frames

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•What is this student work showing me? •What essence of thinking does this entry show?

• Gathering Data •What type of prompt might the teacher have asked to get this entry?

• Make observations and draw what happens to your plant over the week

•What type of prompts could be created to address the other essences?

• Prior Knowledge: • What happens when you plant a seed?

• Making Sense of Data: • How did the plant change during the

week? • Metacognition:

• Were you surprised about anything you observed? What else do you now wonder about plants?

Create Prompts: How can we “pull in” additional Essences?

Entry Types & Prompts 34

•What is this student work showing me? •What essence of student thinking do I think this student product demonstrates? •What do I think the prompt might have been? •What are some other prompts I can create to pull in other essences?

Post Entry and Prompts for each Essence on Chart Paper.

Entry and Prompt Carousel

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Circulate to look at the different prompts. As you go, write down prompts and any ideas gleaned from other’s work you find useful for your classroom.

Think as a scientist …

Record as a scientist …

And reflect as a scientist

!