Science and Math Notebooks

CCSS-ELA in ContentWendy WhitmerRegional Science Coordinator NEWESD 101February 2014GoalsShare effective strategies for writing in content areas.

Increase understanding of organization, types of entries, strategies and specific criteria to be considered in planning for effective writing in science, math, and social studies.

Examine the connections between the Common Core State Standards, assessment, and writing in the content areas.

2Please open your Writing in Science Notebook. The agenda is the first page. Our notebook includes everything in the powerpoint but in a more teacher user friendly form so we dont waste paper running off the powerpoint pages for you. (Review Agenda and then the back of it for goals).Today is an introductory session which will not only give us all a chance to share our knowledge but explore some new ideas. For todays short session we have three goals. First we will take some time to identify the types of entries that could be found in students science notebooks by sharing ideas and exploring scientists work. Later we wll take some time to investigate current ideas in regards to the advantages of using science notebooks. As we work we will consider how the new information applies to a lesson from one of the kits we are going to use next year. In order to record all the new strategies for writing in science, I am going to have you set up a notebook in a similar manner that students could have a notebook. As we discover new instructional strategies or ideas, these can be added to the notebook (hand out notebooks) You may want to write your name on the front as these all look alike. LETS GET STARTEDCover or Title Page Give your notebook a title.

This should give the reader an idea of what this notebook will be about.

3The Cover emerges as you use the notebook throughout a lesson of study. Some people will doodle, some will completely cover the cover, and some will leave it just the way it is.

It is yours and you can express yourself through the cover, if you so desire.

Set aside the first page as the title page: SCIENCE NOTEBOOKS with your name and contact info in case someone finds this notebook, they can return it to you.

4This is a sample of a student constructed Table of Contents. In the beginning the teacher may model the addition of entries including the date, title of activity and the page number. As the year progresses, students should take increasing responsibility for naming and adding entries to the Table of Contents. This is a good item to have a quick partner check at the end of the day to be sure students are keeping up with the table.

5Younger students may create a more basic Table of Contents. TABLE OF CONTENTSUse the first 1-2 pages for the Table of Contents

DATE ACTIVITY PAGE #6The Table of Contents, IF YOU AS A TEACHER DECIDE TO USE ONE, can appear in a number of forms from teacher generated to student generated

Teacher generated:Teacher types the entire Table of Contents and students add only the page number and the date when they occur. (Caution if you dont get to each lesson in the entire unit or decide to do things in a different order things happen in the real world your table of contents doesnt work very well.)Teacher copies a blank template and students fill in all parts.Teacher uses a transparency on the doc camera or smart board of a blank Table of Contents. At the end of the unit, the completed Table of Contents gets copied for each student and is pasted in. TWO PAGES MUST BE SAVED AT THE BEGINNING! Students see how a Table of Contents is prepared, but they dont physically create one for themselves. It is neat and tidy in the end but consider the opportunities for student learning of text features such as Tables of Contents you might be robbing your students of? What grade levels might this be appropriate? (primary) What time of year? (first unit at beginning of the year)Student generated:Student takes a ruler and creates a simple table in which the data will be housed. Three columns with a ruler width on the left and right with the center section left for the activity.

Model and have them draw a Table of Contents into their notebooksNOTE: The Table of Contents should be the first thing done before moving to the daily page.

NUMBER YOUR PAGES 17Now take a few moments to number your pages. You will notice that the #1 is on the right hand side. This is a convention you will find in any published material.

NUMBER THROUGH 10 328Continue to number your pages through page 10.THINKING ABOUT YOUR CONTENT NOTEBOOKFocus Question: What types of writing or entries could be included in a content notebook done by my students?

When you have finished your response, draw a line of learning!9Turn to your first numbered page and write this FOCUS question on the second or third line

WHAT IS IT THAT YOU THINK SHOULD BE INCLUDED IN A SCIENCE NOTEBOOK?

Think quietly to yourself (Stop and Jot) about your personal answer to this question and when you are finished with your response, draw a LINE OF LEARNING under your final entry.

A LINE OF LEARNING is a way to indicate where your thinking left off and where you can honor the wisdom of the group by putting other entries under the line.THINKING ABOUT NOTEBOOKS Share out with your team

10The line of learning is an important strategy to help students learn concepts from each other. It makes it fair to copy down good or interesting ideas from other students. It give the teacher a chance to see where that student thinking stops and the group thinking begins. It allows the learner with special needs to add ideas to their notebooks.A good listener is important here and so is good participation Stop and Talk - Take notes under your LINE OF LEARNING when someone at your table group says something that resonates with you. You know how good it feels when someone likes something you say. See if you cant find at lthings that are not on your thinking list each time one of your tablemates shares(Allow each table to give you two ideas and add to a whole group chart to debrief. Get all concepts up on this chart as you will be adding to this later)

11This entry from a primary notebook on Air and Weather Shows an example of work included in this childs notebook as part of documentation of their learning. Basically anything and everything that the student is learning related to the concept should be included in the notebook section.

12The numbered pages are for the Documentation section of the notebook. This entry is from the Earth History module used in 8th grade but it shows a range of the types of writing that can be included in a notebook.The student made a clear statement of what he learned. He used evidence from the data he collected to form his conclusions.The summary was actually written on an index card as a ticket out that was later pasted into the students notebook. This strategy allows the teacher to make sure students are not leaving the class with misconceptions. Part of the glossary found in the student notebook is also illustrated here.

Math Examples 3rd grade

Examples of Professional Notebooks from the REAL WORLD

15Now we will share some examples of notebooks from the real world.

Professional NotebooksFind the other people in the room with the same notebook page as yourself.

What type of writing is this?What are some things you notice?16

This is a protocol you can use with your students or staff that makes everyone an expert in their field and allows everyone on a team to participate.16Professional NotebooksReturn to your table teams.

Share with your teams your picture.

What type of writing is this (what is the author doing)?What are some things you notice?How is this scientist using writing in their work?

17ReflectDo you need to add anything to your list of possible writing entries?

Lets start writing!Date of EntryExample: February 4, 2014

Title of EntryExample: Moon Study

Question Establishes purpose for learningExample: What causes the moon to look different during different times of the month?ProbePurpose: To measure prior knowledgeComplete the probe on your own.Discuss with your colleaguesRe-administer probe after instruction

ClaimWhat is your claim?Can you find evidence to back your claim?

Modeling: ABCD of Scientific Diagrams

A Accurate labels

B Big

C Colorful

D Detailed

From FOSS Variable Module Gr. 5-622How do we encourage students to make accurate scientific illustrations? It helps to make the criteria we are expecting very clear. The ABCD of Scientific Diagrams can help students remember the criteria. Modeling of the drawing process in the beginning of the year is critical for children to improve on their skill. Show a model drawing of an apple for them. Have them generate words that describe the apple. (Pass out the bean pod, lemon, bell pepper and have them draw an illustration of the interior of their fruit and make written observations. Then have them generate words or phrases that describe the interior of their fruit next to the diagram. Give just 10 minutes. InvestigateHold the Moon Ball above your head.Spin slowly in a circleRecord your observations as you spin slowly

Revisit ProbeCan you refine your claim?

Moon phases are caused by the position of the moon relative to the Sun and Earth.

What is your evidence behind your claim?

ReadingWhat evidence can you gather from the text that supports your claim?Highlight anything from the text that provides evidence.

Cornell NotesOn the right side, write in your own words the important information from the text.On the left side, write questions or key vocabularyOn the bottom, summarize how the reading related to your observations

EvidenceWhy is this evidence?SummaryReasoningMoon phases are caused by the position of the moon relative to the Sun and Earth.Use this claim as your topic sentence. Use one piece of evidence from your investigation and one piece from your text.Explain WHY this piece of evidence supports your claim- this is your reasoning.Explanation FrameworkCER (a.k.a. "Cl-Ev-R")ClaimEvidenceReasoning

CLAIMA statement that answers the questionRelevant: The Claim should directly and clearly respond to the question.

Stands Alone: The Claim statement is complete and can stand alone.

EVIDENCEScientific data that supports the claim.Appropriate: Needs to be scientifically relevant for supporting the claim. Is it the right type of evidence for this claim?Can be Quantitative and/or Qualitative EvidenceShould NOT be based on opinions, beliefs, or everyday experiences

Sufficient: Is there enough evidence?Reliability > Repeated trials increase the reliability.Range > Needs to include enough different conditions/values of variables.Representative > Explanation cites enough examples to represent the whole set without being tedious.

Links > Provides a scientific justification that links the Evidence to the Claim.

Logical > Provides a sound logical connection between the Claim and the Evidence.

Stands-Out > The reasoning should be obvious and easy to identify.

REASONING A justification for why the evidence supports the claimusing scientific principalsJigsawTask: How does the information in the reading relate to the instructional model we used?

IntroductionJigsaw: Claim, Evidence, Reasoning, Rebuttal

ConnectionsTime with your materials.Where can you have students make claims, collect evidence, then provide reasoning?

What about the CCSS?Look at the reading and writing standards for your grade.Are there some standards we worked towards in our instructional model?What is your evidence?

What about the NGSS?Which Science and Engineering Practices did we begin to address in our instructional model?

What does this look like in the classroom?Position driven discussionsNGSXWhat talk-moves did Molly use?EnergyProbe:What do you know about energy?In your notebook!

Learning Target:4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Energy StationsRead each stationComplete the taskProvide evidence that energy can be transferred.

Energy StationsCompare 2 stations

What was the same about the energy in the station?What was different about the energy in the station?

THE BOX & T-CHART

Tone Generator MotorSimilarities

DifferencesBetsy Rupp Fulwiler40(PASTE-IN)

Wendy: This is an example of a graphic organizer to compare the apple to the bean. (Decide whether you need to copy a template for the Box & T-Chart or whether your students can create this in their notebooks, freehand). Use the printed box and T if you want the students to be able to access their notebook at the same time they write without flipping pages. Write the name of two of the fruits you observed at the top of the page. In this graphic organizer the students use one cognitive task at a time. First they consider how the fruits are the same. Later they consider the differences. 1. Lets first do the similarities between an apple and a bean. (give just 2-3 minutes) 2. How are they alike. Now draw your line of learning. Lets take an idea from the middle of the room, side, other side? (take ideas from various parts of the room )

Move to the lower level and begin listing how the apple and the bean are different. When you say something about the pencil, say something about the marker keeping to the same property. This will stretch your thinking. Hand out the graphic organizer and if time have them pop the ideas into the organizer. Note how easily ideas pop into possible paragraphs for the student to use in their explanations. Have them glue the organizer into their notebooks. Frayer ModelIn groups:Can we create a Frayer model for Energy?

Compare and ContrastUse your Box and T to complete at least 2 of the sentence starters in your notebook.

Rupp Fulwiler, Betsy. 2007. Writing in Science. Portsmouth, NH: Heinemann.Compare and ContrastRead Writing Standard 2 for your grade level. Where would you go next with your students after they have gathered this information?

What about vocab?What is the difference between tier 1, 2, and 3 vocabulary words?

Three tiers of words45I will quickly review some of the key points that you hopefully extracted from Explain that this three-tiered model of vocabulary categorizes words based on their frequency in texts (more to less frequently occurring) and applicability (broader to narrower) as you progress up the triangle.For instance, the facilitator might say,The Common Core State Standards refer to a model that describes three tiers of words, categorized by their frequency in texts (more to less frequently occurring) and applicability (broader to narrower) from bottom to top.Tier 1 (at the bottom) consists of the basic words that most students at a particular grade level will know. These are the everyday words of conversation, and most of them are learned from the speech of peers and adults around them. They are not considered a challenge to the average native speaker and comprise the bulk of words students know.Tier 2 (in the middle) consists of general academic words and is our focus today. These are the words that have utility across a wide range of topics and in many curriculum areas. Students will encounter and learn most of these words through reading text, rather than in conversation, and through explicit classroom instruction. They are especially important because building a strong academic vocabulary is key to comprehending academic text.Tier 3 (at the top) consists of the highly specific disciplinary vocabulary that lack generalization low-frequency words needed to understand the concept under study.

45Three tiers of wordsTier 3 Highly specialized, subject-specific; low occurrences in texts; lacking generalizationE.g., oligarchy, euphemism, hydraulic, neurotransmittersTier 2 Abstract, general academic (across content areas); encountered in written language; high utility across instructional areasE.g., principle, relative, innovation, function, potential, styleTier 1 Basic, concrete, encountered in conversation/ oral vocabulary; words most student will know at a particular grade levelE.g., injury, apologize, education, serious, nation46Explain the three tiers of words.For instance, the facilitator might say,Tier 1 words are not usually a challenge to the average native speaker, though English language learners will have to attend carefully to them. They are the words that most students can be expected to know at a given grade level. Many, perhaps most, of these words are acquired through conversation and without deliberate effort.Tier 2 words, in contrast, are far more likely to appear in written texts than in everyday speech. They appear in all sorts of texts, from technical to literary, are highly generalizable, and consequently have high utility both for reading and writing. They often represent subtle or precise ways to label things or convey known ideas or concepts. Unlike Tier 1 words, they usually require a more deliberate effort to acquire. Tier 3 words are specific to a domain or field of study and are key to understanding a new concept within a text or content area. Because they are closely tied to the content knowledge of the discipline, they are far more frequent in informational text than in literature. Recognized as new and hard words for most readers (particularly student readers), they are often explicitly defined by the author of a text, used repeatedly throughout the text, and otherwise heavily scaffolded (for instance, made a part of a glossary). They are typically explicitly taught as part of the unit of study.46Tier 3 words are often defined in the textsPlate tectonics (the study of the movement of the sections of Earths crust) adds to Earths story.

The top layers of solid rock are called the crust.

Optical telescopes are designed to focus visible light. Non-optical telescopes are designed to detect kinds of electromagnetic radiation that are invisible to the human eye.

47Explain that Tier 3 words are often defined within the text. The excerpts on the slide are taken from the CCSS Informational Text Exemplars for grades 6-8.For instance, the facilitator might say,Here are five excerpts from the Grades 6-8 Informational Text Exemplars in Appendix B of the CCSS document. They illustrate very well how Tier 3 words are often defined within the text. It is important, of course, to teach students how to recognize the syntax and diction cues that indicate a term is being defined.47 Informational Text:

Re-read the procedure for an energy stationUnderline Tier 1 words

Highlight Tier 2 words

Circle Tier 3 words

What are your vocabulary strategies?Reflect:2 minutes: How do you help kids with vocabulary?Talk:1 minute per personQuestion:What strategy do you want to know more about?

50Now that we have learned a bit about pencils, a common literacy strategy is to add a glossary to the notebook. An idea that I personally prefer to the glossary is the index. When students use an index, they put their vocabulary work right with the investigation in the documentation section of the notebook. Then they write the word and page numbers for that word in their index, so if the word shows up in several investigations, they can include all the pages where that concept appears. (pass out index and have them glue those pages into the back of their notebook) Please tape or glue your index onto the last page of your notebook. Add the word pencil to your index with the page number.Hot-Dog VocabularyFold a sheet of paper at the back of your notebook into a hot-dog fold (lengthwise).Open up your sheet, start from the outside of the paper and about 1-2 inches from the top cut half-way into your paper, stopping when you reach the crease you made. Repeat until you have 5 or 6 flaps on your paper.In addition to the index, I wanted to give you an additional vocabulary strategy. I dont know what the actual name of the strategy is called, but I will call it Hot-dog vocabulary. Read slide, switch to doc. Camera for demonstration.

51Hot-dog vocabularyOn the outside of your top flap, write the word Academic VocabularyOn the inside of the flap on the panel closest to the center of the notebook draw something that represents the word academic vocabulary. On the last interior panel, write your own definition of academic vocabulary.Read slide, switch to doc. Camera for demonstration.52Pocket TechniqueTake your next clean 2 pages.Fold your page diagonally from the top right corner to the center of the page.Tape the page around the bottom edges to form a pocket.

Switch to document camera to demonstrate technique.53Assessment?What do you assess in a content notebook?How do you assess?

What about State Assessments?Smarter Balanced- ELAScience ContentScience MSPReading and writing skills

Read the writing standards for your grade.Where or how might you address each of these standards in your content areas?

ScienceMathSocial StudiesPlanning for InstructionWhat are 3 key ideas from today?What are 2 things you are committed to implement in the next MONTH?What is 1 question you still have?

Evaluation: tinyurl.com/esdevaluationCCSS-ELA Elementary ContentObjectives:Learn strategies for writing in elementary content areasLearn the connections between CCSS-ELA, assessment, and effective writing.

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 ________________.

Remember to ask, Will it be clear to the reader what I mean when I use pronouns such as they and it? If not, how can I edit the sentence to make it clearer?

Rupp Fulwiler, Betsy. 2007. Writing in Science. Portsmouth, NH: Heinemann.