Journaling in the Science Classroom

Elaine Howard ehoward@judsonisd.orgIncludes information adapted from NSTA - 2007

By the end of the hour I will have created a science journal using the Cornell note taking method and learned 4 journaling strategies to use in my classroom.

Setting It UP

Step 1:Create a Cover

Larissa HalePeriod 2

Mrs. Hale’s Science Class 2010

Step 2: Gems of Wisdom

Gems of Wisdom

1st six weeks:Scientific Method•Ask a question •Form a hypothesis•Do an experiment•Analyze the results•Draw a conclusion•Communicate findings

2nd six weeks:

3rd six weeks: 4th six weeks:

Step 3: Table of Contents

Table of ContentsDate Lecture/ Activity/ Lab Page Grade

Cornell Note Taking Model

In:

Out:

Recall

Through

Summary

Journal & Note Taking IN:IN:

•Objective•What am I learning about? (TEKS)•How do I know I am successful/ or learning? (objective)

•How will I show I am successful? (language objective)

By the end of the hour I will have created a science journal using the Cornell note taking method and learned 4 journaling strategies to use in my classroom.

Out:Out:

•Summarize what I have learned•Write a letter to “Fred” and tell him what you did•Explain the concept in your own words

Through:Through: •Write important facts/ notes

•If the teacher takes time to put it on the board you should put it in your notes

•Draw pictures to help you remember

Recall:Recall:

•List the main ideas of the lesson

In:

Out:

Recall

Through

Summary

• Objective _________________________

_________________________

•I am learning TEKS

•I am successful if I am ______

•I will show I am successful by _________________________

•Language Objective _________________________ _________________________

Analyze Data/ Results by writing about the process how things are related or answer the questions given by the teacher.

Write/Draw important facts.

How do you know it’s important?

•The teacher will write it on the board

•The teacher will say so

•It is interesting to you

•You do not understand it

•You know you will not remember it later; ex. Formulas, symbols, or important figures

1) Main ideas

2) Number them

3) You will write these after you write your notes

Write at least 2 sentences to explain what you

have learned.

Why we do it

Journaling in the science classroom…

Scientific Journaling provides a method for students to see and understand science phenomena through reconstructing their experiences. Students gain the following skills through regular use of scientific journals:

NSTA - 2009

Journaling in the science classroom…

• Making observations • Recording events • Communicating understanding of concepts • Communicating observations and ideas • Developing organizational skills • Developing questioning abilities • Practicing and developing fine motor skills • Expressing information in graphic forms

• • Analyzing data

• • Linking disciplines

• • Communicating classroom activities with parents

• • Reflecting on what they have learned

Journaling in the science classroom…

• Analyzing data

• Linking disciplines

• Communicating classroom activities with parents

• Reflecting on what they have learned

Journaling Strategies

I Think, I Saw, I Discovered

Allows students to make predictions, record Their observations and summarize the activity.

The three topics for this type of entry are: • Hypothesis – what they think will happen • Observations – what they saw/observed, data,

questions • Conclusions – what they learned, their

conclusions, their thoughts

I Know, I Wonder, I Learned, Now I Wonder

Emphasis on what the student knows and learnedfrom the activity/experiment as opposed to the observations and conclusions.

The four topics to cover include: • What they already know about the topic • What they would like to learn about the topic • What they learned during the

activity/experiment/unit • What additional questions were raised from the

experiment?

O.W.L. Chart

Observe, Wonder, Learn This method uses a three column graphic organizer, allowing the students to arrange their thoughts and observations in a different format. The three topics are:

OBSERVE WONDER LEARN

“I Used to Think But Now I Know”

This double entry graphic organizer helps

students record how their thinking has

changed. I USED TO THINK …

BUT NOW I KNOW…

Wrap it up

Use or lose it!

• Have the students refer to their journals

• Allow them to critique each other’s notes

• Encourage them to ask for parental input

• Grade them

• Make comments

Journaling in the Science Classroom

Elaine Howard ehoward@judsonisd.orgIncludes information adapted from NSTA - 2007