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Science Notebooks January 12, 2008 Jennifer Roberts TC- NSTWP 2007 Using Writing as a Learning and Teaching Tool for Science Inquiry

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January 12, 2008. Science Notebooks. Using Writing as a Learning and Teaching Tool for Science Inquiry. Jennifer Roberts TC- NSTWP 2007. Think as a scientist. Record as a scientist. Reflect as a scientist. - PowerPoint PPT Presentation

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Page 1: Science Notebooks

Science Notebooks

January 12, 2008

Jennifer Roberts

TC- NSTWP 2007

Using Writing as a Learning and Teaching Tool for

Science Inquiry

Page 2: Science Notebooks

• Think as a scientist.• Record as a scientist.• Reflect as a scientist.

People don’t learn from experiences, they learn from

processing their experiences.- Bob Garmston

Page 3: Science Notebooks

Why am I writing in science?

• What is a scientist?• You have 5 minutes to

draw and describe a scientist on your paper. 

• Be ready to share the attributes of your scientist with your small group and with us all.

Page 4: Science Notebooks

Session GoalsParticipants will experience a

guided inquiry that, through the use of scaffolding, talk, reading and student science notebooks, bridges the gap between research and instruction.

Participants will understand the importance of the literacy-science connection as it relates to student achievement and be introduced to how to utilize science notebooks in their own classrooms.

Page 5: Science Notebooks

The Science- Literacy Connection

• Writing may force the integration of new ideas and relationships with prior knowledge and encourage personal involvement with the new information. (Kleinsasser, et al, 1992)

• Written and oral language opportunities to explain, describe, predict and integrate new information allow students to make conceptual shifts and facilitate retention. (Fellows, 1994)

Page 6: Science Notebooks

Why Science Notebooks?

1. Notebooks are thinking tools.2. Notebooks guide teacher

instruction.3. Notebooks enhance literacy skills.4. Notebooks support differentiated

learning. 5. Notebooks foster teacher

collaboration.

(Gilbert & Kotelman, 2005)

Page 7: Science Notebooks

When to Use Science Notebooks• Before an inquiry activity:

– KWL, concept map, video or read-aloud response, FQR, I wonder chart, vocabulary strategy

• During an inquiry activity:– Focus questions, predictions,

planning, data collection, claims and evidence, making meaning, conclusions

Page 8: Science Notebooks

When to Use Science Notebooks

• After an inquiry activity:– Questions, reflections,

readings with a comprehension activity, vocabulary development, summary activities, further questions to investigate

Page 9: Science Notebooks

Who should use science notebooks?

• Students of all ages should be using some form of science notebook. Students of all ages need time, choice, and scaffolding in building their understanding of science knowledge, processes, and skills.

• The TEKS for ELA and science at al grade levels include goals that could be met through the use of science notebooks.

Page 10: Science Notebooks

What do notebooks look like?

• Entries can be as varied as the lesson objective or student need requires.

• The important thing to remember when using science notebooks is that students are exposed to many different models and select those they think is best for their current learning situation.

Page 11: Science Notebooks

Let’s Inquire!!• Mini-mysteries are a great way to

teach students about inquiry, as they lend themselves to formulating questions, making claims, looking for evidence to support those claims, and reflecting on the outcome.

• Today, we will create a reflective and analytical entry for our “science notebook” over a mini-mystery.

Page 12: Science Notebooks

What else can I learn about science notebooks?

• There are many wonderful sources available to help you get started with using science notebooks in your classroom.

• Email me at [email protected] and I will send you some great resources to help you out.

Page 13: Science Notebooks

What now?

• Questions, comments, feedback

• I hope that you all find a way to embrace the science notebook concept in your classrooms! Good luck!!

Page 14: Science Notebooks

Sources• East Bay Educational Collaborative. (2008). Retrieved January 4,

2008, from http://www.ebecri.org• Science notebooks in the K-12 classroom: Linking science, reading,

writing,, communication, and mathematics. (n.d.). Retrieved January 3, 2008, from http://www.sciencenotebooks.org/

• Gilbert, J., & Kotelman, M. (2005). Five good reasons to use science notebooks. Science and Children, 5.

• Graves, D. H., & Stuart, V. (1985). Write from the start : Tapping your child's natural writing ability. New York Dutton.

• Klentschy, M. (2005). Science notebook essentials. Science and Children, 4.

• Klentschy, M. and Molina-De La Torre, E. (2004). Students’ science notebooks and the inquiry process. In W. Saul (Ed.). Crossing Borders in Literacy and Science Instruction: Perspectives on Theory and Practice. Newark, DE: International Reading Association Press.

• Rivard, L. P., & Straw, S. B. (2000). The effect of talk and writing on learning science: An exploratory study. Science Education, 84(5), 28.

• Tate, M. L. (2003). Worksheets don't grow dendrites: 20 instructional strategies that engage the brain. Thousand Oaks, CA: Sage Publications.

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Science and Children (November/December 2005)

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