Welcome Science Teachers!

TodayPropel/ASSET Notebooking 8:30-11:30

ResourcesPTEI 5-HS 12:00-3:30

Kristen Golomb: Science Coach

ASSETResources

Lesson DesignNotebooking

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Research shows that student understanding and literary skills improve when students

do hands-on/minds-on science and use science notebooks to make sense of their

investigations.

We can help our students’ understanding of science concepts

with notebooking skills.

Propel’s Writing Initiative and Science

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Process Writing

Improve student organizational skills

Improve student critical thinking skills.

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Today: Build a common understanding of Process

Writing at Propel: district wide use of science notebooks

Engage in notebooking strategies through inquiry

Plan next steps and understand expectations for implementing notebooks in the fall

2nd meeting: November Sharing of successes, struggles and growth!

Goals

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Sarah ChesneyResource Teacherschesney@assetinc.org

Stephanie RakowskiResource Teachersrakowski@assetinc.org

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Providing Materials and Professional Development for Implementing

Inquiry-based Science

Why ASSET?

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Providing Materials and Professional Development for Implementing

Inquiry-based Science

Why ASSET?

Aligned with Standards and Research-basedInquiry –Centered Investigation of ConceptsFollows a Learning CycleAllows Critical Thinking and Problem SolvingPromotes Cooperative LearningSupports Literacy Through Science

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How do you use science notebooks in your classroom?

Why do you use a science notebook in your classroom?

Set-upTable of Contents Numbering Pages

Science Notebooks

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Journal vs. Science notebook vs. Binder

Why use a Science notebookSupports writing as an integral part of the

process of learning scienceDocumentation of workProvides a place for reflection and

meaning-making

Science Notebooks

• Assessment– Use positive feedback

– Keep in mind:• Level of understanding of concepts you

are assessing• Level of students communication skills

(writing/drawing/verbal)

– Student or parental conversation tool

Science Notebooks

Propel Suggested Notebook Set-up

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Right Side? Left Side?What Goes Where?

Left SideStudent SideLots of Color

Concept Maps Drawings Reflective Writing Questions Data and Graphs Data from Experiments

Right SideTeacher Input/Content

Blue or Black Ink/pencil

Information given in class Notes Lab Conclusions Summaries Textbook Notes Procedures for

experiments Content Specific

InformationASSET Inc. 2010

Not just doing hands-on science……Putting minds on science.

Notebooks are a tool for students, utilizing a variety of strategies.

Notebooks show the evidence of how students are thinking about science: the learning cycle

Engaging in Inquiry

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Learning Cycle

FOCUS

What am I learning today?What do I already know about it?

EXPLORE

How can I learn about it?What data did I collect?

What other questions do I have?

REFLECT

What did I learn?Why did the investigation

happen the way it did? Does my thinking make

sense?

APPLY

How does what I learned connect to the real world?

What should I do next?

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Water Module4 Grade, FOSS

A beginning study of the properties of water

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If an object sinks in water, the object is more dense than water.

If an object floats in water, the object is less dense than water.

WHICH OBJECTS ARE LESS DENSE? MORE DENSE?

Focus Question:What will happen…sink or float?

Predictio

n

Notes

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Hot Water, Cold Water!Focus Question:What happens when hot water and

cold water are placed in containers of room temperature water? Why?

Focus Question

Prediction

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Submerge the hot water into the room temperature water.

Submerge the cold water into the room temperature water.

What happens?

Draw and label the two setups at your table.Create an organized data table to collect your

observations.

During your Investigation

Scientific Drawing

Data CollectionASSET Inc. 2010

What happened? Why did it happen?

• Discuss with your table.• Record ideas in your notebook.

Making

Sense

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Hot and Cold Water Part 2:What effect does hot and cold water have on each other when they meet?

Make a prediction.

What happened?

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Hot and Cold Water Part 2:What effect does hot and cold water have on each other when they meet?

Results

What happens when you put hot water and cold water in containers of room temperature water?

Why does this happen?

Use evidence from all of our experiences in today’s lesson to support your answer.

Answering the Focus Question:

Making

Sense

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CLAIMState your claim to answer the scientific question.

I claim that… I found that…EVIDENCE

Support your claim with data.I observed that…

REASONINGDefend your thinking with a reasoning statement:

Prior knowledge science concepts expert sources

I know this to be true because…

Claims, Evidence and Reasoning Strategy

Making

Sense

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A student is determining whether two substances are the same, based on the properties he observed.

Liquid 1 and 4 are the same substance. You can tell this because they have the same density, are both colorless, and have the same melting point. Since density, melting point and color are all properties, and all of the properties are the same, they must be the same substance. I know this because properties are characteristics of substances that help distinguish substances from other substances.

For example: Intermediate

claim evidence

reasoning

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A student is answering the focus question: What do fish need to live? (From Animals 2x2)

WaterFood Plants

Students have a class discussion about “why” (evidence and reasoning):

Food gives fish energy, Water allows fish to breathe, Plants give fish shelter. Fish may die if they don’t have

what they need.

For example: Primary

claim

evidence

reasoning ASSET Inc. 2010

What happens when you put hot water and cold water in containers of room temperature water?

Why does this happen?

Use evidence from all of our experiences in today’s lesson to support your answer.

Answering the Focus Question:

Making

Sense

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Line of Learning

Student writes an initial explanation of individual or group learning

After whole group negotiation (class discussion), student makes a new entry

adding to or revising their original thinking

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Power Conclusion

1. Refers back to the prediction

“I thought that…:

2. Answers the focus question

“I found out that…”

3. Uses data gathered in the experiment

“My data showed that….”

4. Explain WHY your results occurred the way they did.

“The reason ___ happened was _____.” “I know this to be true because…”

5. Error Analysis: Other areas that could have affected the results

“I think ____ could have affected my results because…”

6. Future research “Other questions I have for the future are…”

Making

Sense

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I originally thought that the hot and cold water would mix together and turn the cup the color of the water.

[your claim] [your evidence] [your reasoning]

Most of the coloring stayed at the top or bottom. But we did notice that some of coloring moved elsewhere. This may be because we bumped into the cup and disturbed the water. I learned that even though hot and cold water tend to rise and sink, it does mix when disturbed.

In the future, I would like to leave the cups out over night to see what happens to the color and temperature of water over time.

Sample Power Conclusion

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2 Column Note Strategy

A Reading Selection

Main Idea

Notes

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Post-it Foldables

Using Vocabulary

more dense

Vocabula

ry

less dense

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Which strategies helped you engaged in each phase of the learning cycle?

Think about one strategy:How did this strategy support your learning

about Water?

Focus Explore Reflect Apply

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How do you use science notebooks in your classroom?

Why do you use a science notebook in your classroom?

Science Notebooks

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Next meeting November 22,2010Grade level team discussions before

NovemberWhat successes did you have?What strategies worked?

Next steps…

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