Science Note-booking and Science Literacy

Science Note-booking and Science Literacy

Rosalind Franklin STEM Elementary

Agenda for 8-6 and 8-7Day 1• 8:00 – 9:00 Science Note-booking (STEM Emphasis) Part 1

and Science Literacy that corresponds.• 9:00 – 11:00 PLC Work Time• 11:00 – 12:00 Lunch on your own• 12:00 – 1:00 Science Note-booking (STEM Emphasis) Part 2

and Science Literacy that corresponds.• 1:00 – 4:00 PLC Work Time (Daily Reflection)

Day 2• 8:00 – 9:00 Science Note-booking (STEM Emphasis) Part 3

and Science Literacy that corresponds.• 9:00 – 11:00 PLC Work Time• 11:00 – 12:00 Lunch on your own• 12:00– 1:00 Science Note-booking (STEM Emphasis) Part 4

and Science Literacy that corresponds.• 1:00 – 4:00 PLC Work Time (Daily reflection)

Science Note-booking Objectives:

• Understanding of construction of a Science Notebook with the different entry types.

• To discuss the importance of students understanding the NGSS Standards being taught and the Performance Expectations for each of them.

• To learn about and discuss Common Core Reading, Writing, and Literacy skills that can be incorporated into the notebooks.

• Discuss the importance of a student Making Meaning Conference and continuous Review.

Science Note-booking Objectives:

• To have participants use foldable’ s in Science Notebooks.

• To allow work time for teachers to create an Teacher Science Notebook for a unit of study.

• To express the importance of reviewing the student notebooks by students at least once a week.

• Integrating STEM concepts into each and every unit as creatively as possible.

Literacy Objectives To look at how Science skills and Reading skills are so similar. To look at how Science skills and Writing skills are so similar. To discuss the importance of Performance Expectations and

how Students and Teachers both benefit To discuss the importance of Student Metacognition and

strategies that will help students understand how they can improve in this area.

Look at lessons or units and allow for grade level discussions and development of some take home strategies you can use in the classroom.

What Do Scientists Do?

• 80% of their time is devoted to reading and writing!(Palincsar & Magnusson, 2000)

Research shows:

If teachers use literacy in the content area strategies 15-20 minutes (a couple of times each week), students increase reading levels and significantly improve performance on content area standardized testing.

Science and Writing SkillsScience •Interpreting data and graphs •Annotated diagrams and drawings •Procedures/processes •Inferences •Hypotheses •Explanations/justifications •Conclusions •Focused free writing

Writing •Compare and contrast •Analysis •Persuade and convince •Cause and effect •Problems and solutions •Descriptions and observations •Summaries

Comparison of Skills: Science and Reading

Science Observing Predicting Inferring Comparing & Contrasting Communicating Classifying Collecting & Organizing Data Interpreting Data Linking Cause & Effect Formulating Conclusions

Reading Note Details Predicting Inferring Comparing & Contrasting Communicating Sequencing Summarizing Recognizing Main Ideas Recognizing Cause & Effect Drawing Conclusions

Performance Expectations

• Classroom performance expectations should be one of the most important presentations you give to your students on a weekly, if not daily, basis. These need to include all areas of content along with listening and communicating. Clear, concise expectations help students to better understand their role in what they are learning. This will lead to better student metacognition.

FYI ScienceIn metric measurement:1 gram = 1 cm3 = 1 cc = 1 ml;1 in = 2.54 cm; 1 meter = 39.25 in1 quart = .946 liters


(STEM Emphasis)Part One

Big Idea: Standard being addressed

• Describe the enduring understanding, discuss the standard(s) being taught during this lesson/unit in language students understand. Discuss the expectations you desire and how students can attain those expectations. (These should be posted or written on the whiteboard.)

• Include all aspects of your STEM Lesson (Science, Technology, Engineering, Math, Reading, Writing, Listening, Communicating)

Lesson Content Goals – Guiding Questions

• What lesson goals do you want the students to attain? How can students demonstrate understanding? Have great guiding questions to help them realize those goals. (Goals are based on all standards being taught for this unit: Disciplinary Core Ideas, Science and Engineering Practices, Crosscutting concepts). (Students may desire to write these in their notebooks.)

Science Probes

• Science Probes (by Page Keely) are great pre and post formative assessment tools to help you as a teacher to determine your students understanding of the big idea you are teaching.

• Science Probes also allow the teachers to see a students reading and writing skills along with their reasoning skills.

FYI Science•How to mix a 10% saline solution: 10 grams of salt to 100 mls of distilled water.

Interpreting Visual Representations

• This strategy guide introduces an approach for teaching students about interpreting visual representations. Teaching students how to interpret visual information can enhance reading comprehension and is particularly important for understanding science texts.

(CCSS.ELA-Literacy.RST 6-8.7; 9-10.7; 11-12.7)

Interpreting Visual Text

Roles of Visual Representations

1. Exemplify: Gives an example of something from the text2. Contextualize: Helps you understand how something

happens3. Clarify: Shows something that is hard to explain with

words4. Extend: Adds new information

(Do foldables activity)

USING TEXT FEATURES

This strategy guide introduces an approach for teaching students how to identify informational text features, such as bold print, headings, and captions. Using text features facilitates comprehension and enables readers to locate information in text. (CCSS.ELA-Literacy.RST 6-8.5; 9-10.5; 11-12.5)

Using Text Features

Text Features can help readers:

1.Identify the most important ideas in a text.2.Anticipate what’s to come.3.Understand challenging ideas.4.Find information they are looking for.

(Read Mining in Peru story)

FYI Science•Purple cabbage juice is an

great acid – base indicator.


(STEM Emphasis)Part Two

Engaging Scenario(Optional, but always works great!)

• This is a great way to hook your students into the lesson or unit you are about to begin. Make or create a situation that has them looking at the unit as a personal venture or quest, that will challenge them to solve a problem, create a product, or inform an audience about an important social issue.

ABOUT CONCEPT MAPPING

This strategy guide introduces an approach for teaching concept mapping to help students understand information presented in content-rich texts. Concept mapping supports students in making connections between known information and new information. By creating concept maps, students clarify their understanding of the topic and integrate new ideas into their thinking. (CCSS.ELA-Literacy.RST 6-8.7; 9-10.7; 11-12.7)

Concept Mapping

Focus Question

• This is a question generated by the student, based upon the information they have received about this lesson or unit, that will help them understand what it is they need to know and understand at the end of full activity.

• K-2 students will require assistance with the creation of a focus question.

Hypothesis/Prediction

• A hypothesis/prediction is a statement created by the student, based on information or experience they may have, about the outcome of an investigation they will be doing. (Sample language frame: Based on ________________________, my hypothesis is___________________________________.)

• Teachers guidance is usually required in the beginning, but release to students should come relatively soon.

FYI Science•pH paper, for 0 – 14 pH,

with color indicator placards.

TEACHING ABOUT THE NATURE OF SCIENCE

This strategy guide introduces an approach for teaching about the nature of science. Learning about the nature of science helps students understand that science is a process for inquiring about the world. Students learn about the scientific enterprise when they read about how scientists pose questions and engage in investigations. (CCSS.ELA-Literacy.RST 6-8.3; 9-10.3; 11-12.3)

Teaching About the Nature of Science

Practices of Science

a. Ask questionsb. Design new thingsc. Make predictions or hypothesesd. Read about the work of other scientistse. Work with other scientistsf. Make observationsg. Use tools, models, and computersh. Record and organize datai. Make explanations from evidencej. Create solutions to solve problemsk. Talk and write about investigations

Planning Steps

• Each student needs to (whether it be in pairs or groups) create an investigation plan that includes materials needed, a step by step procedure, and how they are going to gather data from their investigation.

TEACHING PROCEDURAL WRITING

This strategy guide introduces an approach for teaching students how to write scientific procedures. Learning to write scientific procedures enables students to communicate about investigations the way that scientists do.

(CCSS.ELA-Literacy.WHST.6-8.2; 9-10.2; 11-12.2)

About ProceduresCharacteristics of a ProcedureA procedure:Tells how to do something.Has a title.Lists materials at the beginning.Has numbered steps.Includes specific measurements.Includes details that help the reader know exactly what to do.Uses command verbs.

FYI Science• Simple Supplies that make everyday science

easy: pint jars; small bowls; balloons; string; straws; craft sticks; marbles; ramps (wood or Styrofoam); coffee filters; funnels; large paper clips or small hex nuts; small magnets of various shapes and sizes; plastic 1 liter and 2 liter bottles with caps; tape; scissors, rulers.

Data Organizing and Planning

• Students need to be able to write down all data they create while doing the investigation. Here they need to plan what their tables might look like, how they want to display the data they collect, if they want to use the data to make graphs or charts, etc.

Task

• It is at this point in the lesson/investigation that the student does the complete investigation based on his/her procedure. The testing, experimenting, manipulation of variables happens and is recorded in this step. Encourage students to write down each and everything that they do, also encourage them to write down questions that arise during their investigation.

TAKING NOTES BASED ON OBSERVATIONS

This strategy guide introduces an approach for teaching students to take notes based on observations. Making observations and recording them in a systematic way is a very important part of the scientific process.

(CCSS.ELA-Literacy.WHST 6-8.4;9-10.4;11-12.4)

Taking Notes Based on Observations

Taking notes based on observations:

1. Focus your attention on what you are observing.2. Use as many of the senses as possible to observe (sight, hearing,

touch, smell).3. Write down only what you observe, not what you imagine.4. Use scientific language (e.g., thorax instead of body).5. Be specific and detailed in order to create a picture with words.6. Include the date and time of your observations and and

measurements you took.7. If possible, draw a detailed picture of what you observe and

include labels.

http://2.bp.blogspot.com/-rA-sKiOtReo/UvqJNZFtmaI/AAAAAAAABOg/S4fzm5bbQsE/s1600/pic.jpg

FYI Science•Used Books, Magazines,

and articles that are science related for students to pull information and pictures from.


(STEM Emphasis)Part Three

Content Learning Moment(including Foldables)

• This is a great place to inject content that will help students understand what it is you are asking them to learn. One can use non-fiction text (newspaper articles, magazine articles, content readers, etc) to help with understanding. A teacher may at this point realize that students need another approach at the content being taught, so another teaching strategy could be used here. (This is a great place to do a foldable activity.) A series of questions targeted at the learning, with open discussion, may be used to enforce students understanding.

Student Worksheet (s)

• This is a great spot to insert a worksheet related to the lesson/unit that you are working on. It must reinforce the standards you are teaching. It may also reinforce their understanding of the lesson/unit you are covering. The worksheet may be used for grading, but is a great formative assessment to check student comprehension. The worksheet should become an insert taped into their notebook. (Also a great place to use a foldable activity to strengthen content understanding.)

Student Metacognition

• Student metacognition is the necessary link between performance expectations and strategies for explicit teaching. They are the tools that students can use to help themselves not only achieve the performance standards but become independent, lifelong learners.

Making Meaning Conference

• In metacognition all learning is deliberate and active: the learner is conscious of his learning, checking himself and his degree of understanding, explaining the material to himself through writing and speaking, re-working the concepts to ensure his mastery. Students need time approximately half way through a lesson/unit to make sure they are understanding what it is you are wanting them to learn. Using specific questions or sentence frames guides their efforts in writing about what they have learned and understand. Allowing student groups to also have discussion round-tables allows for better learning and understanding. Thus the Making Meaning Conference.

Examining Your Data

• Students need time to look back at the data they collected while doing their investigation/experiment. Two or three guiding questions, created by the teacher, will help students review their data for better understanding. This will also help them with the next portion of the process, hypothesis/prediction revisited.

FYI Science•A field observation and

collection Journal. (we will make one!)

Hypothesis/Prediction Revisited

• Students need to now take another look at their original hypothesis/prediction. Was it correct or incorrect? The student needs to explain why his/her hypothesis/prediction was correct or incorrect. This is also a great time to explain to students that it is OK if their hypothesis/prediction was incorrect. 90% of a scientists hypothesis are usually incorrect, this is how they learn and improve their testing to find more answers.

Reflection

• This section is all about the student writing on what the lesson was about, what they learned while doing their investigation/experiment, and how they would share their data with others. This is also a great spot for them to write down questions that they may have about anything in the lesson or unit.

TEACHING SUMMARY WRITING

This strategy guide introduces an approach for teaching students to distinguish main ideas from supporting details in order to write a summary. Summary writing is often used in science to distill important ideas from a text and represent them in a shortened form. (CCSS.ELA-Literacy.RST 6-8.2; 9-10.2; 11-12.2)(CCSS.ELA-Literacy.WHST 6-8. 8; 9-10. 8; 11-12. 8)

FYI Science• Classroom Science Experts: Students that

are chosen by the teacher to help with the distribution and collection of materials for given activities and investigations. The teacher reviews with these students the next day’s lesson and how they will help accomplish its success.


(STEM Emphasis)Part Four

An Important Section: Word Wall (Vocabulary understanding)

• Students should have a section in their science notebook that has new content vocabulary written so they understand it. This may involve pictures, drawings, or other forms of recognition that will help students understand and remember new words associated with the lesson/unit. It needs to be reviewed on a daily basis during the lesson/unit and again weekly and monthly thereafter.

CONNECTING SCIENCE WORDS AND EVERYDAY WORDS

This strategy guide introduces an approach for helping students learn to use the language of science—the specialized language that scientists use to communicate about ideas and processes. Teaching students to connect scientific words with everyday words is one way to help them acquire this important academic discourse.


Connecting Science Words and Everyday Words

PROMOTING WORD CONSCIOUSNESS

This strategy guide introduces an approach for promoting word awareness as students read science texts. Students who are word conscious are aware of the words around them and appreciate the power of words as a means of communicating ideas in a precise manner.


Promoting Word ConsciousnessWays to Promote Word Consciousness

1. Create a classroom environment that encourages curiosity about words and their meanings.

2. Provide repeated opportunities to identify, explore, and use new words found in text.

3. Encourage precision with language in discussions and writing.4. Foster an awareness about words through the study of prefixes ,

suffixes, and roots.5. Help students see relationships between words.6. Involve students in conducting investigations as a context for

learning and using new words.

TEACHING VOCABULARY WITH SCIENCE TEXTS

This strategy guide introduces an approach for teaching vocabulary with science texts. Knowing specialized vocabulary is necessary for understanding important concepts in content-rich texts.(CCSS.ELA-Literacy.RST 6-8.4; 9-10.4; 11-12.4)

Teaching Vocabulary with Science Texts

Guidelines for selecting vocabulary to teach with Science Texts.1. Select words that convey the most important ideas from a text.2. Choose words that can generate many examples (e.g., planet, invertebrate) rather than specific examples (e.g., Jupiter, centipede).3. Choose words that relate to other words you are teaching (e.g., erosion, rock).4. Focus on two to three words from each text. It is better to help students gain a deep understanding of a few words than to try to teach long lists of words.

FYI Science•Magnifying glasses of various sizes and magnifications.

Non-fiction Reading Moment

• Now is a great time to bring a non-fiction article into the mix to reinforce what they have been learning about. A short story that will spark their memories about what they just accomplished is ideal. Have some “think” questions that will help guide them towards the standard(s) they are learning in this lesson/unit. Make sure they write about this small reading moment as it is an excellent formative assessment.

USING ROUNDTABLE DISCUSSIONS

This strategy guide introduces an approach for teaching students to discuss ideas using a Roundtable Discussion format. Roundtable Discussions are student-led, evidence-based conversations about challenging questions.

(CCSS.ELA-Literacy.SL.6-8.1; 9-10.1; 11-12.1)

Roundtable DiscussionsRoundtable Discussion Directions:1. The person who is the leader for question #1 reads the

question aloud.2. The leader asks the group for ideas.3. Everyone else in the group shares ideas, and the leader

takes note as needed.4. The leader makes sure that everyone contributes.5. When everyone has shared ideas, rotate to the next

leader and the next question.

Roundtable Discussion Questions:

1. What is Science Literacy?

2. What is being Scientifically Literate?

3. How important is knowing Science vocabulary words?

4. Why are writing and Science Notebooks synonymous?

5. Communicating what one learns to others is important. Why?

6. Is it important to teach good listening skills? Why?

ANALYZING PART-TO-WHOLE RELATIONSHIPS

This strategy guide introduces an approach for teaching students how analyzing part-to-whole relationships enriches understanding of science texts. Part-to-whole relationships are particularly important for understanding systems, a foundational concept that spans many topics in science.

(CCSS.ELA-Literacy.RST 9-10.2,5,9; 11-12. 2,5,9)

Analyzing Part-to-Whole Relationships

Final Write

• Basically a list of questions that a student needs to answer with good thought and complete sentences: What was I supposed to learn from this lesson/unit and what were the expectations? What is this investigation/experiment all about and what is the problem or question about that I am supposed to answer? What were the materials needed and what was my procedure for this investigation/experiment? What scientific testing did I do and was the data I collect sufficient? What did I learn from my teachers instruction and what did I learn from conducting my investigation/experiment?

Final Write (continued)

• Did I support my hypothesis/prediction or not? Why or why not? Is there something (a new hypothesis) I can do differently that will help me understand the lesson/unit better? What is the best way I can explain what I have just done to my peers? Is there something else I still have a question about? Do I understand all the new content vocabulary and if I do not, what can I do to help me learn it so I will remember? Did I learn anything about how this is used in the real world and if so what was it? Is this something my family needs to know and how will I explain it to them? “Did I” or “Did I Not” enjoy the learning in this lesson/unit? Why or Why Not?

Final Write (continued)

• (The list of questions above are a guideline for you the teacher to use as you see fit for your classroom and skills of your students. Kindergarten through 5th grade students should have progressively more to write about, 6th through 8th grade students need to do as many as possible, they may give you the old adage that this is not a language class but you can retort with a sound “We support the CCSS Reading and Writing standards in Science also,” and “70 to 80% of all a Scientist does involves writing and communicating about what they are doing.”)

FYI Science•Mysterious objects, that most

students have no idea what they are, that can be used to help guide them through the scientific process.

Teacher Only: Feedback Guide• During the entire lesson/unit, you, as the teacher, need to be

assessing how everything is going. Write down notes about different things that went good, things that did not work out well, little things that may need to be changed just a little to make it better, things to discard or replace with something new, ways to improve the presentation or how to set up materials, if students overall got the information, if they were having trouble in a certain area so you can review it and make some changes. Give the students a simple questionnaire about the lesson/unit to attain their responses to how well they liked or disliked it. Anything that you can jot down that will help you improve instruction in the future should be part of this section.

Review Objectives:

• Understanding of construction of a Science Notebook with the different entry types.

• To discuss the importance of students understanding the NGSS Standards being taught and the Performance Expectations for each of them.

• To learn about and discuss Common Core Reading, Writing, and Literacy skills that can be incorporated into the notebooks.

• Discuss the importance of a student Making Meaning Conference and continuous Review.

Review Objectives:

• To have participants use foldable’ s in Science Notebooks.

• To allow work time for teachers to create an Teacher Science Notebook for a unit of study.

• To express the importance of reviewing the student notebooks by students at least once a week.

• Integrating STEM concepts into each and every unit as creatively as possible.

Review Objectives To look at how Science skills and Reading skills are so similar. To look at how Science skills and Writing skills are so similar. To discuss the importance of Performance Expectations and how

Students and Teachers both benefit To discuss the importance of Student Metacognition and

strategies that will help students understand how they can improve in this area.

To discuss and do strategies that will reinforce the Common Core Reading, Writing, Listening, and Communicating standards.

Look at lessons or units and allow for grade level discussions and development of some take home strategies you can use in the classroom.

Documents

Science Note-booking and Science Literacy