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TRANSCRIPT
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•Sign into laptops•Pick – up materials
•Log into the back channel
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What is your definition of a science notebook?
Think, post, and then talk through your thoughts with a partner.
http://padlet.com/ja04bps/scinotes
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The purpose of the notebook is to foster thinking and learning through inquiry. The science notebook is the medium for organizing, questions, investigations, data, thinking about, explanations, and communicating about science.
Notebooks can have different organization systems and artifacts, while learning over time is collected and reflected upon the pages within it’s cover.
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http://padlet.com/ja04bps/scinotes
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Five Good Reasons to use Science Notebooks
Enhancing Learning with Science Notebooks The 5E Learning Cycle NGSS Science and Engineering Practices Core Ideas in Engineering and Technology
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Composition 3 – Ring Binder
Consider the challenges and benefits of either for your classroom.
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Draw a picture of a scientist. Use the template provided or a page in your composition notebook
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1. Asking Questions & Defining Problems2. Developing & Using Models3. Planning & Carrying Out Investigations4. Analyzing & Interpreting Data5. Using Mathematics & Computational Thinking6. Constructing Explanations & Designing
Solutions7. Engaging in Argument from Evidence8. Obtaining, Evaluating, & Communicating
Information
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Inquiry boxes are powerful tools for helping students develop strong science and engineering practice skills
Practice 1. Asking questions and defining problems
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Left Side Entries:
Right Side Entries:
Table of Contents: Build as you go
Pg. #
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The left side of your ISN LOVESLOVES
student work
This side allows you to
ccrreeaattiivveellyy interact with what we are
learning
The right side of
your ISN
contains ONLY information given to you
by your teacher
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This is youryour side to show you understand the material
This colorful colorful and creative interaction helps your brain to process and remember the information better
Each page needs at least 4 different colors
The result is greater success in science!!
Left side choices Concept Maps
Graphic Organizers
Drawings/diagrams
Poems/raps/songs Flow Charts
Graphs Questions Cartoons
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This is the information given to you by your teacher during class
Examples may include:◦ Lecture, video or textbook notes ◦ Lab Activities◦ Summaries◦ Worksheets◦ Classroom Specific Information◦ Warm Ups
Information on this side is TESTABLE material
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• The following slides show real notebooks from scientists who work at Battelle – Pacific Northwest National Laboratory in Richland, Washington.
• Watch carefully as important parts to a scientist’s notebook are shared.
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Describing the problem – the purpose of the study
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Reference graphs and tables pasted into notebook
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Sample sketch
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• What are some of the things you saw happening in the scientists’ notebooks?
When you have finished your response, draw a When you have finished your response, draw a
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Share out with your table group…
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Be sure to follow along CAREFULLY
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Personalize it!◦Top right corner: Full name Science Class period (block)- Draw a scientist: glue on photos, clip art, drawings, stickers- Cover it with clear packing tape to make it sturdy or use large labels and stick to cover, or slide paper inside clear-view
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Draw a “Scienctist” - glue on clip art, pictures or drawings about science - Consider durability
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You may add more personalization if you wish
Consider Durability
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Title pages 1 through 9 “Table of Contents”
Create table as shown2 3
Table of Contents
Table of Contents
Date Item Page Date Item Page
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32
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1
October 12
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Model first – describing what you are doing…Outside shape
Split object into parts
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OBSERVATI ONS ORGANI ZER
Writing Frame
Think of properties you can see such as size, shape, color, lines, texture, pattern, behavior…
I observed
Think of the other senses of smell, sound, touch, and perhaps taste!
I noticed
Connect it with something that you already know.
I t reminds me of
Add more detail as needed.
This is so because
Be curious and ask questions you could investigate.
I am curious about I t surprised me that I wonder what would happen if
This organizer or writing frame is one part of a comprehensive, research-based approach to teaching students how to think, talk and write like scientists. (See Writing in Science by Betsy Rupp Fulwiler, © 2007, Portsmouth, NH: Heinemann.)
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ANATOMY OF A PENCIL
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The Anatomy Of A PencilBody: Most often made of wood, however it can be made of other materials including cotton scraps from blue jeans. Wooden bodied pencils are often made from incense cedar slats. A second grooved slat is glued on top of the graphite core filled slat; the slats are then cut and shaped into individual pencils. According to the Dixon Ticonderoga Company, the reason why pencils are often painted yellow is because, during the 1800’s, the best graphite came from China, and because yellow was the color of the Imperial Chinese Emperor and stood for royalty and respect; by painting the pencil yellow, people would recognize that their pencil contained the finest graphite available.
Eraser: The eraser is also known as the rubber, (it used to be made from rubber), it is actually a plastic or sometimes vinyl compound.
Ferrule: The ferrule is the metal band that's located at the end of the pencil body and holds a eraser which has been glued into it.
Graphite: Also known as the writing core. The writing cores are glued into grooves that have been cut into the wooden slats. The writing core is made from graphite and clay. The more graphite in a pencil - the darker the mark. The more clay in a pencil - the lighter the mark.
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Now add a colored marker…
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PENCIL MARKER
Similarities
Differences
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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
________________ does not.
This organizer or writing frame is one part of a comprehensive, research-based approach to teaching students how to think, talk and write like scientists. (See Writing in Science by Betsy Rupp Fulwiler, © 2007, Portsmouth, NH: Heinemann.)
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• Turn back to your Table of Contents.• Add the Pencil and Marker Activity with the
corresponding page numbers.
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Skim directions Use a data sheet and sentence stems or
lined piece of paper.
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1. Asking Questions & Defining Problems2. Developing & Using Models3. Planning & Carrying Out Investigations4. Analyzing & Interpreting Data5. Using Mathematics & Computational Thinking6. Constructing Explanations & Designing Solutions7. Engaging in Argument from Evidence8. Obtaining, Evaluating, & Communicating
Information
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• Turn back to your Table of Contents.• Add the Thinking out of the Box with the
corresponding page numbers. (number the handout if it is in a binder)
• Now that you have had a basic experience in using your science notebook you are ready to record your experiences while at work in your science class!
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Glue???
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NSTA Publications (mostly free) Register for free account http://learningcenter.nsta.org/my_learning_
center/register.aspx Follow Science on Twitter
◦ NGSS @officialNGSS◦ NSTA @NSTA
iPad Apps
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Integrated Instructional Sequence: BSCS 5E Model
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What are some commonly held student ideas (both troublesome and helpful) about this topic? How could instruction build on them?
What prior concepts do students need to learn to understand the core ideas? What level of abstraction is expected of them?
What representations or media help students make sense of core ideas?
What practices could students engage in to explore phenomena and/or representations of this concept?
Are there crosscutting concepts that could support learning the core idea?
What connections to the Common Core State Standards (CCSS) could be emphasized as students engage in the instructional sequence?
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All clip art in Discovery Education's Clip Art Gallery created by Mark A. Hicks, illustrator. http://school.discoveryeducation.com/clipart/category/logo0001.html