1 Using Science Notebooks PDI-7 NSTA National Conference, San Antonio, Texas Betty Stennett and Brooke Bourdélat-Parks Science Educators, BSCS
2 BSCS Mission To transform science teaching and learning through research and development that strengthens learning environments and inspires a global community of scientifically literate citizens.
3 Stand Up If you teach middle school science you teach grades 4-6 science you teach high school science you use notebooks in your science classes you had to take a plane to get here. you know where Betty is from you know where Brooke is from you have read the new Framework for K-12 Science Education you gave feedback on the NGSS you have not stood up
4 Agenda Opening Why use notebooks?/notebook setup Notebooking strategies CCCR Analogy Map I 2 More Notebooking strategies Personal Glossary Importance Pyramid Notebook Rubric Wrap up
5 Goals for the session Broaden your thinking of how notebooks can be used in K - 8 classrooms. Understand how to organize, manage and assess student notebooks. Appreciate how students can use notebook strategies to make sense of science concepts. Consider how these and other notebooking strategies empower students in their learning journey.
6 Norms of Working Together Gots, Needs, and Parking Lot Actively participate active learning Actively listen and encourage participation Begin and end on time Take care of personal needs as necessary Mute or turn off cell phones Others?
7 Why use notebooks? Why not? Create a T-chart at your table on chart paper Brainstorm your current thinking about the Pros and Cons of using science notebooks with students. Record as many ideas as your table can think of. Pros Cons
8 Set up Your Science Notebook Tape or glue the rubric to the inside front cover. Create a table of contents. Reserve 3 pages for the TOC Number each page on the bottom outside corner. Number front and back Be sure to make an entry for each activity we do. Make learner entries on the right-hand page Make teacher entries on the left-hand page Date your entries File your strategy handouts (both the teacher and student instructions) in the folder provided.
9 Think about this What are some general tasks we expect students to be able to do in our science classes?
10 Think about this What are some general tasks we expect students to be able to do in our science classes? Discuss Compare Analyze or Interpret Explain Read for understanding Don t commit assumicide!!
11 Learning Science To learn science effectively, students need to interpret data and scientific explanations described in printed text, charts, tables, graphs, and diagrams. A scientifically literate student moves fluidly among these forms of information, acquiring, interpreting, and applying knowledge. Few students arrive in classrooms with this level of literacy; instead, they must be taught literacy strategies explicitly (Thier, 2002).
12 Learning Science Science notebooks can be a learning tool for students a teaching tool for teachers a metacognitive tool for students. an assessment tool for both teachers and students
14 Heat through Fluids Set up your notebook for the first activity. Title of activity: Hot Air Balloons Include a date and the name of your partner Make an entry in your Table of Contents (TOC) Watch the video How does a hot air balloon work? Individually write your ideas in your science notebook. Use complete sentences.
15 CCCR Consider-Contribute-Consult-Revise Consider and think individually. Write down your best ideas. Contribute your ideas with a partner. Consult your partner. Revise your ideas. Make revisions in a different colored pen or pencil. Carefully consider the advice from your peers
17 Teaching the Strategy Insist that students follow the rules. Insist that students do each step separately at first. Model the strategy Listen and comment Use the different colors as a formative assessment strategy
18 CCCR Consider-Contribute-Consult-Revise Consider and think individually. Write down your best ideas. Contribute your ideas with a partner. Consult your partner. Revise your ideas. Make revisions in a different colored pen or pencil. Carefully consider the advice from your peers individual group individual
19 How will this strategy help students make sense of what they are learning? And How will this strategy help the teacher know if the student is making sense of what they are learning?
21 A Model for Understanding Set up this activity in your notebook. With a partner Shake the dish gently and talk about what you see. Shake it with more energy and discuss.
22 Analogy Maps Feature of the model feature of the real world. They are alike because they both The petri dish The BBs is (are) like a balloon. serve as a container for the substance. My hand shaking slowly a lot of energy added.
24 Models Models are integral to teaching science. Do models always help students understand the real world?
25 A Student Example:
26 Teaching the Strategy Model, model, model Start by doing one together Use a partially completed table All of 1 st row is complete Random cells are complete Complete cells so that students notice key features Examples and non examples of appropriate responses.
27 How will this strategy help students make sense of what they are learning?
29 Heat through Fluids New Activity: Colored Streamers Set up your notebook for new activity
30 Colored Streamers Each team of 2-3 will need 2 clear cups (one with cold water) Dropper of food coloring Your notebooks! Gather your materials Get your hot water (we will bring it to you!) Allow the cups of water to sit undisturbed for 3 minutes (do not bump the table!) Drop 1 drop of food coloring in each cup at the same time. Work with your partner to coordinate Make observations and record them in your notebook (on a different page from your sketch).
31 Your sketch
32 Colored Streamers Read Scientific Models Note any bold or unfamiliar words in the reading. Set up personal glossary
33 Personal Glossary
34 Colored Streamers Return to your sketches Is this in your TOC?
35 Colored Streamers In your notebook, write the phrase: What I see: near the right side of your sketch. Record what you see. Draw arrows to what you are describing No because statements
36 Colored Streamers Write the phrase: What it means underneath the first phrase. Record what it means. Draw arrows pointing to what you are explaining. You should have one WIM statement for each WIS statement.
37 A Caption for Colored Streamers Think of the caption as an executive summary. Begin with a topic sentence describing the graphic Join WIS with WIM to form a short paragraph
39 Teaching the Strategy Personal Glossary Use when reading text Enter bold and unfamiliar terms or phrases Model initial entries but allow students to enter their own personal connection Show examples of complete entries
40 Student Entries in their Personal Glossary
41 Teaching the I 2 Strategy Model, model, model Work through one or part of one together Don t require the caption initially Examples and non examples of appropriate responses. Work toward the goal of just requiring a caption Students make the I 2 comments a habit of mind.
43 Other ways to use I 2 Graphs Data tables Complex figures in text books Before and after sketches to see changes
45 Fluttering Tissue Set up your notebook for a new activity Observe the demo Draw a sketch of the set up Record your observations Begin thinking about what might cause this Write down your initial ideas about what might cause this Reading Heat with Matter Create an Importance Pyramid
46 An Importance Pyramid density convection rises heat fluids particles air water most important After you read, arrange these words and phrases in an importance pyramid Most important ideas go on top Supporting ideas go underneath Importance Pyramid least important
47 Anti-example This shows all words have equal importance in the reading. Doesn t help you make sense of reading. most important heat, convection, particles, density, rises, fluids, air, water least important
48 An Importance Pyramid density fluids convection particles rises air water heat Importance Pyramid most important least important
49 Heat with Matter Share your pyramid with an elbow partner. Communicate why you placed the words as you did Switch roles Make any revisions you want to make your pyramid better. Include a caption to explain your revisions and why you made them.
51 Clearly label or mark revisions My pyramid after revision particles convection heat most important air water fluids rises density least important Caption: This pyramid shows how I revised my first importance pyramid. I changed the most important word from convection to particles because
52 Let s Consider this question When you have science reading material for your class, what do you do to ensure that students complete the reading? Let s reconsider the question as When you have science reading material for your class, what do you do to ensure that students understand the reading?
53 Reading in an Inquiry Classroom Does reading belong in an inquiry classroom? Why wouldn t you have reading in class? What s the #1 response?? My kids can t read. What are the common remedies? Don t have reading Read as a group Read it for them Explain the content for them
54 Learning Science To learn science effectively, students need to interpret data and scientific explanations described in printed text, charts, tables, graphs, and diagrams. A scientifically literate student moves fluidly among these forms of information, acquiring, interpreting, and applying knowledge. Few students arrive in classrooms with this level of literacy; instead, they must be taught literacy strategies explicitly (Thier, 2002).
55 A Literacy Strategy for Your Science Classroom Important ideas students get from scientific readings: Scientific vocabulary Science concepts Supporting ideas Scientific facts Others?
56 Teaching the Strategy You select the terms Select a range of importances Keep it to around 8-10 words Include more than just bolded words Give exemplars and anti-examples The power is in the discussion that follows not in a single correct arrangement of words.
57 The Practices of Science 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information
58 Quick Write On the next page of your notebook, take a few moments to reflect: What have you learned about science notebooks? How did you learn it? What strategy(ies) helped you the most? Why? What strategy did you struggle with the most?
59 Taking it Home Pair with someone that teaches the same or similar subject in science or the same grade level. Discuss one example from what you teach where you will use each strategy.
60 Self Assess Turn to the opening page of your science notebook Use the self-assessment rubric to rate your own progress in using the science notebook today
61 Why Use Notebooks? Why Not? Review the list of Pros and Cons we created this morning. Have you changed your thinking about science notebooks? What additions or modifications would you make to the chart now? How do we deal with the Cons that remain?
62 3, 2, 1 As we close today s session In your science notebook reflect on 3 things you will share with your colleagues about using science notebooks in your classroom. 2 things related to notebooks you will try before the end of school. 1 goal you have for using notebooks in the next school year.
63 Have we got a deal for you!!! elearn.bscs.org BSCS Middle School Science
64 You can access the PowerPoint slides and handouts for this presentation at Please feel free to contact us at or Betty Stennett Brooke Bourdélat-Parks 5415 Mark Dabling Blvd Colorado Springs, Colorado E: W: P:
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