Science Notebooks Building Science Literacy Communication Connections Literacy

Science Notebooks Building Science Literacy Communication Connections

Literacy Integration ¡ Language – Data – Experience work together to form meaning l l l ¡ Relevance Structure Evidence based Link Reading – Writing – Thinking l l Reflective thinking Concept generalization

Building Literacy Writing in science ¡ Questioning ¡ Scaffolding l Prompts and Sentence Stems Supporting Claims with Evidence ¡ Reflection and Connection ¡

Interactive Communication and Writing “…Personally meaningful knowledge is socially constructed through shared understandings. ” Vygotsky(1978) ¡ Metacognitive awareness ¡ Organize ideas

Beyond Recording to Using Data ¡ Explain ideas – support with evidence l ¡ What claims can you make based on your evidence (data)? Provide time to discover l l l Patterns in data Similarities and differences New conflicting ideas

Writing Choices Move from Structure to Purpose Initial Record: data procedures information Complete the task Write what was done Developed Record: questions predictions claims – evidence conclusion reflections Make sense of the task Write what was learned

Developing Student Input Use “paste-in” curriculum materials Open ended draw/record investigations Provide sentence stems/prompts to support writing Students record learning in their own ways

Question, Problem, Purpose ¡ Start with the right question l l l ¡ What do we want to know or find out? What is our problem? What kind of information are we looking for? ¡ How? What? Which? Types l Problem posing – investigable Measuring/counting l Comparison: similarities and differences l

Writing Prompts ¡ ¡ Develop questions: l What happens to __ if __? l How are __ and __ the same/different? l Which object is the __(lightest/heaviest)? Predict an answer and explanation: l l l I think ____ will happen, because____. If ______, then_______, because____. I think _______ because ____.

Collecting and Recording Data

Scientific Drawing ¡ Drawings are graphic speech l l l - Vygotsky Reveal understanding/misconceptions Develop voice Support claims and conclusions ¡ Include comments – labels ¡ Interact/discuss ¡ Teacher questioning

Graphic Organizers ¡ What do you use now? ¡ New Ideas ¡ Model: l I do – we do – you do

KLEW: Connecting Claims and Evidence What do we Think we Know? What are we Learning? What is our Evidence? I claim that ____. I claim this because ___. I learned that ____. I learned this because ___. What are we Wondering? Claim: new ideas or learning Evidence: data that backs up or proves the claim

Draw Conclusions ¡ Look for patterns in the evidence (data) ¡ Record a summary statement l l l ¡ Final answer to the focus question What was understood – not just what was done Use KLEW as a graphic organizer to write Today I learned_. I know this because_.

Reflection: Process Connections What do we Think we Know? What are we Learning? What is our Evidence? I claim that ____. I claim this because____. I learned that ____. I learned this because ____. What are we Wondering? I wonder what would happen if __? This is just like ___. Extend investigations as flexible group centers

Note Taking and Summarization

Marzano Summarizing ¡ Identify and keep important info ¡ Delete unimportant - repetitive info ¡ Substitute group term for list ¡ Find or create a topic sentence

Modified Cornell Note Taking ¡ ¡ TOPIC Questions Subtitles Headings Ideas CLASS NOTES 3 to 4 sentence summary at bottom of last page of days notes

Vocabulary Development

Summary Frames ¡ T- R- I: l ¡ Topic – Restrictions – Illustrations Definition: l l What is being defined? General category Defining characteristics Subtypes

Working Word Walls Create as words are used in context ¡ Use visuals – 3 -D objects ¡ ¡ Uses l l l Complete sentence stems Label Create graphic organizers