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Journaling in the Science Classroom Elaine Howard [email protected] Includes information adapted from NSTA - 2007. By the end of the hour I will have created a science journal using the Cornell note taking method and learned 4 journaling strategies to use in my classroom. Setting It UP. - PowerPoint PPT Presentation
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Journaling in the Science Classroom
Elaine Howard [email protected] information adapted from NSTA - 2007
By the end of the hour I will have created a science journal using the Cornell note taking method and learned 4 journaling strategies to use in my classroom.
Setting It UP
Step 1:Create a Cover
Larissa HalePeriod 2
Mrs. Hale’s Science Class 2010
Step 2: Gems of Wisdom
Gems of Wisdom
1st six weeks:Scientific Method•Ask a question •Form a hypothesis•Do an experiment•Analyze the results•Draw a conclusion•Communicate findings
2nd six weeks:
3rd six weeks: 4th six weeks:
Step 3: Table of Contents
Table of ContentsDate Lecture/ Activity/ Lab Page Grade
Cornell Note Taking Model
In:
Out:
Recall
Through
Summary
Journal & Note Taking IN:IN:
•Objective•What am I learning about? (TEKS)•How do I know I am successful/ or learning? (objective)
•How will I show I am successful? (language objective)
By the end of the hour I will have created a science journal using the Cornell note taking method and learned 4 journaling strategies to use in my classroom.
Out:Out:
•Summarize what I have learned•Write a letter to “Fred” and tell him what you did•Explain the concept in your own words
Through:Through: •Write important facts/ notes
•If the teacher takes time to put it on the board you should put it in your notes
•Draw pictures to help you remember
Recall:Recall:
•List the main ideas of the lesson
In:
Out:
Recall
Through
Summary
• Objective _________________________
_________________________
•I am learning TEKS
•I am successful if I am ______
•I will show I am successful by _________________________
•Language Objective _________________________ _________________________
Analyze Data/ Results by writing about the process how things are related or answer the questions given by the teacher.
Write/Draw important facts.
How do you know it’s important?
•The teacher will write it on the board
•The teacher will say so
•It is interesting to you
•You do not understand it
•You know you will not remember it later; ex. Formulas, symbols, or important figures
1) Main ideas
2) Number them
3) You will write these after you write your notes
Write at least 2 sentences to explain what you
have learned.
Why we do it
Journaling in the science classroom…
Scientific Journaling provides a method for students to see and understand science phenomena through reconstructing their experiences. Students gain the following skills through regular use of scientific journals:
NSTA - 2009
Journaling in the science classroom…
• Making observations • Recording events • Communicating understanding of concepts • Communicating observations and ideas • Developing organizational skills • Developing questioning abilities • Practicing and developing fine motor skills • Expressing information in graphic forms
• • Analyzing data
• • Linking disciplines
• • Communicating classroom activities with parents
• • Reflecting on what they have learned
Journaling in the science classroom…
• Analyzing data
• Linking disciplines
• Communicating classroom activities with parents
• Reflecting on what they have learned
Journaling Strategies
I Think, I Saw, I Discovered
Allows students to make predictions, record Their observations and summarize the activity.
The three topics for this type of entry are: • Hypothesis – what they think will happen • Observations – what they saw/observed, data,
questions • Conclusions – what they learned, their
conclusions, their thoughts
I Know, I Wonder, I Learned, Now I Wonder
Emphasis on what the student knows and learnedfrom the activity/experiment as opposed to the observations and conclusions.
The four topics to cover include: • What they already know about the topic • What they would like to learn about the topic • What they learned during the
activity/experiment/unit • What additional questions were raised from the
experiment?
O.W.L. Chart
Observe, Wonder, Learn This method uses a three column graphic organizer, allowing the students to arrange their thoughts and observations in a different format. The three topics are:
OBSERVE WONDER LEARN
“I Used to Think But Now I Know”
This double entry graphic organizer helps
students record how their thinking has
changed. I USED TO THINK …
BUT NOW I KNOW…
Wrap it up
Use or lose it!
• Have the students refer to their journals
• Allow them to critique each other’s notes
• Encourage them to ask for parental input
• Grade them
• Make comments
Journaling in the Science Classroom
Elaine Howard [email protected] information adapted from NSTA - 2007