SCIENCE NOTEBOOKING

How can we as create a seamless

line between science and

Literacy?Presented by Tara V Dowdell

Essential Question:

Connecting Literacy and Science

Literacyis typically described as

theability to read and write.Literacy is the "ability toidentify, understand,interpret, create,communicate, computeand use printed andwritten materialsassociated with varyingcontexts.

Scienceis an outlandishly largebody of knowledge. It’sdomain is the naturalworld-the things in it,the principles thatgovern their behaviors,and the conceptualconnective tissues thatmakes it allcomprehensible.

Transforming Knowledge and Learning

“The act of writing by its very nature may enhance thinking. Writing may achieve this by demanding the learner to organize knowledge.”

“Students’ Science Notebooks and the Inquiry Process “

Klentschy and Molina-De la Torre, 2004

Purpose of science notebooking

Active Reasoning Analyzing Communicating Effective Thinking Organizing Remembering

•The scientist’s notebook is a detailed record of interactions with scientific phenomena.• It is a personal representation of experiences, observations, and thinking, which are integral parts of scientific processing.

Writing requires students to clarify what they know and expose what they don’t know.

The History of the Science Notebook

The Vitruvian Man,

Leonardo's study

of the proportio

ns

of the human

body. 1485

Leodardo daVinci Studies of Embryos 1510

Linus Pauling's Science notebooks

Works of Charles Darwin 1837

Science notebooking

Inquiry/problem based

learning

Organized

Cognitive

Engagement

Inquiry-Based Learning and Science notebooking

Inquiry-Based Learning

Unifying Topics Essential Questions Explore/Apply/Reflect Data driven Claims and Evidence Meaning Connections to real

life Predictions/Conclusion Student driven Dependent to independent

learning

Science notebooking

Cognitive engagement Record of organized data Self-assessment tool Informal assessment Differentiate instruction Focal point for discussion Link new information and

prior knowledge Organizing and

restructuring knowledge Personal record/ownership

Interactive Science Notebook

INPUT

The Box and T-chart Venn Diagrams Concept Maps Definitions KWL Student notes

OUTPUT

Foldables Summaries Sketches Labeled Diagrams Poster Report

Click to here view samples of student work.

Primary Science Rubric 3 2 1

Science Content

My written responsesdemonstrate that I understand ALL of the science concepts and Ican accurately use ALL the vocabulary.

My written responses Demonstrate that I understand SOME of the science concepts and I can accurately use SOME of the vocabulary.

My written responsesDemonstrate that I understand very LITTLEof the science concepts and I can accurately use A LITTLE of the vocabulary.

Table of Contents

I am VERY careful to record accurately all required activities into the table of contents.

I am careful MOST OF THE TIME about accurately recording required activities into the table of contents.

I am NOT TOO CAREFUL and need to do a better job of accurately recording the required activities into the table of contents.

Scientific Drawings

Required drawings are MOSTLY large, accurately labeled and have relevant detail.

Required drawings have incorrect labels, are not carefully drawn or have little detail.

Required drawings are too small, not labeled, or are very sloppy with little detail.

Legibility &DailyEntries

My handwriting is USUALLY the best I can do. I have my notebook ready every time it is required.

My handwriting is SOME-TIMES the best I can do. I SOMETIMES have my notebook and use it when required.

My handwriting is usually SLOPPY. I am NOT TOO CAREFUL about using my notebook when it is required.

Sample science notebook rubric

Thinking about science notebooking……….,

1. What are some of the benefits that you saw in using science notebooking?2. How can science notebooking be a beneficial tool to students of today?3. What are some of the skill sets that can be learned from science notebooking?

Share with the group…

Referenceshttp://darwin-online.org.uk/EditorialIntroductions/vanWyhe_notebooks.htmlhttp://en.wikipedia.org/wiki/Image:Leonardo_da_Vinci_Studies_of_Embryos.jpghttp://img93.exs.cx/img93/5200/paulingnotes14jj.jpg

National Research Council (2006) Taking Science To School. Washington D.C: National Academy of Sciences.

Crossing Boards: Students’ Science Notebooks and the Inquiry Process; Klentschy and Molina-De la Torre, 2004