connecting science to literacy through noteboking
DESCRIPTION
Creating a seemless line between science and literacy through notebooking.TRANSCRIPT
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