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Science Notebooks Peggy Harris Willcuts

Science Notebooks Peggy Harris Willcuts. This presentation shares information about notebook strategies and lessons learned from school districts in the Washington State LASER Alliances as well as those districts in El Centro and Pasadena, California and Gilbert, Arizona. LET’S GET STARTED….

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Science Notebooks Peggy Harris Willcuts

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  1. Science NotebooksPeggy Harris Willcuts This presentation shares information about notebook strategies and lessons learned from school districts in the Washington State LASER Alliances as well as those districts in El Centro and Pasadena, California and Gilbert, Arizona..

  2. LET’S GET STARTED… Cover or Title Page Give your science notebook a title. This should give the reader an idea of what this notebook will be about.

  3. THEN… Don’t forget to let your notebook reflect your… ARTISTIC PERSONALITY

  4. Powerful Learning Experiences • ·First Hand (the real thing) • oHANDS-ON EXPERIENCE THROUGH THE SENSES • ·Second Hand (representational) • oVIDEO/PICTURES/MODELS/SIMULATIONS • ·Third Hand (symbolic) • oBOOKS Most Powerful Least Powerful

  5. TABLE OF CONTENTS Use the first1-2 pages for the Table of Contents… DATE ACTIVITY PAGE #

  6. Insert sample of a table of contents from either the website www.sciencenotebooks.org or from your own images of students’ science notebooks

  7. NUMBER YOUR PAGES 1

  8. NUMBER YOUR PAGES THROUGH 10 2 3

  9. NOW ADD TODAY’S DATE February 6 1

  10. THINKING ABOUT YOUR SCIENCE NOTEBOOK… What should be included in a science notebook done by my students? When you have finished your response, draw a line of learning!

  11. THINKING ABOUT NOTEBOOKS… Share out with your table group…

  12. SCIENTISTS’ NOTEBOOKS • The following slides show real notebooks from scientists who work at Battelle – Pacific Northwest National Laboratory in Richland, Washington.

  13. Computational Chemist “Something wrong with this”

  14. Computational Chemist “will have all of these checked for instability and optimize”

  15. Reference graphs and tables pasted into notebook Materials Scientist

  16. Sample sketch Materials Scientist

  17. REFLECT… Which of those things do you think you could incorporate in YOUR students’ science notebooks?

  18. Turn to your next available page and title this next section: Seashells

  19. CHOOSE A SHELL AND SKETCH IT Sketch the outside shape Now add the details indicating pattern and texture Finally, add a bit of color

  20. Move from Sketch to Scientific Illustration • Drawing should be detailed, accurate, and labeled: • Univalve or Bivalve?

  21. Reading to Assist You… Bivalve Univalve

  22. Move from Sketch to Scientific Illustration • Drawing should be detailed, accurate, and labeled: • Univalve or Bivalve? • Details

  23. Move from Sketch to Scientific Illustration • Drawing should be detailed, accurate, and labeled: • Univalve or Bivalve? • Details • Identify Your Shell

  24. Auger Clam Babylon Spindle Olive Cockle Sundial Scallop

  25. Insert sample of a drawing from either the website www.sciencenotebooks.org or from your own images of students’ science notebooks

  26. Betsy Rupp Fulwiler

  27. Insert sample of an Observation Writing from either the website www.sciencenotebooks.org or from your own images of students’ science notebooks

  28. Now add a critical competitor…

  29. THE BOX & T-CHART Similarities Differences Univalve Bivalve Betsy Rupp Fulwiler

  30. Insert sample of a Box and T-Chart from either the website www.sciencenotebooks.org or from your own images of students’ science notebooks

  31. Betsy Rupp Fulwiler

  32. Insert sample of a Comparison Writing from either the website www.sciencenotebooks.org or from your own images of students’ science notebooks

  33. www.sciencenotebooks.org

  34. HOW PEOPLE LEARN Principle I • New knowledge is built on a foundation of existing knowledge and experience • Everyday conceptions are resilient • Student preconceptions must be actively engaged to support learning with understanding

  35. prediction

  36. HOW PEOPLE LEARN Principle II Learning for understanding requires: • A deep foundation of factual knowledge • Understanding facts and ideas in the context of a conceptual framework. • Organized knowledge for effective retrieval.

  37. HOW PEOPLE LEARN Principle III • Metacognitive Strategies help students to learn and to take control of their own learning. • They can be taught effectively in the context of a subject matter.

  38. “Metacognitive Strategies” • Explaining to oneself • Noting comprehension failures • Activating background knowledge

  39. Let’s talk briefly about assessment (FORMATIVE)

  40. Opportunities for Assessment Teacher’s Opportunities to Score: • “Drive-Bys” • Data sheets scored before attaching to notebook • Quizzes scored independently • Weekly if possible for critical comments

  41. Opportunities for Assessment • Self assessment or teacher assessment • Scoring Rubrics (primary and intermediate) • Student scores self • Teacher scores student • Student and teacher score student • Notebook Reflections

  42. Research IF WE GIVE MORE: appropriate feedback to students ongoing assessment by teachers = Positive Effects on Student Learning Black & Wiliam, 1998 Classroom Assessment Pg 12 & 13

  43. So let’s review…

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