Integrating Science Across the Curriculum (with picture books, notebooks, & foldables) Lesley Merritt Center for Math & Science Education University of Arkansas

What were some EASY and POWERFUL ways you learned as a child?

Silently say your ABC’s

How many of you sang them? If you’re brave…sing factual songs with your students.

Read to Your Students About Science and History

Why Read Picture Books in Science Class? From More Picture Perfect Science Lessons “T hink about a book you loved as a child. Maybe you remember the zany characters and rhyming text of Dr. Seuss or the clever poems in Shel Silverstein’s Where the Sidewalk Ends. You may have seen a little of yourself in Where the Wild Things Are, Ramona the Pest or Curious George. Maybe your imagination was stirred by the colorful illustrations in The Very Hungry Caterpillar. But chances are your favorite book as a child was not your third- grade science textbook. The format of picture books offers certain unique advantages over textbooks and chapter books for engaging students in a science lesson. More often than other books, fiction and nonfiction picture books stimulate students on both the emotional and intellectual levels. They are appealing and memorable because children readily connect with the imaginative illustrations, vivid photographs, experiences and adventures of characters, engaging storylines, the fascinating information that supports them in their quest for knowledge, and the warm emotions that surround the reading experience.”

Picture-Perfect Science Lessons from NSTA Press / Order from:

Tools to Enhance Reading Comprehension Anticipation Guides Chunking Cloze Strategy O-W-L Chart Pairs read Picture Walk Questioning the Author Rereading Sketch to Stretch Stop and Jot Turn and Talk Using Feature of Nonfiction Venn Diagram

Why use science notebooks?

“People don’t learn from their experiences; they learn from processing their experiences.” -Bob Garmston

Purpose of Notebooks Build conceptual knowledge and understanding Enhance literacy skills Support differentiated learning Tool for formative assessment Foster teacher collaboration - Science and Children, Nov/Dec 2005

Early attempts at science notebooking

STUDENT: I understand that my Science Notebook is where all my science class work, notes, vocabulary and labs are recorded. My science grade is dependent on the contents of my notebook. I will do my best to keep it organized, neat, and up-to-date. If I am absent, I understand that it is my responsibility to make up any work that I missed. I will make-up my work within three days of my absence. Student Name _________________________________ (Print) SIGNED ______________________________ Date ______________ Student Signature Parent: I understand the purpose and importance of the science notebook. Parent Signature SIGNED______________________________ Date_______________

Notebook Entry Types Drawings Tables, Charts, Graphs Graphic Organizer Notes and Practice Problems Reflective and Analytical Entries Insets Investigation Writing Frames

Sentence Stems My questions:_______________________(Question) Today I (or we) want to find out _________(Problem) I think __________ will happen because (Prediction) I noticed (or observed) _____________(Observation) Today I learned ____________________(Conclusi on) I wonder ____________________(Reflection) Questions I have now are ____________(Next Steps/New Questions)

Science Notebooking Components Date: PURPOSE: Objective or lesson topic QUESTION: Teacher or student generated that relates to the purpose PREDICTION/HYPOTHESIS: What you think will happen PROCEDURE: material, steps, data collection OBSERVATION: observe objects or events in a variety of ways using one or more of the senses and identify properties of an object, i.e., shape, color, size, and texture. COMMUNICATING: notes, charts, graphs, drawings, diagrams, tables CONCLUSION: “This is what happened….”, “I noticed….”, “Our group or I found…” You should interpret your data and information. This is also a time to share. LOL (Lines of learning) Record and give details of new information that was learned.

Assessing Notebooks Acquiring knowledge related to student’s level of understanding-Formative Assessment Sticky notes versus writing in student’s notebook Use a rubric Self-assessment

Suggestions Always use COLOR..it helps the brain learn and organize information. Always use COLOR..it helps the brain learn and organize information. Use tab sections (Table of Contents; Bell work, Labs, Notes, Assignments, Vocabulary) Use tab sections (Table of Contents; Bell work, Labs, Notes, Assignments, Vocabulary) Attaching items to a notebook page, use tape or glue sticks- NO staples. Attaching items to a notebook page, use tape or glue sticks- NO staples. Provide rubric for notebook and labs. Provide rubric for notebook and labs.

Science Notebook Rubric 1. Date and number on the page. 2. Detailed drawing. 3. Drawing must be labeled. 4. There must be at least one question, or a prediction. 5. Entry can be explained by the student and/or discussed with the teacher or a peer. Scoring: 5 = Exceeds the standard 5+ points (more details in drawings, labels, discussion and question/prediction) 4 = Meets the standard 5 points 3 = Nearly meets the standard 3-4 points 2 = Below the standard 2 points 1 = Little evidence of standard 1 point

Using Science Notebooks in Elementary Classrooms by Michael Klentschy

Why Use Foldables? Quickly organize, display, and arrange data Provide a multitude of creative formats in which students can present projects, research & reports Replace teacher-generated writing or photocopied sheets Incorporate the use of such skills as comparing and contrasting, recognizing cause and effect, and finding similarities and differences. Immerse students in vocabulary Alternative Assessment tools Integrate language arts, social science, and math with science. Provide a sense of student ownership

Big Book of Science (foldables) by Dinah Zikes

CMASE Workshops J an 26 - Data & Graphing (K-3) Jan 30 - Picture Perfect Science (K-6) Feb 20 - Science Notebooking and Foldables Feb 22 - Looking at the Earth (4-12) April 10 - Backyard Science (2-8) April 19 - Global Change and Climate Confusion (4- 10) May 3 - Field Trip to the Moon May 8 - Exploring Ice Worlds and Other Planets (K-6)