1. 1 ScienceNotebooks: Integration of Literacy and Science Curriculum Essentials Science Notebooks: Integration of Literacy and Science Curriculum Essentials January 25, 2011

2. 2 GOALS 1. Learn about science notebook components, and experience them in the context of a lesson. 2. Become familiar with how science notebooks support the BVSD Curriculum Essentials Documents and new state standards 3. Set realistic goals for incorporating science notebooks into your practice

3. High quality science instruction includes opportunities for students to  Learn new concepts and theories with understanding  Engage preconceptions  Understand facts within a conceptual framework  Actively experience the processes of inquiry (including hypothesis generation, modeling, tool use, and social collaboration) that are key elements of the culture of science  Reflect metacognitively on their own thinking and participation in scientific inquiry Key Principles from How Students Learn Science National Research Council, 2005

4. What is “Inquiry”? According to BVSD teachers… …the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world. Inquiry involves five essential features. Students… ask or respond to scientifically oriented questions give priority to evidence formulate explanations based on evidence connect explanations to scientific knowledge communicate and justify explanations (Inquiry and the National Science Education Standards).

5. StepUp Study in Colorado Springs Area 5 th Grade Students *Science Teacher Enhancement Program Unifying the Pikes Peak Region n=2463 N=100 870 577 709 1197

6. Significant Positive Training Correlations From StepUp program in the Colorado Springs area 5 th Grade Teacher Training ReadingWritingMath PD Hours Science Kit Hours Science NotebookXXX Literacy and Science XXX Math and Science Graphing in Science X Science Assessment XXX

7. 7 Scaffolding Guided Inquiry Achieved Curriculum Intended Curriculum Implemented Curriculum Intended Curriculum Implemented Curriculum Achieved Curriculum Marzano (2001) Not Aligned Aligned gap

8. 8 LESSON DESIGN BLUEPRINT

9. 9 INTENDED CURRICULUM Standards Enduring Understandings Essential Questions Essential Learnings Knowledge, Skills, Topics, Concepts, and Processes 1. What are students expected to learn? Curriculum Essentials Documents

10. 10 IMPLEMENTED CURRICULUM What research based teaching strategies will support student learning? FOSS Investigations using science notebooks.

11. ACHIEVED CURRICULUM

12. FOSS Pebble Sand and Silt Using the Science Notebook Approach

13. 13 BIG IDEA” “BIG IDEA” BVSD Enduring Understanding Earth’s materials come in a variety of different forms, sizes, textures, etc and can be compared and classified based on their properties. INTENDED CURRICULUM

14. 14 BVSD Essential Questions What types of materials are found naturally on Earth, and where do they come from? How do people describe and classify Earth’s materials? INTENDED CURRICULUM

15. 15 BVSD Essential Learning 1S8: Explains that there are different types of Earth’s materials that come in different shapes and sizes, and have varied uses INTENDED CURRICULUM

16. 16 Knowledge, Skills, Topics, Concepts and Processes INTENDED CURRICULUM a) Describes, sorts, compares and classifies Earth’s materials (components of soil) based on their properties (for example: shape and size) b) Separates a simple mixture of Earth’s materials (soil) based on size and/or shape

17. 17 IMPLEMENTED CURRICULUM Inquiry based activity Notebooks Pre reading and reading strategies Kit Inventory and Working Word Wall Graphic organizers Making meaning Modeling writing HOW TO TEACH? Use of effective research based teaching strategies:

18. Kit Inventory What is it? What is it used for? Where have you seen this before? Why is it in our science kit? What does it feel, look, smell like?

19. Use Kit Inventory to start a Working Word Wall Comprehensible input Scientific vocabulary Kit vocabulary Facilitates notebook entries

20. 20 Other Vocabulary Strategies 1. Labeling illustrations 2. Sorting and classifying 3. Word charts 4. CLOZE paragraphs 5. Signal words 6. Graphic organizers 7. Charades IMPLEMENTED CURRICULUM

21. 21 NOTEBOOK COMPONENTS 1. Focus Question 2. Prediction 3. Plan 4. Data 5. Claims and Evidence 6. Conclusion 7. Reflection IMPLEMENTED CURRICULUM

22. 22 ENGAGING SCENARIO IMPLEMENTED CURRICULUM Begin the lesson with a “ hook”. Present students with a problem that needs to be solved. Day 1

23. Scientists from CU-Boulder are trying to find out what kind of soil they have in their experimental vegetable garden. Scientists usually conduct tests when they examine soil so that they can describe it. This helps them predict which plants can grow in it. When they examine soil, scientists look at its properties, sometimes by using their senses. Day 1

24. They have sent along some materials so that you can make your own soil. After you make your soil, they want to see if you can separate it and describe its properties. They feel that this will help you when you examine the soil from the experimental vegetable garden at CU-Boulder. Again, they want you to carefully observe and then draw, label and record your observations. Day 1

25. What is soil? Soil is a mixture of earth materials like sand, gravel, pebbles and decaying plant material, like humus. Soil covers most of the Earth’s land surface. Day 1

26. Materials basin vials water sand gravel small pebbles humus Day 1

27. Humus Definition: Mostly plant material that has decayed or rotted Properties of humus: What does humus look like? What does it feel like? What does it smell like? Day 1

28. Soil is a mixture Students make a mixture of soil using: Humus Gravel Sand Day 1

29. Skipping ahead to Day 2…

30. Soil is a mixture “What did we make yesterday?” “What is soil?” a mixture of earth materials. “Where do we see soil?” “How is soil used?” “What materials did we put into our soil” Day 2

31. Separating soil The scientists would like you to use water to separate the soil that we made. How could we do that using the materials we have? Day 2

32. Skipping ahead to Day 3…

33. Observing soil Today we will make observations of what happened in our soil-and-water vials, and you will draw a picture of your vial. Model drawing and labeling Use words from the word wall Day 3

34. Please take out your science notebook! Table of Contents Unit: Pebbles Sand and Silt Soil Drawing1 _____________page _______

35. Draw what you see in the vial We made this soil in class Humus FIRST NOTEBOOK ENTRY Day 3

36. Skipping ahead to Day 4…

37. We have received the sample of soil from the scientists from the experimental vegetable garden at CU-Boulder! “What is soil?” Now that you have experience in separating, studying and observing soils, the scientists want your help in describing the soil in their experimental vegetable garden. Day 4

38. What does it feel like? What does it smell like? What does the garden soil look like? Garden Soil Day 4

39. 39 Focus Question (What is the problem?) What materials______________________? ? ? SECOND NOTEBOOK ENTRY How can we __________________, to help us ______________________? Discuss your ideas with a partner, and be ready to share. SUGGESTED SENTENCE STARTERS ????? Day 4

40. CLASS FOCUS QUESTION What materials are in the soil sample from the garden? Model in class notebook Day 4

41. 41 PREDICTIONPREDICTION THIRD NOTEBOOK ENTRY I think ….., because… Observe: See, touch, smell, hear what is the common property or the way they are sorted the objects we can find out…. I think that the soil sample from the garden contains___________________, because_________________________. Day 4

42. Relationship between focus questions and predictions QuestionPrediction Help students see the connection. Day 4

43. Model prediction in class notebook Day 4

44. What could we do to observe and study the soil sample from the garden that the scientists sent us? If needed, how would you scaffold? Day 4

45. Skipping ahead to Day 5…

46. 46 DATA Today we will make observations of what happened in our vials with the garden soil, and you will draw a picture of your vial. FOURTH NOTEBOOK ENTRY Draw what you see in the vial Garden Soil Humus Day 5

47. 47 Listen and discuss MAKING MEANING CONFERENCE What is different about the two soils in your drawings? What is the same about the two soils in your drawings? What materials were in the soil that we made in class? Start by looking for patterns Day 5 or 6

48. 48 I claim that I know that I claim this because I know this because EXAMPLES TO DISCUSS AS A CLASS MAKING MEANING CONFERENCE Day 5 or 6

49. 49 I claim that ……… I know that……… I claim this because……. I know this because……. EXAMPLES TO DISCUSS CLAIM 1. both the soil we made in class and the garden soil contain humus EVIDENCE 1. both of the vials had a layer that was dark like humus and that was in the same place Day 5 or 6

50. Write down at least 1 claim and evidence statement. Remember, these claims must be based on your data. Revisit the observation chart to help you write them. Teacher will see students individually as they write claims based on their observed evidence. Example sentence structures: I claim that ____________ I claim this because _________. I know that_____________. I know this because ________. Share and discuss claims and evidence. FIFTH NOTEBOOK ENTRY Day 5 or 6

51. CONCLUSION FOCUS QUESTION: What materials are in the soil sample from the garden? “The materials in the garden soil are_________________________________.” How did the investigation help us test our prediction? PREDICTION: I think the soil sample from the garden contains humus because it has a dark color and a smell like humus. “We were able to test our prediction by_______________________________” SIXTH NOTEBOOK ENTRY Day 6 or 7

52. REFLECTION Students will revisit the “Big Idea” and their results. Ask them to respond to one of the following stems: “What really surprised me about soil was …….” “A new question that I have about the soil is ……..” “I would really like to know more about ……” Share these in class. SEVENTH NOTEBOOK ENTRY Day 6 or 7

53. High quality science instruction includes opportunities for students to  Learn new concepts and theories with understanding  Engage preconceptions  Understand facts within a conceptual framework  Actively experience the processes of inquiry (including hypothesis generation, modeling, tool use, and social collaboration) that are key elements of the culture of science  Reflect metacognitively on their own thinking and participation in scientific inquiry Key Principles from How Students Learn Science National Research Council, 2005

54. High quality science instruction includes opportunities for students to  Learn new concepts and theories with understanding  Engage preconceptions  Understand facts within a conceptual framework  Experience the processes of inquiry (including hypothesis generation, modeling, tool use, and social collaboration) that are key elements of the culture of science  Reflect metacognitively on their own thinking and participation in scientific inquiry Key Principles of How People Learn Science

55. Engaging preconceptions through making predictions

56. High quality science instruction includes opportunities for students to  Learn new concepts and theories with understanding  Engage preconceptions  Understand facts within a conceptual framework  Experience the processes of inquiry (including hypothesis generation, modeling, tool use, and social collaboration) that are key elements of the culture of science  Reflect metacognitively on their own thinking and participation in scientific inquiry Key Principles of How People Learn Science

57. Engaging preconceptions through making predictions

58. High quality science instruction includes opportunities for students to  Learn new concepts and theories with understanding  Engage preconceptions  Understand facts within a conceptual framework  Experience the processes of inquiry (including hypothesis generation, modeling, tool use, and social collaboration) that are key elements of the culture of science  Reflect metacognitively on their own thinking and participation in scientific inquiry Key Principles of How People Learn Science

61. High quality science instruction includes opportunities for students to  Learn new concepts and theories with understanding  Engage preconceptions  Understand facts within a conceptual framework  Experience the processes of inquiry (including hypothesis generation, modeling, tool use, and social collaboration) that are key elements of the culture of science  Reflect metacognitively on their own thinking and participation in scientific inquiry Key Principles of How People Learn Science

62. What is “Inquiry”? According to BVSD teachers… …the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world. Inquiry involves five essential features. Students… ask or respond to scientifically oriented questions give priority to evidence formulate explanations based on evidence connect explanations to scientific knowledge communicate and justify explanations (Inquiry and the National Science Education Standards).

63. Ask or respond to scientifically oriented questions

68. High quality science instruction includes opportunities for students to  Learn new concepts and theories with understanding  Engage preconceptions  Understand facts within a conceptual framework  Experience the processes of inquiry (including hypothesis generation, modeling, tool use, and social collaboration) that are key elements of the culture of science  Reflect metacognitively on their own thinking and participation in scientific inquiry Key Principles of How People Learn Science

71. Reflection Revisits big idea “A new question I have is…”, “I wonder…”, “Something that surprised me was…?”

73. High quality science instruction includes opportunities for students to  Learn new concepts and theories with understanding  Engage preconceptions  Understand facts within a conceptual framework  Experience the processes of inquiry (including hypothesis generation, modeling, tool use, and social collaboration) that are key elements of the culture of science  Reflect metacognitively on their own thinking and participation in scientific inquiry Key Principles of How People Learn Science

76. Reflection Revisits big idea “A new question I have is…”, “I wonder…”, “Something that surprised me was…?”

78. 78 ACHIEVED CURRICULUM (as evidence in science notebooks) BVSD Objectives: Describes, sorts, compares and classifies Earth’s materials based on their properties (for example: shape and size) Separates a simple mixture of Earth’s materials based on size and/or shape Focus Question  Relates to scenario. Prediction  One sentence that answers problem  Uses “because” Data  Soil Drawings sheet Claims & Evidence  1 statement that answers the guiding questions thus showing understanding of content goals Conclusion:  Accurately shows if prediction was supported or not and provides explanation.  Completes “Today I learned …” stem