1. Journaling in the Science Classroom Elaine Howard ehoward@judsonisd.org Includes information adapted from NSTA - 2007

2. By the end of the hour I will have created a science journal using the Cornell note taking method and learned 4 journaling strategies to use in my classroom.

3. Setting It UP

4. Step 1:Create a Cover Larissa Hale Period 2 Mrs. Hale’s Science Class 2010

5. Step 2: Gems of Wisdom Gems of Wisdom 1 st six weeks: Scientific Method Ask a question Form a hypothesis Do an experiment Analyze the results Draw a conclusion Communicate findings 2nd six weeks: 3rd six weeks:4th six weeks:

6. Step 3: Table of Contents Table of Contents Date Lecture/ Activity/ Lab PageGrade

7. Cornell Note Taking Model

8. In: Out: Recall Through Summary

9. Journal & Note TakingIN: Objective What am I learning about? (TEKS) How do I know I am successful/ or learning? (objective) How will I show I am successful? (language objective)

10. By the end of the hour I will have created a science journal using the Cornell note taking method and learned 4 journaling strategies to use in my classroom.

11. Out: Summarize what I have learned Write a letter to “Fred” and tell him what you did Explain the concept in your own words

12. Through: Write important facts/ notes If the teacher takes time to put it on the board you should put it in your notes Draw pictures to help you remember

13. Recall: List the main ideas of the lesson

14. In: Out: Recall Through Summary Objective _________________________ _________________________ I am learning TEKS I am successful if I am ______ I will show I am successful by _________________________ Language Objective _________________________ _________________________ Analyze Data/ Results by writing about the process how things are related or answer the questions given by the teacher. Write/Draw important facts. How do you know it’s important? The teacher will write it on the board The teacher will say so It is interesting to you You do not understand it You know you will not remember it later; ex. Formulas, symbols, or important figures 1)Main ideas 2)Number them 3)You will write these after you write your notes Write at least 2 sentences to explain what you have learned.

15. Why we do it

16. Journaling in the science classroom… Scientific Journaling provides a method for students to see and understand science phenomena through reconstructing their experiences. Students gain the following skills through regular use of scientific journals: NSTA - 2009

17. Journaling in the science classroom… Making observations Recording events Communicating understanding of concepts Communicating observations and ideas Developing organizational skills Developing questioning abilities Practicing and developing fine motor skills Expressing information in graphic forms Analyzing data Linking disciplines Communicating classroom activities with parents Reflecting on what they have learned

18. Journaling in the science classroom… Analyzing data Linking disciplines Communicating classroom activities with parents Reflecting on what they have learned

19. Journaling Strategies

20. I Think, I Saw, I Discovered Allows students to make predictions, record Their observations and summarize the activity. The three topics for this type of entry are: Hypothesis – what they think will happen Observations – what they saw/observed, data, questions Conclusions – what they learned, their conclusions, their thoughts

21. I Know, I Wonder, I Learned, Now I Wonder Emphasis on what the student knows and learned from the activity/experiment as opposed to the observations and conclusions. The four topics to cover include: What they already know about the topic What they would like to learn about the topic What they learned during the activity/experiment/unit What additional questions were raised from the experiment?

22. O.W.L. Chart Observe, Wonder, Learn This method uses a three column graphic organizer, allowing the students to arrange their thoughts and observations in a different format. The three topics are: OBSERVEWONDERLEARN

23. “I Used to Think But Now I Know” This double entry graphic organizer helps students record how their thinking has changed. I USED TO THINK … BUT NOW I KNOW…

24. Wrap it up

25. Use or lose it! Have the students refer to their journals Allow them to critique each other’s notes Encourage them to ask for parental input Grade them Make comments

26. Journaling in the Science Classroom Elaine Howard ehoward@judsonisd.org Includes information adapted from NSTA - 2007