Transcript Science and Math Notebooks

Wendy Whitmer
Regional Science Coordinator NEWESD 101
February 2014
Goals

Share effective strategies for writing in content areas.

Increase understanding of organization, types of entries,
strategies and specific criteria to be considered in planning for
effective writing in science, math, and social studies.

Examine the connections between the Common Core State
Standards, assessment, and writing in the content areas.
LET’S GET STARTED…
Cover or Title Page
Give your notebook
a title.
This should give the
reader an idea of
what this notebook
will be about.
TABLE OF CONTENTS
1-2 pages for the Table of
Use the first
Contents…
DATE
ACTIVITY
PAGE #
NUMBER YOUR PAGES
1
NUMBER THROUGH 10
2
3
THINKING ABOUT
YOUR CONTENT NOTEBOOK…
Focus Question: What types of writing or entries
could be included in a content notebook
done by my students?
When you have finished your response, draw a
THINKING ABOUT NOTEBOOKS…
Share out with your team
Math Examples
rd
3
grade
Examples of
Professional
Notebooks
from the
REAL WORLD
Professional Notebooks
Find the other people in the room with the same
notebook page as yourself.
 What type of writing is this?
 What are some things you notice?
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Professional Notebooks
Return to your table teams.
Share with your teams your picture.
 What type of writing is this (what is the author
doing)?
 What are some things you notice?
 How is this scientist using writing in their work?
17
Reflect
 Do you need to add anything to your list of
possible writing entries?
Let’s start writing!
 Date of Entry
Example: February 4, 2014
 Title of Entry
Example: Moon Study
 Question
Establishes purpose for learning
Example: What causes the moon to look
different during different times of the month?
Probe
Purpose: To measure prior knowledge
 Complete the probe on your own.
 Discuss with your colleagues
 Re-administer probe after instruction
Claim
 What is your claim?
 Can you find evidence to back
your claim?
Modeling: ABCD of Scientific Diagrams
A
Accurate labels
B
Big
C
Colorful
D
Detailed
From FOSS Variable Module Gr. 5-6
Investigate
 Hold the “Moon Ball” above your head.
 Spin slowly in a circle
 Record your observations as you spin slowly
Revisit Probe
 Can you refine your claim?
 Moon phases are caused by the
position of the moon relative to
the Sun and Earth.
 What is your evidence behind
your claim?
Reading
 What evidence can you gather
from the text that supports
your claim?
 Highlight anything from the
text that provides evidence.
Cornell Notes
Evidence
 On the right side, write in
your own words the
important information
from the text.
 On the left side, write
questions or key
vocabulary
 On the bottom,
summarize how the
reading related to your
observations
Summary
Why is this
evidence?
Reasoning
 Moon phases are caused by the position of the moon
relative to the Sun and Earth.
 Use this claim as your topic sentence.
 Use one piece of evidence from your investigation and
one piece from your text.
 Explain WHY this piece of evidence supports your
claim- this is your reasoning.
Explanation Framework
CER (a.k.a. "Cl-Ev-R")
Claim
Evidence
Reasoning
•
•
•
EVIDENCE
EVIDENCE
CLAIM 1
EVIDENCE
REASONING
CLAIM
A statement that answers the question
 Relevant: The Claim should directly and clearly
respond to the question.
 Stands Alone: The Claim statement is complete and
can stand alone.
EVIDENCE
Scientific data that supports the claim.
 Appropriate: Needs to be scientifically relevant for
supporting the claim. Is it the right type of evidence for
this claim?
 Can be Quantitative and/or Qualitative Evidence
 Should NOT be based on opinions, beliefs, or everyday
experiences
 Sufficient: Is there enough evidence?
 Reliability > Repeated trials increase the reliability.
 Range > Needs to include enough different
conditions/values of variables.
 Representative > Explanation cites enough examples to
represent the whole set without being tedious.
REASONING
A justification for why the evidence supports the claim
using scientific principals
 Links > Provides a scientific justification that links the
Evidence to the Claim.
 Logical > Provides a sound logical connection between the
Claim and the Evidence.
 Stands-Out > The reasoning should be obvious and easy to
identify.
Jigsaw
Task: How does the
information in the reading
relate to the instructional
model we used?
 Introduction
 Jigsaw: Claim, Evidence,
Reasoning, Rebuttal
Connections
 Time with your materials.
 Where can you have
students make claims,
collect evidence, then
provide reasoning?
What about the CCSS?
 Look at the reading and writing standards for your
grade.
 Are there some standards we worked towards in our
instructional model?
 What is your evidence?
What about the NGSS?
 Which Science and Engineering Practices did we begin
to address in our instructional model?
What does this look like in the
classroom?
 Position driven discussions
 NGSX
 What talk-moves did Molly use?
Energy
Probe:
What do you know about energy?
In your notebook!
Learning Target:
4-PS3-2: Make observations to provide evidence that
energy can be transferred from place to place by
sound, light, heat, and electric currents.
Energy Stations
 Read each station
 Complete the task
 Provide evidence that
energy can be
transferred.
Energy Stations
 Compare 2 stations
 What was the same about
the energy in the station?
 What was different about
the energy in the station?
THE BOX
&
T-CHART
Similarities
Tone Generator
Differences
Betsy Rupp Fulwiler
Motor
Frayer Model
 In groups:
 Can we create a Frayer
model for Energy?
Compare and Contrast
 Use your Box and T to complete at least 2 of the
sentence starters in your notebook.
COMPARE AND CONTRAST
Writing Frame
Start with how
things are the
same or similar.
The _____ and the ______ are
the same because they both
___________.
Add more details
as needed.
In addition, they both
________________.
Explain how they
are different. You
can compare the
same property or
characteristic in
the same
sentence. Use
“and”, “but”, or
“whereas” to set
up the contrast.
Add more detail
as needed.
They are different because the
______, but the ______ does not.
Also, the ________, whereas the
________________.
Remember to ask, “Will it be clear to the reader what I
mean when I use pronouns such as they and it? If not,
how can I edit the sentence to make it clearer?”
Rupp Fulwiler, Betsy. 2007.
Writing in Science.
Portsmouth, NH: Heinemann.
Compare and Contrast
 Read Writing Standard 2 for your grade level.
 Where would you go next with your students after they
have gathered this information?
What about vocab?
 What is the difference between tier 1, 2, and 3
vocabulary words?
Three tiers of words
Tier 3: Domainspecific words
Tier 2: General
academic words
Tier 1: Words of
everyday speech
45
Three tiers of words
– Highly specialized, subject-specific; low
occurrences in texts; lacking generalization
◦ E.g., oligarchy, euphemism, hydraulic, neurotransmitters
–Abstract, general academic (across content
areas); encountered in written language; high utility across
instructional areas
◦ E.g., principle, relative, innovation, function, potential, style
– Basic, concrete, encountered in conversation/
oral vocabulary; words most student will know at a
particular grade level
◦ E.g., injury, apologize, education, serious, nation
46
Tier 3 words are often defined in
the texts
 Plate tectonics (the study of the movement of the sections
of Earth’s crust) adds to Earth’s story….
 The top layers of solid rock are called the crust.
 Optical telescopes are designed to focus visible light. Non-
optical telescopes are designed to detect kinds of
electromagnetic radiation that are invisible to the human
eye.
47
Informational Text:
Re-read the procedure for an energy station
 Underline Tier 1 words
 Highlight Tier 2 words
 Circle Tier 3 words
What are your vocabulary
strategies?
Reflect:
 2 minutes: How do you help kids
with vocabulary?
Talk:
 1 minute per person
Question:
 What strategy do you want to know
more about?
Hot-Dog Vocabulary
 Fold a sheet of paper at the back of your notebook into
a “hot-dog” fold (lengthwise).
 Open up your sheet, start from the outside of the
paper and about 1-2 inches from the top cut half-way
into your paper, stopping when you reach the crease
you made.
 Repeat until you have 5 or 6 flaps on your paper.
Hot-dog vocabulary
 On the outside of your top flap, write the word
“Academic Vocabulary”
 On the inside of the flap on the panel closest to the
center of the notebook draw something that
represents the word “academic vocabulary”.
 On the last interior panel, write your own definition of
“academic vocabulary”.
Pocket Technique
 Take your next clean 2
pages.
 Fold your page
diagonally from the top
right corner to the center
of the page.
 Tape the page around
the bottom edges to form
a pocket.
Assessment?
 What do you assess in a content notebook?
 How do you assess?
What about State Assessments?
 Smarter Balanced- ELA
 Science Content
 Science MSP
 Reading and writing skills
 Read the writing standards for your grade.
 Where or how might you address each of these
standards in your content areas?
Science
Math
Social Studies
Planning for Instruction
 What are 3 key ideas from today?
 What are 2 things you are committed to implement in
the next MONTH?
 What is 1 question you still have?
Evaluation:
tinyurl.com/esdevaluation
 CCSS-ELA Elementary Content
 Objectives:
 Learn strategies for writing in elementary content areas
 Learn the connections between CCSS-ELA, assessment,
and effective writing.