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Jennifer: Notebooking in Math and Science

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on 6 September 2014

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Transcript of Jennifer: Notebooking in Math and Science

Student Notebooks in Science and Math
Notebook Set-Up
Using the S.P.A.C.E Components
S.P.A.C.E. Demo: A Multimodal Approach to Force and Motion
Student Notebooks in Science and Math
References
Agenda

1. Introducation to Multimodal Teaching

2. Notebook Set-up

3. S.P.A.C.E Structure
(Starter, Practice, Application, Connection, Exit)


4. S.P.A.C.E Demo: Force and Motion

Writing Across Contents: Concepts and Research
Writing in Content Areas:
A Multimodal Integration for Communication
Textual Communication in Math and Science

Math TEKS Process Standards
(D) Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

(E) Create and use representations to organize, record, and communicate math ideas

(F) Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communications
Science TEKS and the Next Generation Standards
Students construct explanations and design solutions...supported by multiple sources of evidence that are consistent with scientific ideas, principles, and theories.
Students Communicate Scientific Ideas by:

Describing
Predicting
Explaining
Comparing
Testing
Designing
Justifying
As teachers of new generation students we must...

Encourage students to share their thinking and learn from the thinking of others

provide opportunities to share these ideas in multiple ways: listening, dialogue, drawing, hands-on tools, and
WRITING
.


(Gojak, 2011)
A
Multimodal
Approach to Learning

Students create meaning through the use of textual, digital, audio, and visual elements.
Students can utilize Writing in Math and Science to:

Analyze information
Formulate plans
Co-constuct meaning
Reflect and evaluate thinking
Justify ideas
Explain ideas to others
Student Samples
So...Why Use Student Notebooks?

1. They Are Thinking Tools:
guides students in constructing their own conceptual understanding

2. They Develop Expository Writing and Purposes of Writing:
(Descriptive, Procedural, Narrative, Explanatory, Persuasive, Labeling)

3. They Enhance Literary Skills:
Combining Writing and Visual Text, building blocks for more formal writing, academic language, provide numerous ways for students to enhance communication skills (written, visual, oral, MULTIMODAL)

4. They Support Differentiated Learning:
visuals, graphics, tables, sticky notes, ELL’s draw and write in primary language (notebook is for the STUDENT to make sense of his/her own learning) They provide a structure and support for all students to achieve

5. They Help Foster teacher collaboration:
Trial and Error, PD, and individual research to share
(Gilbert & Kotelman, 2005)
A Notebook is a Collection of Students'
Multimodal Communication
13 years as a middle/high school science teacher for JISD

2nd year doctoral student for UTSA - focus on impact of STAAR exam and achievement gap between boys and girls in science.

Currently teaching 2 sections of STEM and Humanities to preservice teachers at UTSA.

Published author for NSTA Science Scope.

Will graduate with Ph. D. in May 2016.

Can reach me at jennifer.hooper@utsa.edu
www.sciencenotebooks.org
Powell Elementary- 4th graders
The Research Tells us the Benefits of Notebooks
Notebook Suggestions and Procedures that Work
S
tarter (Engage)
P
ractice (Explore)
A
pplication (Explain)
C
onnection (Elaborate)
E
xit (Evaluation)

I. S
TARTER (engage)
Quick Write: Identify and list all the physics (whether good or bad) you see in this clip. Be prepared to share with a neighbor.
III. Application
(Explain)
Lab with 3 stations, each to demonstrate the three Laws.
II. PRACTICE (Explore)
Egg Drop Demo:
IV. C
ONNECTION
V. E
XIT (Evaluate)
Reflection: Explain what we did today

Include:
3 things you learned
2 things you liked
1 original example
Academic Vocabulary
RESOURCES
Seat Belts and Motion
Quick Write: Use Newton's Laws of Motion to explain why
seatbelts save lives.
http://gph.is/1j3Fs06
Common Core State Standards Initiative. (2010). Common Core State Standards for Mathematics.
Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers.

Reddit (2014). Slow Motion [Anitmated GIF]. Retrieved July 25, 2014 from Giphy: http://gph.is/1j3Fs06

Gojak, Linda. (2011). What’s your math problem? Getting to the heart of teaching problem solving.
Huntington Beach, CA: Shell Education.

Hassett, D. D., & Curwood, J. S. (2009). Theories and practices of multimodal education: The instructional
dynamics of picture books and primary classrooms. The Reading Teacher, 63(4), 270-282.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics
(Vol. 1). Reston, VA: National Council of Teachers of Mathematics.

Next Generation Science Standards. (2014). DCI Arrangements of the Next Generation Science Standards.
Retrieved from http://www.nextgenscience.org/sites/ngss/files/NGSS%20DCI%20Combined%2011.6.13.pdf

Notebooking Focus. (n.d.). Retrieved July 25, 2014, from Wikispaces: https://nwptx-write4tx.wikispaces.com/--
Notebooking+Focus

Schweingruber, H., Keller, T., & Quinn, H. (Eds.). (2012). A Framework for K-12 Science Education:: Practices,
Crosscutting Concepts, and Core Ideas. National Academies Press.

Texas Education Agency. (2012). Texas essential knowledge and skills for mathematics, Chapter 111., Texas
Essential Knowledge and Skills for Mathematics, Subchapter A. Elementary. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=2147499971

Tabs
Table of Contents
Vocabulary Section
Rubric
CD
Bookmark
Periodic Table (STAAR)
Use a Timer for Cutting/Pasting

PS2.A: Forces and Motion
All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen
units of size. In order to share information with other people, these choices must also be shared.(MS-PS2-2)

Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and
designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.
Apply scientific ideas or principles to design an object, tool, process or system. (MS-PS2-1)

Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
Theories and laws provide explanations in science. (HS-PS2-1),(HS-PS2-4)
Laws are statements or descriptions of the relationships among observable phenomena. (HS-PS2-1),(HS-PS2-4)

Texas Essential Knowledge and Skills (TEKS)
(6) Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy. The student is expected to:
(C) investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches.

Next Generation Science Standards
Jennifer Background
TEKS
Starting with Kindergarten, all student are
supposed to utilize a notebook/journal in their class.

EX: 8th grade -
4) Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum
Task
: Drop the penny in the cup without touching the penny or picking up the index card.
Using Foldables to Support Textual Communication
Outside: Draw a Diagram of your Design

Inside: Explain what happened. Justify your explanation with Newton's laws of motion.
Using Foldables to Support Textual Communication


Draw the Design and Make a Prediction

What happened? How does it relate to the penny experiment? (use Newton's laws of motion to explain and justify your ideas).
S.P.A.C.E. Tips and Assesment
Focus on only one or two SPACE components

Establish a rubric/grading format from the beginning

Quick Scanning Suggestions

Integrate a variety of expository text types

Experiment with different multimodal approaches to scaffold writing and assessment: videos, images, hands-on tools, demos, etc.

Rubric
4th Grade
5th Grade
7th/8th Grade
6-8th Grade
4th Grade
4th Grade
4th Grade
http://coolsciencegifs.tumblr.com/
Cool Science Gifs
Using Videos to Support Textual Communication
Using Foldables to Support Textual Communication
Using Images and Gif's to Support Textual Communication
Laws handout
Today we Covered...
1. SPACE Format using Notebooks
2. Multimodal Ways to Scaffold Writing:
Videos
Images/Gifs
Foldables
Hands-on Activities
3. Types of Expository Text:
Quick Writes
Reflections
Drawing Models
Many More:
Writing Handout
TOC: Newton's 3 Laws of Motion
Have on board or projector when students come in.
With some training, they should do this automatically
Date
TOC
Pages - up to you
Full transcript