Modeling Scientific Drawings

As we think about students as practitioners of science, there are many skills need to learn how to do and repeatedly practice.  One important skill for children of all ages is to be able to record evidence using scientific drawings.  As Brian Campbell and Lori Fulton note in their book, Science Notebooks: Writing About Inquiry, "Technical drawings are a powerful way to record observations and share information with others; they include more attention to detail than typical drawings.  In order to draw something well, individuals must observe it closely, noting ever small feature and fine line; capturing this type of detail in technical drawings enhances observation skills." (page 31).

Students of all ages can practice all of the science process skills.  Kindergartners are capable of learning and utilizing each skill at a level that is appropriate for them.  Linda Jordan, full-day Kindergarten teacher at Van Arsdale, is using her first unit of the year, "Observing Patterns: Objects" to begin to teach her small scientists these important process skills.  She began with technical drawings because it makes sense for the curricular goals of the unit.  For example, some of the understandings for kindergartners are:

• Scientists are clear and specific when they are describing things.
• Objects have many physical properties that can be observed, described, and measured

Linda is aware that students can't just be told this information.  As she planned this lesson, she thought about how she can think aloud for students and model the process of creating a scientific drawing.  Watch this video to see Linda expertly demonstrate for students how to draw with detail for the purpose of recording your observations.

Linda then asked her students to take their apple and spend time really describing it with their partners.  This was her very first lesson in this unit and asking them to verbally describe their apple allowed her to collect formative assessment on her students' current ability to use accurate and specific words to describe an object.  Because Linda carefully modeled how to look closely, the students in her class were able to notice details.  Then, she asked students to create their own scientific drawing in their science notebooks. Below you'll see some of the students working.  Both Linda and I (Lindsey) were impressed with what students were able to do.

Thank you Linda for setting your scientists up for success!
For more information about science process skills, see this Schoology folder.

Writing to Learn at the Hutchinson Staff Meeting

September 11, 2013

The inquiry notebooking team met with the Hutchinson staff Wednesday morning.

We began our meeting looking at how they have begun to build a foundation for their inquiry classroom.  We did this through a Schoology discussion.  Check out the conversation here.

We moved into thinking about how Writing to Learn can be used a foundation for using science and social studies notebooks effectively.  We looked at some resources from the CALI and support documents. You can find them under the Notebook resources in our Schoology group.

Next, grade-level teams and bands met together to answer some questions about Writing to Learn.  Here are the charts that were developed:

Kindergarten and First Grade

Second Grade

Third Grade

Fourth Grade

Fifth and Sixth Grades

Teachers determined next steps and made a plan on a sticky note.  Here is a collection of the words teachers used:

Thank you Hutchinson teachers for the thoughtful conversations.  

We look forward to our continued partnership!

Hutchinson: Who are we? Where are we starting?

Welcome to the beginning of our Inquiry Notebooking project.  Because teachers from Van Arsdale and Hutchinson will be working on this project and sharing ideas throughout the year, it makes sense that you should know each other and each other's work.

Hutchinson Kindergarten Team

Amie Gilbert

Mallory Mortvedt

This is Amie's second year teaching Kindergarten at Hutchinson. After staying home to raise her own children, Amie came back to education and worked as a para before teaching second grade and kindergarten. This is Mallory's first year teaching! She graduated from UNC and student taught in 1st grade at Ute Meadows where she was a student.

Both teachers teach all day, and their half-day students leave after the morning.

schedule not available at this time

Focus for Inquiry Cycle One

The Kindergarten team is eager to think about the process of using notebooks and deciding what might go in the notebook.  They want to make using notebooks meaningful for kindergartners, at their level.

Van Arsdale: Who are we? Where are we starting?

Welcome to the beginning of our Inquiry Notebooking project.  Since teachers from Van Arsdale and Hutchinson will be working on this project and sharing ideas throughout the year, it makes sense that you should know each other and each other's work.

Van Arsdale Kindergarten Team
Linda Jordan - Full Day
Melissa Boyer - 1/2 Day Morning

Linda and Melissa both implement Tools of the Mind curriculum in kindergarten at Van Arsdale. Linda is a veteran primary teacher while Melissa is new to kindergarten this year after teaching 5th grade last spring.

Linda Jordan  All Day Kindergarten 

8:50-9:20 - Opening

9:20-10:50 – Literacy/Choices

10:50-11:35 – Writers Workshop

11:35-12:15 – Lunch/Recess

12:00-12:40 – Recess/Lunch

12:15–12:50 – Music and Movement/Story time

12:50–1:35 – Specials/Planning

1:35–2:35 – Math

2:35–3:15 – Science/Social Studies

3:15-3:30   Closure and Dismissal

Melissa Boyer ½ Day Kindergarten

8:50-Opening

9:10- Math

10:10-Literacy/Centers

11:15- Clean up/pack 

Focus for Inquiry Cycle One

Melissa is going to focus on her 1/2 day Tools of the Mind curriculum to see how to incorporate more science and social studies into her short time with students.  Linda wants to focus on how to make Inquiry Notebooking more meaningful for kindergarten students.

Chalk Talk: "Why use notebooks?"

As we begin this year's project (Inquiry Notebooking in Science and Social Studies), we're starting to explore the tool that will be used to capture thinking and work of students.  The tool (the notebook) can be used in a variety of ways to support student learning.  Consider taking a look at the charts created during Van Arsdale's chalk talk. It reveals their thinking about the question, "Why use notebooks?"  Feel free to add additional thoughts, now and in the future, in the comment space below this blog post.  Let's see how our understanding and ideas grow throughout the year as we examine the notebook as a tool for learning.