Table of Contents
Content Home
Welcome
Module Overview- Pre-Assessment
- Unit 1: Investigating the California Common Core State Standards: Literacy in Science
- Unit 2: Making it Real: Classroom Examples
- A Science Lesson You’ve Taught
- Incorporating the Standards in Your Teaching
- Grade-Level Science Lessons
- Grade 1 Overview
- Learning Sequence
- Overview of Seven-day Learning Sequence
- Implementing the Standards
- CA CCSS Speaking and Listening in Science
- Productive Dialogue and Academic Language and Understanding
- Building Academic Language
- Writing in Science
- Deepening Student Understanding Through Writing
- Reading in Science
- Reading for Information
- Grade 1 Summary
- Grade 5 Overview
- Learning Sequence
- Overview of a Two-Day Learning Sequence
- CA CCSS Speaking and Listening in Science
- Productive Dialogue, Academic Language, and Understanding
- Building Academic Language
- Writing in Science
- Deepening Student Understanding Through Writing
- Reading in Science
- A Reading Text Strategy: Sticky Note Reading
- Grade 5 Summary
- Grade 8 Overview
- Learning Sequence
- Overview of the Six-Day Learning Sequence
- Implementing the Standards
- CA CCSS Speaking and Listening in Science
- Productive Dialogue Builds Students’ Academic Language and Understanding
- Building Academic Language
- Reading Complex Text in Science
- Reading for Information
- Writing in Science
- Writing Deepens Student Understanding
- Grade 8 Summary
- High School Overivew
- Learning Sequence
- Overview Video of the Five-Day Learning Sequence
- Implementing the Standards
- CA CCSS Speaking and Listening in Science
- Productive Dialogue Builds Students’ Academic Language and Understanding
- Building Academic Language
- Writing in Science
- Writing Deepens Student Understanding
- Reading in Science
- Reading the Chemistry Textbook to Prepare Cornell Notes
- High School Summary
- Unit 3: Looking at Student Work
- Unit 4: Science Notebooks--A Tool for Student Thinking and Writing
- Unit 5: Science--A Setting for English Language Development
- Supporting English Learners
- The CA ELD Standards
- The CA ELD Standards and the CA CCSS in Practice: Grade 8
- Setting Learning Goals for English Learners in Science
- Sentence Frames and Graphic Organizers
- Pathways for English Learners’ Expression of Ideas and Academic Language
- English Learners’ Progression on the CA ELD Level Continuum
- Summary of Unit 5: What do you now know?
- “Next Steps” for Planning Science Teaching that supports English Learners
- Unit 6: Planning for Student Success
- Conceptual Flow and How People Learn
- Step 1: Pre-think Key Concepts Students should know about a Crucial Content Idea
- Step 2: Share Individual Pre-Thinking in a Team Setting
- Step 3: Compare Concepts from the Collaborative Pre-Think and Instructional Materials
- Step 4: Align Concepts from the Collaborative Pre-Think and Instructional Materials to Content Standards
- Step 5: Review the Progression of Concepts and determine the Order of Instruction that provides Strong Links for Student Learning
- Determining the Learning Sequence
- Developing a 5E Lesson Plan
- Module Summary
Post-Assessment- Certificate of Completion
Resources- Module Evaluation
The Purpose of Student Science Notebooks
Scientists use notebooks to record ideas and understandings. The practice of using science notebooks engages students in thinking about real-world situations and scientific ideas introduced in lessons and activities.
Review science notebook pages from several scientists through the following link:
Example Scientist Notebook Entries
How do the science notebooks provide a "window" into the thinking of scientists? How might the notebooks serve as a primary source for the scientists? In the reflection box, write your ideas.
Sample responses
Literacy in Science. Brought to you by the California Department of Education.
For questions or feedback, please e-mail commoncoreteam@cde.ca.gov.
