Tips for Success in Science Classes

• Time Management - school planner

• Study Skills - quizzes, tests, assignments

• Reading Strategies - quizzes, tests, assignments - textbook

• Writing Strategies - How to write a summary

• Learning Styles - auditory, visual, kinesthetic

• Test Anxiety Hints - prior to and during the test

• Learning Vocabulary - helpful hints

• Problem-based Learning

• Graphic Organizers How To's - conceptual understanding, to review for tests

• Top Twelve Hints for High School Success

Go to this site to find out where all of your time goes!

Use this strategy to help you manage your time more efficiently:

FIRST: Write down your fixed commitments: job schedule, sports practices and games, music concerts, debate tournaments, church activities, etc.

SECOND: Each Sunday before a school week, write down things to be done during the week: science quiz Wednesday, history paper Friday, read 50 pages in English by Thursday, ball game Monday night, etc.

THIRD: Each night, write down a short to-do list for the following day including times: 7:35 a.m. pick up neighbor, 3:30 p.m. finish math problems, 4:00 p.m. meet with Luke to study for science vocabulary quiz, 7:30 p.m. go shopping at grocery store, 9:30 p.m. quick review of science words, etc. Check off each item as you get it completed.

• Try not to study for more than 15-30 minutes at a time without taking a break; studying while you are tired or fatigued is usually a waste of time

• Study subjects that seem less interesting or difficult first when your mind is fresh.

• Begin reviewing for tests early

• Read the textbook before discussing it in class

• Review notes soon after class

• Review as a group.

• Try not to study for more than 15-30 minutes at a time without taking a break; studying while you are tired or fatigued is usually a waste of time

• Study subjects that seem less interesting or difficult first when your mind is fresh.

• Begin reviewing for tests early

• Read the textbook before discussing it in class

• Review notes soon after class

• Review as a group.

What is different about reading science?

• Science contains a large number of facts and details
• Main ideas are usually straight-forward
• Based on relationships (building on previous knowledge)
• Information is dense (a lot of details in a small amount of space)
• Vocabulary is key to understanding the "big picture"
• Diagrams, charts, and graphs are included to help understanding
• Applying what you learn is important to understanding
• It usually must be read more than once for full understanding
• LOOK FOR PATTERNS AND RELATIONSHIPS

What can I do to understand my reading better?
Out of or in class:

• Survey the chapter.
  1. Reading Strategy: SQ3R
• Determine what speed to read the chapter (the less familiar you are with the information, the slower you should read)
  • Refer to pictures and graphs while reading
  • Use a card, finger, or pencil to keep track of where you are on the page
  • After reading a section, stop and ask yourself what it was about (read for ideas, not words)
  • Draw your own diagrams or charts to summarize the information
    1. Strategy: Concept Maps
    2. Strategy: Venn Diagrams
• Review your notes and/or assignments often (40-50% of what you read is lost in a short amount of time)
  • Allow time for a break to allow the information to "sink in"
  • Write a summary of what you have read
• In class:
  • Ask the teacher questions when you don't understand
  • Take notes on what you don't understand very well

WRITING A SUMMARY FROM A PIECE OF TEXT
Write your summary without looking at the selection, but by using your graphic organizer (this will help you avoid plagiarizing.)

• State the source you are summarizing and its main idea in your opening sentence.
• Include essential information - names, dates, times, and places - as is appropriate to the selection you are reading.
• Leave out examples and descriptive details.
• Write each important idea in one clear sentence.
• Arrange your ideas in the most logical order.
• Conclude with a sentence that ties all your points together and brings the summary to an effective end.

Auditory Learning by listening.

Visual Learning by seeing.

Tactile/Kinesthetic Learning by doing.

1. Develop good study habits
2. Take good notes
3. Finish your studying the day before the test
4. Manage your time well
5. Use strategies that help you learn the best (auditory, visual, hands-on)
6. Get a good night?s sleep and eat breakfast

1. Approach the exam with confidence.
2. Look over the whole exam quickly and try to get a sense of how much time to spend on each question.
3. Read the directions.
4. Leave time at the end to check your work.
5. Begin on the questions that seem easiest to you.
6. Give priority to problems that are worth the most points.
7. Maximize partial credit opportunities by showing all your work.
8. If you have a lapse of memory on a question, skip it and come back later.
9. Take some deep breaths. There is no reward for finishing first.

• Review often for 2-3 minutes at a time
• Make flashcards
• Have a friend "quiz" you
• Draw a picture for each word you are having trouble with
• Make analogies for vocab words (for example rock layers are like a ham, turkey, and Swiss cheese sandwich)

Students will have to:

1. Determine whether a problem exists.
2. State the problem.
3. Identify information needed to understand the problem.
4. Identify resources needed to gather information.
5. Generate and analyze possible solutions.
6. Present the solution to the class.

The goal of problem-based learning is to engage students in their own learning and allow them to creatively explore different methods of finding a solution.

For more information see
Funderstanding: Brain-based learning

University of Omaha: Principles of brain-based learning

• Anticipation Guides
• Concept Maps
• K-W-L
• Matrices
• SQ3R
• Venn Diagrams
• Word Sorts

What is it?

An anticipation guide is a list of statements about the reading that students answer before they read. The purpose of the anticipation guide is to activate prior knowledge, to get the reader focused, and to stimulate interest in the topic.

How to do it:

After reading the statements on the anticipation guide, decide whether you agree or disagree and check the appropriate blank. Then read the text and find information related to each statement. Note whether you agreed or disagreed with the book and write down why for each statement.

What is it?

There are several forms this can take. Basically, the idea is to show how ideas and supporting details are related to each other in a visual way. You are looking for a way to show patterns and relationships.

How to do it:

Start by writing the main idea in the middle of a piece of paper and drawing a circle around the word or phrase. Write other important words outside the circle. Draw circles around them and connect them to your main idea circle with arrows. On each arrow, write a word or short phrase explaining the connection or relationship between the two circles. Keep adding pieces to the concept map until all important information has been included. The finished product should give you a ?big picture? view of the concept.

What is it?

K-W-L is a series of 3 columns where students can access prior knowledge, preview vocabulary or concepts, and review what is learned from the reading.

How to do it:

• In the "K" column, write down everything you know about the topic.

• In the "W" column, write down what you want to find out or what you think you will learn.

  Read the text.

• Then, in the "L" column, write down what you learned about the topic from reading the text.

What is it?

A matrix is a table that compares features or characteristics of several different related terms. (For example, you could compare different characteristics of the layers of the atmosphere.)

How to do it:

Create a matrix or table and list key terms down the left side. Across the top of the matrix, write features or characteristics that the words might share.

Use an "X" to indicate whether or not the characteristic applies to the term. You can also write in a specific feature.

Summarize the similarities and differences shown in the matrix.

1. Fold a sheet of paper in half lengthwise.

2. With the folded side on your left, write your name, period, and date in the upper right hand corner of the front side.

3. Number the sides. #1 is for the first half side, #2 for the entire inside, and #3 for the back half side.

4. Using your text, survey the designated material by following the SURVEY sub points listed below.

5. On side #1 of your folded sheet of paper, formulate questions as you survey. Number each question. Refer to the QUESTION section below for help.

6. Read the designated pages, thoroughly, as discussed under the READ section below.

7. After reading the text thoroughly, complete the RECITE section by answering all the questions you formed on side one. Write out all your answers on the inside portion (#2) of your paper.

8. Your REVIEW will come in various forms. Your teacher will give you specific instructions for which type of review you should do on side #3. If the teacher does not specify, you may choose from the ideas listed below. You must show your review in some way on side #3 of your SQ3R.

SURVEY:

• Look over the material you are about to read
• Read the title
• Read the introductory paragraph
• Read the boldface headings and subheadings
• Look at the graphics: charts, graphs, maps, pictures, diagrams, etc.
• Read the summary paragraph
• Read end-of-chapter questions/topics
• Notice reading aids ? italics, boldface print, margin notes, etc.

QUESTION: Formulate questions

• Write down questions you think the text will answer based on:
• What you know from your survey
• What was said in class already about this subject
• What you already know about the subject
• Questions in the margins or at the end of sections
• Boldface headings and subheadings

• Read for main ideas, supporting material, transitions
• Read a section at a time looking for answers to the questions you wrote
• Re-read captions under pictures, graphs, etc.
• Stop and re-read parts that are not clear
• Read and stop intermittently to ask yourself these questions:
  • What is the main idea?
  • How is it supported?
  • What do I need to know from this paragraph?
  You may add new questions that come to mind

RECITE:

• Try to recall the main ideas of what you just read
• Answer the questions you have formulated
• Look away or cover the page to see if you can recall what you learned
• Using you own words, say to yourself or write the ideas and details
• Look back at the material to check for accuracy; find the missing information
• Look away and speak/write again
• Tell someone else what the section was about

REVIEW: Organize the ideas into relationship

• Immediately: Try to construct a mental picture of the whole selection.
  • Make a concept map
  • Draw a picture
  • Write a summary of the information
  • Make an analogy
  • Use a mnemonic
  • Compare and/or contrast two
  • Use a Venn Diagram
  • Vocabulary words or ideas
  • Write down questions you think will be on the test
• Review the main ideas and vocabulary words
• Cover up the answers to your questions and try to answer them

Later: Go back over your answers to questions Identify important points by looking through the chapter again Check answers to questions in the book
Also: Make flashcards for hard-to-remember words or ideas Test yourself on the questions you have formulated Make a list of all the main ideas from the chapter

What is it?

A Venn Diagram is a strategy used to show similarities and differences between two or three vocabulary words or concepts.

How to do it:

Draw two or three interlocking circles (depending on how many concepts you are comparing.) Write down similarities between the concepts in the corresponding overlapping parts of the circles. Write differences in the parts of the circles that do not overlap.

What is it?

A Word Sort is a strategy to help students sort words and phrases into topics based on relationships helping them develop a deeper understanding of key concepts.

How to do it:

Using the words listed above, find the major topic words that are capitalized and write them in the boxes below. Then write down words or phrases from the word bank underneath the appropriate topic box until you have used all of the words in the word bank

1. Go to Class. It is as simple as that. With your ears and eyes you can learn a lot!

2. Contribute in class, what you figure out yourself is the easiest to remember.

3. Ask for help when you need it! If you don't you'll either forget or never learn it.

4. Know where you are supposed to be in class, what you need to do and what you are missing.

5. Find your teacher and ask for help before or after school. They will welcome you!

6. Find a quiet place for at least one hour for your homework - home, library, and school, anywhere. Ask for your parents' help in this.

7. Turn off the TV, radio and CD for at least one hour and concentrate on homework.

8. Each night, make it a habit to review what you went over that day in class.

9. Hang out with other students who go to class. You can work with them and ask them questions.

10. Remember important dates. It's up to you to remember due dates for assignments and test dates. A day planner is great for organizing your life.

11. Capture your understanding of course material in an active way. Generate examples, create mnemonics, make summary notes, identify key words. Be creative and interested, and you're more likely to be awesome at test time.

12. In testing situations, Be Calm, Breathe Deeply, and Do your Best. Don't forget you can ask questions during a test.

This Page was last update: Tuesday, July 19, 2005 at 1:58:24 PM
This page was originally posted: 7/6/05; 2:38:57 PM.
Copyright 2008 Northeast Science

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