1. Science Notebooks: The Specifics Moving from Worksheets to Student-directed Science Notebooks Maureen Rund FOSS Consultant January 4,2010

2. Learn how to transition from worksheets to notebooks Familiarize yourself with notebook organization components Learn about different types of notebook entries Experience a lesson and some of the thought teachers need to make using notebooks Goals

3. Why incorporate science notebooks into FOSS? Documentation: An organized record Cognitive Engagement: Constructing concepts and building explanations A benefit to students A benefit to teachers Research shows they work!

4. Science Notebook Continuum Worksheets with blank pages Fewer student sheets More student responsibility Reduced studentTotal student sheets with otherresponsibility documentation in a composition book

5. First Steps - A Precursor to Science Notebooks Use duplicated student sheets intermixed with notebook paper in a 3- hole folder or Use the Delta FOSS Module printed science notebooks

6. Moving Along: Reduced Versions Use reduced versions of FOSS student sheets Glue to left side of composition notebook for student use Students use right side for writing, drawing, and other documentation

7. Moving further along the continuum Decrease the number of FOSS student sheets as students become more experienced and comfortable with science notebooks. It takes time to develop student skills.

8. Rules of Engagement Fairly relaxed on spelling and grammar for entries* Should be neat and organized Products in notebooks should have more rigorous standards Encourage to use numerous means of recording and communicating: charts, graphs, drawings, graphics, color coding, numbers, and images Never erase entries*

9. Short Note on Grading Notebook itself should not be graded Can use it as one component of performance in class Can use it during parent conferences to show various levels of performance and to discuss expectations that are valued in school science community

10. Notebook Organization Table of Contents Page Numbering Documentation Glossary/Index

11. Set Up Your Notebook On the first two pages, set up a table of contents. Table of Contents Date Entry Page 3 11/21 Title Page Decisions* Pendulums

12. Page Numbering After the Table of Contents, pages should be numbered Usually upper or lower corners of pages Front to back Number in blocks of pages…1-15, 16-20 Number your first five pages, front to back

13. Documentation Each entry should have a date Complete entry includes time of day, day of week, team members, and if appropriate, weather conditions

14. Glossary/Index Assign block of letters to each glossary page: A-D, E-H, I-L, … 24 Squares on page (XYZ is one square, single letters alphabetically in other squares) Students add word to appropriate square with a page number to where it is in the glossary or notebook

15. Notebook Entries Planning the Investigation Data Acquisition and Organization Making Sense of Data Reflection and Self-Assessment

16. Investigation 1 – Fizz Quiz Place Chemicals in baggies. What happens when baggies contain chemicals and water and are sealed shut? Briefly talk to your partner and add to your notebook How do the chemicals interact? (What do they do?) Talk and Interact

17. Planning the Investigation Narrative Plans Based on focus question Short description of plan Lists Materials list Dates of observations, people Step-by-Step Procedures

18. Data Acquisition and Organization Records: Clearly related to focus question Accurate and precise Organized for efficient reference Acquisition: Words, phrases, numbers, drawings Display: narratives, drawings, charts, graphs, diagrams, calendars, artifacts

19. Making Sense of Data Frames and Prompts Claims and Evidence Conclusion and predictions I wonder…

20. Frames and Prompts Sentence Starters I used to think…but now I think… The most important thing to remember about ________ is… One thing I learned about… Questions How can you use…to …? What is the best way to…? Why do you think so?

21. Claims and Evidence Claim: How the natural world works Evidence: Data that supports the claim I claim (know)… I claim (know) this because… ClaimsEvidence

22. Conclusions and Prediction Conclusion: A summarizing narrative to succinctly communicate what the student has learned (I learned…) Use after a major conceptual sequence Start with a statement then move to a paragraph Prediction: An application of what was learned (in conclusion) Indicates the degree of understanding Can be used as a spring board for further inquiry

23. I wonder… Personal connections (self to ____ ) Curiosities Thoughts ???

24. Fizz Quiz: Part 1 What variables might impact the reactions that occur in each baggie?

25. Question What could you change in your fizz quiz system that might change the reactions in the baggies? The amount of chemical used? The amount of water added? The size of the baggie? Anything you change in an experiment that might affect the outcome is called a variable.

26. Reflection and Self-Assessment Students show their level of understanding in writing in 3 locations in program: Science notebooks Response sheets (can incorporate into notebook) Written work on benchmark assessments

27. Teacher Feedback Ask students for clarification Ask for additional information Guide students to think about the content of their work Give suggestions for improvement Generic suggestions: Use science vocabulary in your answer; Include an example to support your ideas; Include more detail about …; Check your data to make sure this is right; Include measurement units

28. Self-assessment Occurs after students receive additional instruction/information Compare best answers; rework explanations One strategy: 3 C’s - Confirm, Correct, Complete Another strategy: Line of Learning

29. 3 C’s Students confirm correct ideas with a number or color Then code statements needing correction with a second number or color; Assign a third number or color to give additional information that makes entry complete Usually done after compare-and-share discussions; pair/share reading; whole class critiques; etc.

30. Line of Learning After entering initial explanation, students discuss, assess, read, and get teacher feedback. A line is drawn (Line of Learning) and dated. A new entry is made, adding to or revising original thinking. More lines can be added if understanding takes more time or is complex.

31. What’s Great About LOL Reminder that learning is ongoing Everyone needs to move towards complete understanding Reminder that can always revise thinking Able to look back in notebook and see evidence of learning

32. A gradual shift towards notebooks includes skill development: Headers for each page; Using space efficiently Preparing graphs, graphic organizers, labeled illustrations Attaching 2-dimensional artifacts with appropriate labeling Producing graphs with less and less support

33. Finally, remember notebooks: are individual need patience and persistence from the teacher call for skill development should be used as a resource for products/projects