SCIENCE NOTEBOOKS www.sciencenotebooks.org This presentation shares information about science notebook strategies and lessons learned from school districts in the Washington State LASER Alliances as well as those districts in El Centro and Pasadena, California and Gilbert, Arizona.. This presentation shares information about notebook strategies and lessons learned from school districts in the Washington State LASER Alliances as well as those districts in El Centro and Pasadena, California and Gilbert, Arizona.. WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org LET’S GET STARTED… Cover or Title Page Give your science notebook a title. This should give the reader an idea of what this notebook will be about. The Cover will emerge for you as you take this notebook with you from place to place. Some people will doodle, some will cover the cover, some will leave it just the way it is, some will add stickers. It is yours and you can express yourself through the cover, if you so desire. WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org THEN… Don’t forget to let your notebook reflect your… ARTISTIC PERSONALITY WSTA Presentation October 2006

SCIENTIST’S NOTEBOOKS SCIENCE NOTEBOOKS www.sciencenotebooks.org SCIENTIST’S NOTEBOOKS The following slides show real notebooks from scientists who work at Battelle – Pacific Northwest National Laboratory in Richland, Washington. Watch carefully as important parts to a scientist’s notebook are shared. WSTA Presentation October 2006

Computational Chemist SCIENCE NOTEBOOKS www.sciencenotebooks.org “Something wrong with this” WSTA Presentation October 2006

Computational Chemist SCIENCE NOTEBOOKS www.sciencenotebooks.org Computational Chemist “will have all of these checked for instability and optimize” WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org Reference graphs and tables pasted into notebook Materials Scientist WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org Materials Scientist Sample sketch WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org Materials Scientist Results (crossed out) WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org ECOLOGIST Describing the problem – the purpose of the study WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org ECOLOGIST Identifying the site including selection criteria WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org ECOLOGIST Specifications regarding the Elk Enclosures WSTA Presentation October 2006

THINKING ABOUT YOUR SCIENCE NOTEBOOK… SCIENCE NOTEBOOKS www.sciencenotebooks.org THINKING ABOUT YOUR SCIENCE NOTEBOOK… What are some of the things you saw happening in the scientists’ notebooks? When you have finished your response, draw a Turn to your first numbered page and write this FOCUS question on the top line… Think quietly to yourself about your personal answer to this question and when you are finished with your response, draw a LINE OF LEARNING under your final entry. A LINE OF LEARNING is a way to indicate where your thinking left off and where you can honor the wisdom of the group but putting other entries under the line. line of learning! WSTA Presentation October 2006

THINKING ABOUT NOTEBOOKS… SCIENCE NOTEBOOKS www.sciencenotebooks.org THINKING ABOUT NOTEBOOKS… Share out with your table group… A good listener is important here. Take notes – under your LINE OF LEARNING when someone at your table group says something that resonates with you. You know how good it feels when someone likes something you say. See if you can’t find at least three things that are not on your thinking list each time one of your tablemates shares… WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org REFLECT… Which of those things do you think you could incorporate in YOUR notebook? WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org TABLE OF CONTENTS Use the first 1-2 pages for the Table of Contents… DATE ACTIVITY PAGE # The Table of Contents, IF YOU AS A TEACHER DECIDE TO USE ONE, can appear in a number of forms from teacher generated to student generated… Teacher generated: Teacher types the entire Table of Contents and students add only the page number and the date. (Caution – if you don’t get to each lesson in the entire unit or decide to do things in a different order – real world – your table of contents doesn’t work very well. Teacher copies a blank template and students fill in all parts. Teacher uses a transparency on the overhead projector of a blank Table of Contents. At the end of the unit, the table of contents gets copied for each student and is pasted in BUT TWO PAGES MUST BE SAVED AT THE BEGINNING! Students see how a table of contents is prepared, they don’t physically create one. It is neat and tidy in the end but are you missing some opportunities for student learning of text features such as Tables of Contents? What grade levels might this be appropriate? (primary) What time of year? (first unit at beginning of the year) Student generated: Student takes a ruler and creates a simple table in which the data will be housed. Three columns with a ruler width on the left and right with the center section left for the activity. NOTE: The Table of Contents should be the first thing done before moving to the daily page. WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org NUMBER YOUR PAGES Now take a few moments only to number your pages. You will notice that the #1 is on the right hand side. This is a convention you will find in any published material. 1 WSTA Presentation October 2006

NUMBER YOUR PAGES THROUGH 10 SCIENCE NOTEBOOKS www.sciencenotebooks.org NUMBER YOUR PAGES THROUGH 10 Continue to number your pages through page 10. 2 3 WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org NOW ADD TODAY’S DATE October 12 Add the date. 1 WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org SKETCH THE PENCIL Model first – describing what you are doing… Outside shape Split object into parts You have on your desk a pencil. Please find it and put it out where you can see it easily. Also, find your hand lens. In science, we need to record our observations. Using diagrams and scientific illustrations are great ways to capture what you see. (HAND OUT A PIECE OF DRAWING PAPER THAT FITS INTO THE NOTEBOOK) Let’s make a drawing – a scientific illustration of the pencil. Let me model for you how I might do this. (divide the pencil into parts – top, middle, bottom part as participants watch you) Label the parts – let’s choose four: eraser, metal holder, body, graphite WSTA Presentation October 2006

Move from Sketch to Scientific Illustration SCIENCE NOTEBOOKS www.sciencenotebooks.org Move from Sketch to Scientific Illustration Label the parts Add color and dimension Drawing now is detailed, accurate, and labeled You have finished a sketch of your pencil and we need to label the parts. (Ask students what parts could be labeled) (suggested: graphite, eraser, metal holder, and body of pencil) A scientific illustration will have the parts labeled. Use a different color than the one you drew with to label the parts so that the arrows from the parts don’t look like a part of your drawing. Add color and perhaps dimension to make the pencil real and accurate. Add any detail you can to enhance the realism of your drawing so that it more closely matches what you are actually observing. WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org Let’s write about our observations by using a writing frame for scaffolding your writing. The actual observations you did of the pencil and the drawing you created to record what you saw, will inform your writing. Create a paragraph which will include this information… (model for participants how this writing frame might be used.) (ask a few students to share out their writings) Betsy Rupp Fulwiler WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org ANATOMY OF A PENCIL NOW COMES A BIT OF SECOND HAND LEARNING – A PICTURE WITH LABELED PARTS… From www.pencils.com you can get an official picture of the pencil and its anatomy along with lots of great information. Now we have a term for the metal holder. (if you use a Word Bank, each of the terms students are experiencing, while having a first-hand experience of those terms, can be added to the word bank.) Since you now know the proper term for the metal band, turn back to your own drawing of the pencil and add the term “FERRULE” to your drawing to improve the drawing’s accuracy. WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org Also on the www.pencils.com website, you can find a visual of how pencils are made. Listen and look at the steps in the process… (NOTE: this could be a paste-in for your students’ notebooks) Incense-cedar logs are cut into "Pencil Blocks.“ Pencil Blocks are cut into "Pencil Slats.“ Pencil Slats are treated with wax and stain. A machine cuts grooves into the slats to accept the writing core (or "lead"). Writing cores -- made from a mixture of graphite and clay -- are placed into the grooves. A second grooved slat is glued onto the first -- making a "sandwich.“ The sandwich is machined into pencil shapes. Individual pencils are cut from the sandwich and are sanded smooth. Each pencil is painted. A recess is cut to accept the ferrule. The ferrule and eraser are crimped into place on each pencil. WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org The Anatomy Of A Pencil Body: Most often made of wood, however it can be made of other materials including cotton scraps from blue jeans. Wooden bodied pencils are often made from incense cedar slats. A second grooved slat is glued on top of the graphite core filled slat; the slats are then cut and shaped into individual pencils. According to the Dixon Ticonderoga Company, the reason why pencils are often painted yellow is because, during the 1800’s, the best graphite came from China, and because yellow was the color of the Imperial Chinese Emperor and stood for royalty and respect; by painting the pencil yellow, people would recognize that their pencil contained the finest graphite available. Eraser: The eraser is also known as the rubber, (it used to be made from rubber), it is actually a plastic or sometimes vinyl compound. Ferrule: The ferrule is the metal band that's located at the end of the pencil body and holds a eraser which has been glued into it. Graphite: Also known as the writing core. The writing cores are glued into grooves that have been cut into the wooden slats. The writing core is made from graphite and clay. The more graphite in a pencil - the darker the mark. The more clay in a pencil - the lighter the mark.     Next, you might want to deepen your understanding further by reading about pencils. (this reading could be a paste-in to your students’ notebooks) Now we not only have new vocabulary but also interesting information. THIS IS AN EXAMPLE OF THIRD HAND LEARNING WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org Now add a colored marker… A critical competitor will push you to new observational heights. Pick up a marker and put it out in front of you. This becomes a critical competitor – a term coined by Dr. Larry Lowery, a brain researcher from the Lawrence Hall of Science. The critical competitor causes a person to fine tune their observations. It is the expert who notices the fine details. WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org THE BOX & T-CHART Similarities Differences PENCIL MARKER Let’s use an example of a graphic organizer to compare the pencil and the marker. (Decide whether you need to copy a template for the Box & T-Chart or whether your students can create this in their notebooks, freehand). First, how are the pencil and the marker the same? Write your thoughts in the box at the top of the graphic organizer. In the box on the top, write how the pencil and the marker are the same. Move to the lower level and begin listing how the pencil and the marker are different. When you say something about the pencil, say something about the marker as well. It might be, “has an eraser” and “does not have an eraser”. Betsy Rupp Fulwiler WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org Now we can create a comparison in the form of a paragraph using this writing frame. (Ask students to read, aloud, their writing as they compared the pencil to the marker). Betsy Rupp Fulwiler WSTA Presentation October 2006

Update Your Table of Contents SCIENCE NOTEBOOKS www.sciencenotebooks.org Update Your Table of Contents Turn back to your Table of Contents. Add the Pencil and Marker Activity with the corresponding page numbers. Now that you have had a basic experience in using your science notebook you are ready to record your experiences while at work in your science class! (If using a Table of Contents with your students, now is the time to update the T of C with the page numbers used in the study of pencils and markers) (Students are ready to work their science notebooks in their unit of study. Don’t forget to access example pages of student notebooks on the website: www.sciencenotebooks.org) WSTA Presentation October 2006