Adapted from: Malcolm B. Butler, Ph.D. University of South Florida St. Petersburg Florida National Geographic University Training of Trainers Orlando, Florida April 7, 2011 Students’ Science Notebooks

“… where students can document their scientific experiences in ways they think are important to them….the consistency in recording information in the science notebooks adds more rigor for students as they consider how the recorded information accents their thoughts.” – Malcolm B. Butler, Ph.D. Motivating Young Students to be Successful in Science: Keeping it Real, Relevant and Rigorous The Science Notebook

 Writing improves understanding of science content and process  Improves reading comprehension  Provides opportunities to record observational data and develop inquiry skills  Emulates how scientists work and share data

How Do I Begin?

Let’s Make Our Own Science Notebooks

 Question / Problem / Purpose –Student generated in own words –Relates to purpose / Big Idea –Clear and concise –Investigable  Prediction –Connects to prior experience –Is clear and reasonable –Relates to a question –Gives an explanation / reason Components of a Science Notebook

 Planning –Relates to investigable question –Has clear sequence / direction –Identifies variables / control –States materials needed  Data / Observations –Relates to question and plan –Includes student generated drawings, charts, graphs, narrative –Organized –Accurate Components of a Science Notebook

 What Have You Learned? –Student generated; in own words –Clear statement of what was learned –Based on question / planning / evidence  Next Steps / New Questions –Student generated –Extension / new application of original question –Researchable or investigable –Wow factor –Can be recorded throughout Components of a Science Notebook

Recording of the Big Idea

A vocabulary list

Use Blackline Masters for Review or Introduction of Vocabulary

You have to read this one aloud!

Scientific Methods and Processes

You have to read this one aloud!

National Geographic Science Sample Inquiry/Notebook Rubric

 Notebook recording was a consistent feature of the classroom learning activities.  Some aspects of writing were closely monitored by teachers, while other aspects were given little attention, especially in the form of teacher feedback in the students’ notebooks.  The notebooks seem to be an accurate reflection of those aspects of inquiry that teachers attend to (promoted by the teacher).  In teacher feedback, little indication is given of the quality of student thinking or understanding.

A few examples…

Big Ideas

Vocabulary Science Content Science Process

 Content Notes and Review

 Inquiry and Observations

Model, Model, Model Teach students how to think & record (e.g., write and draw) in their Science Notebooks.