Materials and copies needed Science Notebooks COPIES/PAPER Notebook Table of Contents Observations Organizer Glossary sheet Box & T-Chart Compare & Contrast Scoring rubric for intermediate and primary FOSS notebook suggestions Exit slips MATERIALS Marker/pencil Ribbons tape Hand lenses Colored pencils Highlighters Post-it notes Projector and laptop Tracy Dabbs BESD tdabbs@be.wednet.edu

Room Set-up and more… -Sign-up sheets -tubs at tables for teacher use Science Notebooks Room Set-up and more… -Sign-up sheets -tubs at tables for teacher use -all materials ready to pass out -snacks at tables -tables moved if needed -test the projector and computer well before teachers arrive -don’t forget to have teachers complete exit slips (maybe you could put them in notebooks at the end so they are already passed out -remind teachers of the teacher leaders in the their buildings and how Tracy is also a resource for science help Tracy Dabbs BESD tdabbs@be.wednet.edu

Science Notebooks Science Notebooks in K-5th Grade Science Reform and Effective Instruction (Be sure to stress that this presentation is a compilation of information on notebook strategies and lessons learned from school districts across the country. It is beginning to reflect the work of the North Cascades & Olympics Partnership Notebooks Summit) (The main changes you might see in this presentation are due to the research done by Inverness on the use of Science Notebooks in the Seattle School District.) Presentation by: Tracy Dabbs Burlington-Edison School District Tracy Dabbs BESD tdabbs@be.wednet.edu

Reflection and Discussion What do you know and believe about effective science instruction? What are some successes and struggles from your own classroom?

Science Notebooks By using effective notebook strategies, we can help students strengthen content knowledge and develop critical thinking skills. Use this question as a “Think, Pair, Share” activity to set the stage and allow teachers to think about their prior knowledge and find out about expertise in your group (Be sure to stress that this presentation is a compilation of information on notebook strategies and lessons learned from school districts across the country. It is beginning to reflect the work of the North Cascades & Olympics Partnership Notebooks Summit) (The main changes you might see in this presentation are due to the research done by Inverness on the use of Science Notebooks in the Seattle School District.) Tracy Dabbs BESD tdabbs@be.wednet.edu

Workshop Agenda Introductions and Purpose Getting Started: Setting up a Science Notebook Science Notebook Entry Types Break Science Notebooks and Assessment Review Closing

Science Across the Curriculum through… NOTEBOOKS Science Notebooks Science Across the Curriculum through… NOTEBOOKS (Be sure to stress that this presentation is a compilation of information on notebook strategies and lessons learned from school districts across the country. It is beginning to reflect the work of the North Cascades & Olympics Partnership Notebooks Summit) (The main changes you might see in this presentation are due to the research done by Inverness on the use of Science Notebooks in the Seattle School District.) Information gathered from Peggy Willcuts and Writing in Science, by Betsy Rupp Fulwiler images used with permission from the NCOSP and LASER Grants Tracy Dabbs BESD tdabbs@be.wednet.edu

LET’S GET STARTED… Cover or Title Page Science Notebooks 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. Take the colored markers and pencils on your table and create a cover – Science Notebooks Set aside the first page as the title page: SCIENCE NOTEBOOKS with your name and contact info in case someone finds this notebook, they can return it to you. Then, on the next page, front and back put TABLE OF CONTENTS on the front of the next page. Finally, save the back two pages for identifying things such as email addresses, web pages, books, … Enter my email address: pwillcuts@wwps.org Tab the section as Resources using a post-it folded in half and taped to the page Tracy Dabbs BESD tdabbs@be.wednet.edu

TABLE OF CONTENTS First 1-2 pages DATE ACTIVITY PAGE # Science Notebooks TABLE OF CONTENTS First 1-2 pages OPPOSING PAGES FOR EASY REFERENCE Use professional judgment as to format DATE ACTIVITY PAGE # Note: have the table of contents sheet as an insert and discuss how to vary this according the level of your students: -primary use the insert and maybe even insert the activity names ahead of time so students only enter date and page number -intermediate- higher grades can just fill in the insert or make their own Using the next two pages for the Table of Contents think of all the ways you can format this… Using the template, the T of C can be pasted in. (primary or intermediate version) Things can be typed into the T of C by the teacher before the students paste it in but if you come up with other investigations to add or you are not able to make it through all lessons, this can be problematic. The T of C can be just a transparency that the teacher fills out with the students verbally inputting and it gets copied at the end of the unit and 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 is that what you are after? Students can draw their own T of C and this should be encouraged from grades 4 – 12. Using a ruler on the left side and the right, create columns. Then, draw a line on the top line of the page and add column titles. NOTE: The Table of Contents should be the first thing done before moving to the daily page. Tracy Dabbs BESD tdabbs@be.wednet.edu

Science Notebooks Tracy Dabbs BESD tdabbs@be.wednet.edu

NUMBER YOUR PAGES 1 Science Notebooks AFTER the Table of Contents, the pages need numbering. Always start with page one on the right side. All books published have the odd numbered pages on the right hand side. 1 Tracy Dabbs BESD tdabbs@be.wednet.edu

NUMBER YOUR PAGES THROUGH 10 Science Notebooks NUMBER YOUR PAGES THROUGH 10 Primary: Keep numbering all the way through if using the elementary style notebooks. If middle school or high school, have students stop after about the first 10 pages and periodically remind them to number ahead. Discuss how it is a great strategy to keep like activities on the same page for all students, this is very helpful as you are looking back at items together Talk about modeling for your students how to reinforce writing on the very next page as you are entering information in your journal…not jumping to any blank page. 2 3 Tracy Dabbs BESD tdabbs@be.wednet.edu

Science Notebooks Organizational Tip -Select a ribbon and tape to the back cover of your notebook -Use as a book mark Be sure to have ribbons cut and ready Tracy Dabbs BESD tdabbs@be.wednet.edu

Set Notebook Expectations Science Notebooks Set the standard for work Begin a quality corner Share student samples Create a plan for teacher and student assessment Put scoring guides in your notebook Review, review, review (READ FROM SLIDE) Tracy Dabbs BESD tdabbs@be.wednet.edu

Create a notebook routine… Science Notebooks It should be the FIRST thing that goes onto the student’s desk during science instruction Then… the date the page number the focus question OR title of the lesson A discussion of the expectations (activity, data table, safety, etc) In fact, no materials should be distributed until these things are done (READ FROM SLIDE) Tracy Dabbs BESD tdabbs@be.wednet.edu

WHY KEEP A SCIENCE NOTEBOOK… because, that is what real scientists do! Science Notebooks WHY KEEP A SCIENCE NOTEBOOK… because, that is what real scientists do! I am going to share with you some examples of notebooks from the real world. The scientists’ notebooks featured in this section come from those working at Battelle Pacific NW National Labs. Tracy Dabbs BESD tdabbs@be.wednet.edu

Powerful Learning Experiences Science Notebooks Powerful Learning Experiences Most Powerful Least Powerful ·   First Hand (the real thing) o    HANDS-ON EXPERIENCE THROUGH THE SENSES   ·   Second Hand (representational) o    VIDEO/PICTURES/MODELS/SIMULATIONS ·   Third Hand (symbolic) o     BOOKS Note: Use this as an insert and explain that it is just to use as teacher insert…does not make sense as a student insert Place opposite page one First Hand Learning is the real thing. Just as a young child learns about the world around them through their senses, a learner will readily take in information through the senses and remember it better if done in a hands-on way. The next most powerful way to learn is through representational means such as videotapes, pictures, and simulations of the real thing. Finally, another way to learn but not the most powerful is through the symbolic or through books. Each of the above ways to learn is important but should be done from most powerful to least powerful. Unfortunately, most textbooks are designed to do the third hand learning first, the second hand interspersed and finally, but not always due to lack of materials, comes the first hand learning. Tracy Dabbs BESD tdabbs@be.wednet.edu

THINKING ABOUT NOTEBOOKS… Science Notebooks On page 1 add the date and… THINKING ABOUT NOTEBOOKS… What do you know and believe about effective notebooking? When you have finished your response, draw a under what you wrote… line of learning! Put this title on the top line of page one. This is where either a focus question could go or the title of the lesson. Have older students write your focus question at the top of the page For younger students you could have the question typed up on strips and they can tape or glue them in the notebook Answer this question with at least five things. (Discuss how to generate suggested numbers of brainstormed items from students) Place a LINE OF LEARNING under the last thing that you wrote. A line of learning can look like anything so use the colored pencils and let it reflect some PERSONALITY. Look up when you are done. Tracy Dabbs BESD tdabbs@be.wednet.edu

THINKING ABOUT NOTEBOOKS… Science Notebooks THINKING ABOUT NOTEBOOKS… Share out with your table group… Talk with your table group and jot down things that you would like to remember from what your tablemates say. Honor them by listening carefully and by capturing their thinking UNDER THE LINE OF LEARNING. This is an example of the entry type: OPEN ENTRY Tracy Dabbs BESD tdabbs@be.wednet.edu

HOW PEOPLE LEARN Key findings from Science Notebooks Key findings from HOW PEOPLE LEARN Students come with preconceptions about how the world works Students must gain deep factual knowledge and way to organize this knowledge Students need to take control of their learning (define their own goals and monitor progress) National Research Council: How People Learn: Bridging Research and Practice 2003 Tracy Dabbs BESD tdabbs@be.wednet.edu

Notebooks Support Encourages students to explore what they know Promotes the development of higher level thinking Provides students with the opportunity to share their thinking

Early Efforts to Keep a Science Notebook Science Notebooks Early Efforts to Keep a Science Notebook (read from slide) Tracy Dabbs BESD tdabbs@be.wednet.edu

Computational Chemist Science Notebooks “Something wrong with this” Where I work, scientists use notebooks in their work each day. These are some examples taken from notebooks of the scientists who work with the Education Department at Battelle. It is also great to share with students so they can see examples from real world careers Can be found at the science notebooking website Note: Depending on the length of training, some of these example slides may be removed Tracy Dabbs BESD tdabbs@be.wednet.edu

Materials Scientist Reference graphs and tables pasted into notebook Science Notebooks Reference graphs and tables pasted into notebook Materials Scientist Results (crossed out) Tracy Dabbs BESD tdabbs@be.wednet.edu

Notebook Entry Types Scientific Drawings Writing Frames Science Notebooks Notebook Entry Types Scientific Drawings Writing Frames Notes and Practice Problems Inserts Graphic Organizers Tables, Charts, and Graphs Reflective and Analytical Entries Investigation Formats Note: Have an insert with entry types for teachers to add to their notebook on the next pages Explain that the insert shares a clear definition, examples, and purpose Now we will be going through some examples together The only one we will not cover is the Investigation format, this is included in your packet is useful for structuring investigations and moving through the scientific process Tracy Dabbs BESD tdabbs@be.wednet.edu

First Hand Learning: Hands On Science Notebooks FIRST HAND LEARNING Have participants share at their tables and review what makes something a first hand learning experience Tracy Dabbs BESD tdabbs@be.wednet.edu

ENTRY TYPE: Scientific Drawings Science Notebooks ENTRY TYPE: Scientific Drawings Tracy Dabbs BESD tdabbs@be.wednet.edu

SCIENTIFIC ILLUSTRATIONS Science Notebooks SCIENTIFIC ILLUSTRATIONS Model first – describing what you are doing… Outside shape Split object into parts Label the parts Add color and dimension 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. Have teachers work on next blank page to complete their drawings 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 Tracy Dabbs BESD tdabbs@be.wednet.edu

Now it’s your turn… focus on: Labels Details Accuracy Science Notebooks Now it’s your turn… focus on: Labels Details Accuracy Now, make your own drawing using the pencil you have in front of you. Remember that your scientific illustration must be: DETAILED, ACCURATE, AND LABELED Have teachers work on page seven to complete their drawings Have your drawing take up the whole piece of paper. Use your hand lens to realize the detail. THIS IS AN EXAMPLE OF FIRST HAND LEARNING Tracy Dabbs BESD tdabbs@be.wednet.edu

Scientific Illustrations Science Notebooks Scientific Illustrations FIRST GRADE Emerging writing in the form of labels Demonstrates understanding of capturing what they truly see. EIGHTH GRADE Tracy Dabbs BESD tdabbs@be.wednet.edu

ENTRY TYPE: Writing Frames Observations Organizer Science Notebooks ENTRY TYPE: Writing Frames Observations Organizer (pass out the observations organizer – ALSO HAVE ONE AVAILABLE IN LARGE FORMAT SO THAT PARTICIPANTS COULD MAKE A TRANSPARENCY OF IT Take a look at this writing frame. This frame could have been used to help students focus their observations. (using the overhead projector or a document camera, cover all but the first sentence of the OBSERVATIONS ORGANIZER) Write the beginning to the sentence “I observed” fill in the sentence thinking of the shape, texture, pattern, etc. (uncover the next, “I noticed” statement and follow the same procedure through the entire writing frame. Then have some folks share out a few examples) Tracy Dabbs BESD tdabbs@be.wednet.edu

Betsy Rupp Fulwiler Science Notebooks PASTE-IN next page (have two copies) Let’s write about our pencil and our accumulating knowledge 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) -Discuss how this can be modified depending on grade level Betsy Rupp Fulwiler Tracy Dabbs BESD tdabbs@be.wednet.edu

Observations Organizer Science Notebooks Observations Organizer Using the writing frame created by Betsy Rupp Fulwiler, students can share what they observe in a well constructed paragraph. “I observed my plant is fat. I noticed that my plant is getting skinnier. It reminds me of a tree because it’s long and has a flower. I am curious to know how the roots grow.” “The object I am choosing to write about is the marker. When written with, it provides a bold red color. As I remove the cap, it gives off a strong and potent scent…” Tracy Dabbs BESD tdabbs@be.wednet.edu

Use post-it notes to mark areas in your binder Notebooks and FOSS Explore the FOSS binder find areas to use notebook responses Scientific Drawings Observation Organizers Use post-it notes to mark areas in your binder

Videos, models, simulations (web resources) Science Notebooks Second Hand Learning: Videos, models, simulations (web resources) SECOND HAND LEARNING Have groups review what makes something a second hand learning experience Tracy Dabbs BESD tdabbs@be.wednet.edu

ENTRY TYPE: Notes Science Notebooks (pass out the observations organizer – ALSO HAVE ONE AVAILABLE IN LARGE FORMAT SO THAT PARTICIPANTS COULD MAKE A TRANSPARENCY OF IT Take a look at this writing frame. This frame could have been used to help students focus their observations. (using the overhead projector or a document camera, cover all but the first sentence of the OBSERVATIONS ORGANIZER) Write the beginning to the sentence “I observed” fill in the sentence thinking of the shape, texture, pattern, etc. (uncover the next, “I noticed” statement and follow the same procedure through the entire writing frame. Then have some folks share out a few examples) Tracy Dabbs BESD tdabbs@be.wednet.edu

Incense-cedar logs are cut into "Pencil Blocks.“ Science 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. Tracy Dabbs BESD tdabbs@be.wednet.edu

Science Notebooks ANATOMY OF A PENCIL NOW COMES A BIT OF SECOND HAND LEARNING – A PICTURE WITH LABELED PARTS… From Pencildude.com you can get an official picture of the pencil and its anatomy. Now we have a term for the metal holder. We have some words to add to our word bank. Have groups accurately label drawings Discuss vocabulary options: -embed within the notebook -leave a glossary space at the end -think about having students add pictures or meaningful sentences to vocabulary words -primary could have an insert with vocabulary that they add pictures to Add new labels to your scientific drawing and make any notes on new items that you learned. Tracy Dabbs BESD tdabbs@be.wednet.edu

Use post-it notes to mark areas in your binder Notebooks and FOSS Explore the FOSS binder find areas to use notebook response Note taking Use post-it notes to mark areas in your binder

Third Hand Learning: Text Science Notebooks THIRD HAND LEARNING Have table groups review what makes an experience third hand learning Tracy Dabbs BESD tdabbs@be.wednet.edu

Using Text to Support Science Use FOSS Science Stories or Big Books Have students keep track of new learning and understandings by using notebooks Many stories have important GLE ties

ENTRY TYPE: Glossary Science Notebooks (pass out the observations organizer – ALSO HAVE ONE AVAILABLE IN LARGE FORMAT SO THAT PARTICIPANTS COULD MAKE A TRANSPARENCY OF IT Take a look at this writing frame. This frame could have been used to help students focus their observations. (using the overhead projector or a document camera, cover all but the first sentence of the OBSERVATIONS ORGANIZER) Write the beginning to the sentence “I observed” fill in the sentence thinking of the shape, texture, pattern, etc. (uncover the next, “I noticed” statement and follow the same procedure through the entire writing frame. Then have some folks share out a few examples) Tracy Dabbs BESD tdabbs@be.wednet.edu

Science Notebooks Ways to use a glossary… Provide word list as an insert and add definitions after concepts are encountered Keep the list in the back of the journal and provide space for additional words Continue to keep a class list on a word wall Have students include a definition, a picture, and a meaningful sentence. 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. The critical competitor helps a person to fine tune their observations. It is the expert who notices the fine details. Tracy Dabbs BESD tdabbs@be.wednet.edu

Let’s add to our Glossary Science Notebooks Let’s add to our Glossary Use the provided insert Add at least one definition and quick picture How have you used glossaries in your classroom? 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. The critical competitor helps a person to fine tune their observations. It is the expert who notices the fine details. Tracy Dabbs BESD tdabbs@be.wednet.edu

Science Notebooks 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.     Note: Have sharing some information, have participants add at least one new thing that they have learned from this information Wow, fun stuff to know huh. Now we not only have new vocabulary but also interesting information. THIS IS AN EXAMPLE OF THIRD HAND LEARNING Tracy Dabbs BESD tdabbs@be.wednet.edu

Vocabulary Development Kit Inventory Activity Share kit tools/materials Discuss items Build a Working Word Wall and charts

ENTRY TYPE: Graphic Organizer Science Notebooks ENTRY TYPE: Graphic Organizer Tracy Dabbs BESD tdabbs@be.wednet.edu

Now add a colored marker… Science Notebooks Now add a colored marker… (a critical competitor) 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. The critical competitor helps a person to fine tune their observations. It is the expert who notices the fine details. Tracy Dabbs BESD tdabbs@be.wednet.edu

THE BOX & T-CHART Similarities PENCIL MARKER Differences Science Notebooks THE BOX & T-CHART Similarities Differences PENCIL MARKER Notes: Have them work on the next page and be sure to share that for each characteristic the other has to be corresponding one for the competitor Have them draw this one in, but share that there is a template that they can use with students First, how are the pencil and the marker the same? This is an example of a frame for use in organizing information when trying to compare two things. (discuss the differences between a Box & T-Chart and the Venn Diagram – each have value) Create for yourself a graphic organizer of the box and t-chart. With young children, you would want to have a template for them to use. 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”. Tracy Dabbs BESD tdabbs@be.wednet.edu

Box & T-Chart Box & T-Chart with lines Science Notebooks Box & T-Chart Using the Box & T Chart, students can compare two things giving them the critical competitor that they need to truly make significant observations. Notice how they discuss the differences so that what is said about one is also said about the other item in the comparisons. Box & T-Chart with lines Tracy Dabbs BESD tdabbs@be.wednet.edu

ENTRY TYPE: Writing Frames Compare & Contrast and Investigation Frames Science Notebooks ENTRY TYPE: Writing Frames Compare & Contrast and Investigation Frames (pass out the COMPARE AND CONTRAST WRITING FRAME) The Compare and Contrast Writing Frame is another one you might have available to students in your classroom when children are observing TWO things. The Observations Organizer is used when just ONE thing is being observed. This could be housed on the wall in your classroom, or it could be on a flip chart to be turned to when this is the form of writing you want your children to engage in. If you have limited classroom wall space or no flip chart to access, think about having a frame like this on an overhead transparency to pop onto the projector when you want children to focus on this form of writing. Tracy Dabbs BESD tdabbs@be.wednet.edu

Betsy Rupp Fulwiler Science Notebooks PASTE-IN the next page and fill in some or not depending on time allowed 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 Tracy Dabbs BESD tdabbs@be.wednet.edu

Science Notebooks Comparison Next, the box & T-Chart can be the fodder for designing a discussion about two things. Tracy Dabbs BESD tdabbs@be.wednet.edu

Science Notebooks Next, the box & T-Chart can be the fodder for designing a discussion about two things. Tracy Dabbs BESD tdabbs@be.wednet.edu

Science Notebooks Next, the box & T-Chart can be the fodder for designing a discussion about two things. Tracy Dabbs BESD tdabbs@be.wednet.edu

Brand new entry type: supports students as they work to justify ideas/claims

These writing frames should be used for initial scaffolding. Science Notebooks Please note… These writing frames should be used for initial scaffolding. Students should be moved to more fluent writing once they have experienced these simple frames depending on grade level. Betsy Rupp Fulwiler (READ FROM SLIDE) Tracy Dabbs BESD tdabbs@be.wednet.edu

Use post-it notes to mark areas in your binder Notebooks and FOSS Explore the FOSS binder find areas to use notebook responses Glossary Graphic Organizers: Box and T-Chart Compare and Contrast Investigation Set-up Use post-it notes to mark areas in your binder

ENTRY TYPE: Reflectioin Science Notebooks ENTRY TYPE: Reflectioin (pass out the observations organizer – ALSO HAVE ONE AVAILABLE IN LARGE FORMAT SO THAT PARTICIPANTS COULD MAKE A TRANSPARENCY OF IT Take a look at this writing frame. This frame could have been used to help students focus their observations. (using the overhead projector or a document camera, cover all but the first sentence of the OBSERVATIONS ORGANIZER) Write the beginning to the sentence “I observed” fill in the sentence thinking of the shape, texture, pattern, etc. (uncover the next, “I noticed” statement and follow the same procedure through the entire writing frame. Then have some folks share out a few examples) Tracy Dabbs BESD tdabbs@be.wednet.edu

Science Notebooks Personal Reflection Using your science notebook, take a few minutes alone to QUIETLY write what your expectations for your STUDENTS’ science notebooks will be. Now, on the next available page, write what your expectations will be of your students and make some reflection comments Tracy Dabbs BESD tdabbs@be.wednet.edu

Table Reflection Draw a LINE OF LEARNING Science Notebooks Table Reflection Draw a LINE OF LEARNING Hold a table discussion about what you have each written. Jot down for yourself, some of the table groups’ wisdom. Now, draw that line of learning under your last statement. Share with your tablemates and honor them with listening and note taking. Tracy Dabbs BESD tdabbs@be.wednet.edu

Group Report Draw another LINE OF LEARNING Science Notebooks Group Report Draw another LINE OF LEARNING Each table group shares one thing. Jot down for yourself, some of the whole groups’ wisdom. Let’s hear what your tables have discussed. Tracy Dabbs BESD tdabbs@be.wednet.edu

Additional Resources District Website Notebooking Site Science Notebooks Additional Resources District Website www.be.wednet.edu Notebooking Site www.sciencenotebooks.org The website that has been created for you by teachers around the state stands ready to assist you in providing you with samples of student work. (describe the sections of the site) – if possible, log on and show real thing. Place the website info into your science notebooks Tracy Dabbs BESD tdabbs@be.wednet.edu

Use post-it notes to mark areas in your binder Notebooks and FOSS Explore the FOSS binder find areas to use notebook responses Reflections Use post-it notes to mark areas in your binder

Let’s talk about Assessment Science Notebooks Let’s talk about Assessment (Formative and Summative) Tracy Dabbs BESD tdabbs@be.wednet.edu

Opportunities for Assessment Science Notebooks Opportunities for Assessment Setting Expectations: Model notebook entries to ensure that students understand what to include Post strong entries in a “Quality Corner” Review expectations for entries frequently Remember that the students’ science notebook is a marvelous opportunity for you to assess your students’ understanding AND to assess your own teaching! Suffice it to say that it can take many forms. Perhaps allow students to create with you a rubric that states the expectations. When giving critical feedback to students, say something about their work that has meaning. Don’t just write “super” or “great” but give them feedback that tell TWO THINGS. Tell them something about what it is they have done well. Tell them something they could do better. This gives them the critical feedback they need. On occasion, allow students to assess how they are doing in a simple reflection or by using the same scoring rubric that you would use. Tracy Dabbs BESD tdabbs@be.wednet.edu

Opportunities for Assessment Science Notebooks Opportunities for Assessment Teacher’s Opportunities to Score: “Drive-Bys” Data sheets scored before attaching to notebook Quizzes scored independently Weekly if possible for critical comments Remember that the students’ science notebook is a marvelous opportunity for you to assess your students’ understanding AND to assess your own teaching! Suffice it to say that it can take many forms. Perhaps allow students to create with you a rubric that states the expectations. When giving critical feedback to students, say something about their work that has meaning. Don’t just write “super” or “great” but give them feedback that tell TWO THINGS. Tell them something about what it is they have done well. Tell them something they could do better. This gives them the critical feedback they need. On occasion, allow students to assess how they are doing in a simple reflection or by using the same scoring rubric that you would use. Tracy Dabbs BESD tdabbs@be.wednet.edu

Opportunities for Assessment Science Notebooks Opportunities for Assessment Self assessment or teacher assessment Scoring Rubrics (primary and intermediate) Student scores self Teacher scores student Student and teacher score student Notebook Reflections Provide a rubric sample and share how this could be added to the front cover of your notebook Tracy Dabbs BESD tdabbs@be.wednet.edu

Science Notebooks Tracy Dabbs BESD tdabbs@be.wednet.edu

CRITICAL FEEDBACK IS CRITICAL Science Notebooks CRITICAL FEEDBACK IS CRITICAL Writing on pages Post-It Notes Oral Commentary Let’s take a look at the ways a teacher might make comments to students... Some feel there should be no writing on pages of the notebooks and others are very comfortable with it. Some teachers use post-it notes. Some use the back pages of the notebook but be careful with your young students – this will not work for them. Finally, some just comment orally during a conference with parents or with the child alone. (SHARE SOME EXAMPLES OF STUDENT WORK and the way the notebook pages are formatted.) Tracy Dabbs BESD tdabbs@be.wednet.edu

Let’s examine this practice… What is your purpose? Science Notebooks Let’s examine this practice… What is your purpose? What target was hit? What could have been done better? Does your feed back motivate students to explore and continue to develop their thinking? Tracy Dabbs BESD tdabbs@be.wednet.edu

CRITICAL FEEDBACK IS CRITICAL Science Notebooks CRITICAL FEEDBACK IS CRITICAL Look at how you wrote about each of the soil components. Another scientist would be impressed with how much information you included. Now, what do you want to explore next? Here is another example… Target hit: “information about soil components” What to work on: “next exploration” Tracy Dabbs BESD tdabbs@be.wednet.edu

Science Notebooks Let’s Review… Tracy Dabbs BESD tdabbs@be.wednet.edu

Student Benefits Reinforces student understanding of a subject. Science Notebooks Student Benefits Reinforces student understanding of a subject. Helps develop clear thinking. Encourages and illustrates importance of writing across the curriculum. Allows for their self expression. Students benefits They understand the subject better when they practice manipulating the information in a number of ways. To be able to clearly communicate it on paper takes practice and it helps them think more clearly about how to tell about something. It assists a teacher in practicing writing in another subject area. Tracy Dabbs BESD tdabbs@be.wednet.edu

Science Notebooks Student Benefits Provides open and risk-free communication with the teacher. Emphasizes importance of writing now and in the real world. Can be used as a resource in an open notebook test and a great opportunity to practice for the WASL. Gives students an exciting reason to write. (read from the slides) Tracy Dabbs BESD tdabbs@be.wednet.edu

GLEs in WRITING!!! THE STUDENT WRITES CLEARLY AND EFFECTIVELY Science Notebooks GLEs in WRITING!!! THE STUDENT WRITES CLEARLY AND EFFECTIVELY Develops concept and design Using style appropriate to the audience and purpose With writing conventions such as spelling, grammar, etc. THE STUDENT WRITES IN A VARIETY OF FORMS For different audiences, purposes, forms, applications THE STUDENT UNDERSTANDS AND USES THE STEPS OF THE WRITING PROCESS Prewrite / draft / revise / edit / publish THE STUDENT ANALYZES AND EVALUATES THE EFFECTIVENENSS OF WRITTEN WORK Assess own strengths and needs for improvement Seek and offer feedback When writing in their notebook before, during, or after a lesson, they could use descriptive text or narrative text or persuasive text. Here are examples of science in these forms of expression. Tracy Dabbs BESD tdabbs@be.wednet.edu

Science Notebooks Teacher Benefits Ties to research on How People Learn and Marzano’s best practice strategies Provides insight into students as individuals and their understanding of content and skills (science, math, language arts). Provides an opportunity for “active research”. It forces you to examine your teaching, more closely. (read from slide) Tracy Dabbs BESD tdabbs@be.wednet.edu

Science Notebooks Teacher Benefits If dialogue exists, it builds rapport between teacher and student; makes learning a joint effort. Provides a future resource of information for teacher, students, parents, and classmates. Provides accountability for teacher assessment of individual students and the entire class. (read from slide) Tracy Dabbs BESD tdabbs@be.wednet.edu

FINAL COMMENTS… While learning science effectively, Science Notebooks FINAL COMMENTS… While learning science effectively, we can also help students develop skills in: writing reading communications math Students can learn the value of keeping a record of their own learning and focus on Critical Thinking Skills (read from slide) Tracy Dabbs BESD tdabbs@be.wednet.edu