1. Science Notebooking

2. Objectives: Understanding of construction of a Science Notebook with the different entry types. Hands-on lesson with actual note taking strategies and components. To learn about and discuss Reading, Writing, and Literacy skills that can be incorporated into the notebooks. Discuss the importance of a student Making Meaning Conference and continuous Review.

3. Objectives: To introduce participants to the different notebook entry types. To give them a web site that show all the different types of entries done by students from the State of Washington. To guide teachers through the note-booking process using as many types of entries as possible. To express the importance of reviewing the student notebooks at least once a week.

4. Science Notebook Organization Students use organizational elements to streamline access to the contents of their notebook over time to support their learning. As teachers consider what elements of a science notebook are most appropriate to meet their student learning goals in science, they will need to exercise their own professional judgment as to which organizational elements support those goals. Formats for each organizational element vary depending on grade level and purpose, but can include some of the following components:

5. Title Page or Notebook Cover Recording this information enhances student understanding of common text features that support the development of literacy skills. Common elements on a title page or notebook cover may include: Student name School Teacher name Class

6. Table of Contents A table of contents allows a student to easily retrieve work from previous lessons within the unit. Teachers can create a template for students to fill in (e.g. blank template or transparency, list of activities with place to enter page number and date). Alternatively students can create the table of contents themselves. Common elements of a table of contents may include:

7. Table of Contents (cont.) Teacher creates an empty template for students to fill in Completely created by student Done together with student input on chart paper or off transparency Done ahead by teacher and student just adds page numbers and date Teacher does whole thing

8. Type: Notebook Organization Gradeband: elem Grades: 2 Discipline: Life STC - Weather

9. Type: Graphic Organizers Gradeband: elem Grades: 1 Discipline: Physical Science STC - Solids and Liquids Table of contents for Solids and Liquids.

10. Type: Notebook Organization Gradeband: middle Grades: 7 Discipline: Life - - - Table of Contents - this helps students to find and use earlier notes, vocabulary, assignments, etc.

12. Organization of Individual Pages These features allow students to organize their work and more efficiently access learning from prior activities or lessons. These features also assist the teachers in assessing student understanding. Common organizational features include: Number on each page Headings

13. Focus questions Activity title Date each page Time (optional) Page division (due to specific content needs) Sections Pockets

14. Glossary Vocabulary words acquired while engaged in a hands-on lesson contribute to the development of scientific literacy. A glossary is one approach to building understanding of scientific terminology, while also advancing learning of text features. Recording and highlighting new vocabulary as the words are encountered in the unit is an alternative to the use of a glossary. Some strategies for constructing glossaries include:

15. Glossary (cont.) Create and use a separate science glossary notebook Use a student created spelling or writing dictionary Teacher gives words, students adds own picture and definition (Marzano’s Vocabulary Strategy) Copied glossary words from teacher guide and students just highlight Students use real world dictionaries rather than make glossaries Teacher creates glossary based on input from children Create word wall as class, students add these words to word bank in their notebooks May include scientific terminology and/or words that are important to know within the context of a test question or activity (e.g. compare, contrast, formation)

16. Marzano’s Vocabulary Format Term/Phrase: My Understanding: | 1 | 2 | 3 | 4 | Description: Drawing: More ideas: Definition:___________________ ___________________________

17. Science Notebook Entry Types Science notebooks contain information about the students’ classroom experiences and are used much as scientists would, before, during, and after all investigations. They are a place where students formulate and record their questions, make predictions, record data, procedures, and results, compose reflections, and communicate findings. Most importantly, notebooks provide a place for students to record new concepts they have learned and to review the lessons already accomplished.

18. By reviewing hundreds of actual student notebooks, a group of education leaders from Washington State explored how teachers were asking students to record their ideas in their science notebooks. Analysis of the student work revealed eight distinct strategies or “entry types,” used most frequently by practicing K-12 teachers. This section describes those eight entry types and offers a rationale for why a teacher might select a given entry type. The companion website – www.sciencenotebooks.org - illustrates each entry type with multiple samples of student work stored in a searchable online database. The samples come from students of all grade levels, demographic groups, and geographic regions. www.sciencenotebooks.org

19. Entry Type: Drawings Definition Student generated drawings of materials, scientific investigation set-up, observations, or concepts. Three common types of drawings used in science notebooks include: Sketches: Informal pictures of objects or concepts created with little detail. Scientific Illustrations: Detailed, accurate, labeled drawings of observations or concepts. Technical Drawings: A record of a product in such detail that someone could create the product from the drawings.

20. Entry Type: Drawings (cont.) Purpose Students use drawings to make their thinking and observations of concrete or abstract ideas visible. Drawings access diverse learning styles, allow entry to the writing process for special needs students and emergent writers, and assist in vocabulary development (e.g. oral explanations, group discussions, labels).

21. Type: Drawings Gradeband: elem Grades: 3 Discipline: Life STC - Plant Growth & Development Drawing to show labeled parts of growing Fast Plants. The student is using the notebook to record changes over time. (also a table)

22. Type: Drawings Gradeband: elem Grades: 5 Discipline: Life Science STC - Ecosystems Scientific illustrations while observing animals prior to putting them in a terrarium. Student clearly draws the side view figure of a cricket, labels parts, and even denotes a question about a part, identifying it’s purpose. The isopod also shows a side view when curled up.

23. Type: Drawings Gradeband: elem Grades: 5 Discipline: Physical STC - Motion and Design Technical drawing where the image is accurate, labeled and detailed.

24. Entry Type: Tables, Charts, and Graphs Definition Formats for recording and organizing data, results, and observations. Purpose Students use tables and charts to organize information in a form that is easily read and understood. Recording data in these forms facilitates record keeping. Students use graphs to compare and analyze data, display patterns and trends, and synthesize information to communicate results.

25. Type: Tables, Charts, and Graphs Gradeband: elem Grades: 1 Discipline: Life STC - Organisms Individual sketches that actually begin to form a graph of growth.

26. Type: Tables, Charts, and Graphs Gradeband: elem Grades: 5 Discipline: Life STC - Ecosystems Table of data with samples of pH test strips to show results of the impact of pollutants on a terrarium and an aquarium.

27. Type: Tables, Charts, and Graphs Gradeband: high Grades: 9 Discipline: Life Other - Not listed Bar graph of amount of food energy available in different foods.

28. Entry Type: Graphic Organizers Definition Tools that illustrate connections among and between ideas, objects, and information. Examples include, but are not limited to, Venn diagrams, “Box–and-T” charts, and concept maps. Purpose Graphic organizers help students organize ideas to recognize and to communicate connections and relationships.

29. Type: Graphic Organizers Gradeband: elem Grades: 1 Discipline: Physical Science STC - Solids and Liquids Venn diagram

30. 96 Type: Graphic Organizers Gradeband: elem Grades: 2 Discipline: Life Science STC - The Life Cycles of Butterflies Box and T chart comparing caterpillar and student.

31. Type: Graphic Organizers Grade band: elem Grades: 2 Discipline: Life Science STC - Balancing and Weighing This represents a Venn diagram but the comparison could also be set up using a Box & T-Chart.

32. Type: Graphic Organizers Gradeband: high Grades: 9 Discipline: Physical Stars unit. Learning about stars and displaying info learned graphically

33. Type: Graphic Organizers Gradeband: high Grades: 9,10,11,12 Discipline: Life - - Graphic organizer for eukaryotes, prokaryotes and the cell cycle.

34. Entry Type: Notes and Practice Problems Definition A record of ideas, observations, or descriptions of information from multiple sources, including but not limited to direct instruction, hands-on experiences, videos, readings, research, demonstrations, solving equations, responding to guiding questions, or developing vocabulary. Purpose Students use notes and practice problems to construct meaning and practice skills for current use and future reference.

35. Type: Notes and Practice Problems Gradeband: elem Grades: 1st Discipline: Life Science GEMS Terrarium Habitats Example of using a labeled drawing to develop vocabulary.

36. Type: Notes and Practice Problems Gradeband: elem Grades: 2 Discipline: Earth STC - Weather Example of notes a child has created around the temperature, using words and drawings. The thermometer has also been inserted here.

37. Type: Notes and Practice Problems Gradeband: elem Grades: 5 Discipline: Earth Science STC - Land and Water Shows part of the investigative design

38. Type: Notes and Practice Problems Gradeband: elem Grades: 5 Discipline: Physical STC - Motion and Design The materials list appears just before a t-chart where the student has set up a comparison of conditions that make a vehicle move faster or slower. Additional notes are present from the inquiry that has been conducted.

39. Entry Type: Reflective and Analytical Entries Definition A record of a student’s own thoughts and ideas, including, but not limited to initial ideas, self-generated questions, reflections, data analysis, reactions, application of knowledge to new situations, and conclusions. Purpose Students use reflective and analytical entries to think about scientific content from their own perspective, make sense of data, ask questions about their ideas and learning processes, and clarify and revise their thinking.

40. Type: Reflective and Analytical Entries Gradeband: elem Grades: 1 Discipline: Earth FOSS - Pebbles Sand and Silt Kids took pictures that were used in their notebooks.

41. Type: Other Gradeband: elem Grades: 5 Discipline: Physical STC - Motion and Design This is a KWL with a Line of Learning

42. Type: Reflective and Analytical Entries Gradeband: high Grades: 9 Discipline: Life - - - Publisher: not specified Text: Cells Questions answered as conclusion piece of osmosis lab

43. Entry Type: Inserts Definition Inserts are artifacts placed within a notebook, including, but not limited to photographs, materials (e.g. flower petals, crystals, chromatography results), and supplemental readings (e.g. newspaper clippings). Purpose Students use inserts to document and to enrich their learning.

44. Type: Inserts Gradeband: elem Grades: 2 Discipline: Earth STC - Soils

45. Type: Inserts Gradeband: elem Grades: 1,2,3,4,5 Discipline: Life Teacher Developed - Teacher Developed These inserts show research done by a preservice teacher on roots. This is part of an inquiry investigation on the effect of fertilizer on plant growth.

46. Type: Inserts Gradeband: middle Grades: 7 Discipline: Physical Science STC - Catastrophic Events

47. Entry Type: Investigation Formats Definition Scaffolds to guide students through a controlled investigation, field investigation, or design process. Examples include, but are not limited to investigation planning sheets or science writing heuristics. Purpose Students use investigation formats to guide their thinking and writing while they design and conduct investigations. Students also use these formats to reflect on and discuss their findings and ideas.

48. Type: Other Gradeband: middle Grades: 7 Discipline: Physical STC/MS - Catastrophic Events This is an example of a rubric used to score one student's assignment. The rubric is pasted into the student's notebook by the student.

49. Type: Investigation Formats Gradeband: high Grades: 9 Discipline: Life - - - This is really two entries: a freewrite and brainstorming of questions students had at the start of a unit on Plants. The freewrite was designed to help the teacher assess the student's prior knowledge and misconceptions. The brainstorming was designed to generate questions that we could then use as a launch pad for student investigation. We chose two questions as a class to design investigations around.

50. Entry Type: Writing Frames Definition Writing prompts used to focus a student’s thinking. Examples include, but are not limited to, “I smelled…I felt…I observed…”,“My results show…”, “The variable I will change is…”, or “I think that because…”. Purpose Students use frames to organize their ideas, prompt their thinking, and structure their written response. Frames help students become more proficient in scientific writing and less reliant upon the prompts.

51. Type: Writing Frames Gradeband: elem Grades: 3 Discipline: Earth FOSS - Structures of Life Observations using writing frame.

52. Type: Writing Frames Gradeband: elem Grades: 6 Discipline: Physical Science FOSS - Solar Energy (Note: Page one of two). A final writing assignment in the form of a letter, in which the student was to choose another fellow scientist's (a classmate) solar oven that involved similar changes to variables, but resulted in different outcomes. The student was asked to describe the changes they made on their own solar oven, explain why, and also discuss how the other oven's results made them think about their own results. (Objective: Explore differences in other’s outcomes and apply to own outcomes. Build on conceptual knowledge.)

53. Type: Writing Frames Gradeband: middle Grades: 8 Discipline: Physical STC/MS - Energy, Machines, and Motion Procedure to compare mass on difital scale and weight on a spring scale.