2. Science Notebooks Lisa L. Hudson Education Consultant llhudson@ymail.com At the Water’s Edge Summer Institute July 10, 2011

3. Essential Questions What is Science Notebooking? How can students use science notebooks to build science content and process skills? How can teachers use science notebooks as formative (formal and informal) assessments?

4. Code of Cooperation  Restroom breaks as needed Limit sidebar conversations

5. Thinking Point… Children do not learn by doing… They learn by thinking, discussing, and reflecting on what they have done. William Speer NCSM, 1997

6. Five Good Reasons to Use Science Notebooks 1.Notebooks are Thinking Tools 2. Notebooks Guide Teacher Instruction 3. Notebooks Enhance Literacy Skills 4. Notebooks Support Differentiated Learning 5. Notebooks Foster Teacher Collaboration

7. What are science notebooks? A book or binder of blank pages used for recording science content and process skills while serving as a vehicle for developing literacy.

8. What is the purpose of a science notebook? In the elementary science classroom, science notebooks are a record of the students’ discoveries, thoughts, questions, data, procedures, illustrations, and wonderings.

9. What can be used as a science notebook? Construction paper booklet Spiral notebook Composition book Three-ring binder Folded paper Three-prong pocket folder

10. Journal, Log, or Notebook? Journal: a reflection of students’ learning In science, journals are used after the exploration and after the investigations are complete. Journals often begin with: “ Today in Science, I…”

11. Journal, Log, or Notebook? Log: book or record sheet where students keep data over time In science, logs are used to collect and record data over time and are not used during discussions. Logs are used to refer back to previous data gathered. Weather calendars Night sky observations Plant growth and development

12. Notebook: tool for students to record their data and thinking along with drawings as they work with objects and materials Notebooks are designed to be utilized prior to the exploration and investigation for students to record their thinking and planning. Journal, Log, or Notebook?

13. Before, During, and After Notebooks are designed to be utilized: Before the exploration and investigation for students to record their thinking and planning During the exploration and explanation to record their new experience with concepts or ideas through pictures, numbers, or words After the investigation to reflect on their thinking and data in order to share their findings with others

14. The First Step…Planning Teacher Preparation Decide on notebook design: spiral, folder, binder, teacher created, composition Create student name labels for front cover of notebooks Decide on information to be included in each entry…realistic expectations Organization of Notebook

15. The Next Step…Organization Teacher Directed Student Preparation The first page should include: Title Student name Teacher name Grade level Reserve the next 4-5 pages for the Table of Contents Discuss expectations for using notebooks

16. What should each entry include? Date Time Activity Page # Organizing the notebooks may require direct instruction, mini lessons, and modeling from both teachers and students.

17. Organization Materials Colored tabs or sticky dots to indicate separate sections Clock stamp: reinforce standard and digital time Thermometer stamp to record temperature Ink pads for stamps

18. Focused Attention Limits Guidelines for Direct Instruction of New Content Grade LevelAppropriate Amount of Direct Instruction K-25-8 minutes Grades 3-58-12 minutes Grades 6-812-15 minutes Grades 9-1212-15 minutes Adult learners15-18 minutes Teaching with the Brain in Mind, Jensen, 2005

19. Gaya

20. Fifth Grade Science PLC

21. Shad in the Schools

22. Water Cycle: The Incredible Journey

23. Integrated Learning Stations

24. Revised Bloom’s: Create

25. Science Notebooks can be utilized for assessing students understanding and identifying any misconceptions about various concepts.

26. Creating Relevance It is very important that children collect their own data. This creates ownership, interest, and reality to their experience. Learning Mathematics in Elementary and Middle Schools, 2003

27. Thinking Point How will you use the science notebook as a formative assessment tool with your students?

28. Science Notebooks can be used to help students develop, practice, and refine the science understandings while integrating reading, writing, communication, and mathematics skills.

29. Writing Across the Curriculum Science Notebooks Vocabulary

30. Students need to warm up before instruction begins if they are to receive the maximum benefit of that instruction. Previewing the appropriate vocabulary at the beginning of a unit creates a common language to use when students discuss discoveries with others and when they write in their science notebooks. Scaffolding Science Inquiry Through Lesson Design: Setting the Stage for Learning. Michael Klentschy and Laurie Thompson, 2008.

31. Merging Science and Language As students acquire new words and articulate their meanings, they will begin to gain an operational understanding of their new vocabulary. The New Science Literacy: Using Language Skills to Help Students Learn Science Marlene Their, 2002

32. How do we get there from here?

33. Concrete. The “doing” stage using concrete objects to model problems Representational. The “seeing” stage using representations of the objects to model problems Abstract. The “symbolic” stage using abstract symbols to model problems

34. Developing Student Understanding Young children are intrinsically motivated to explore and investigate everything in their environment.

35. Think…Write…Talk…Share How do light, temperature, and soil help support life in an ecosystem? Think about the answer to this question. Jot down your thoughts. Discuss with your table group. Share with the class.

37. Through inquiry-based investigations, students are encouraged to communicate their understanding of concepts in science notebook writing.

38. Thinking Point What opportunities can you provide for students to connect their literacy skills to science notebooks?

39. The First Notebook Entry What is a scientist? Write, draw, and color. Scientific Illustration: Label the parts of the drawing: detailed and labeled

40. Science Notebooks Science notebooks promote: Scientific content Physical, Life, Earth and Space Science as Inquiry Unifying concepts and processes in science

41. Science Notebooks “ The true potential of science notebooks will be realized when teachers provide students with opportunities to read, write, and speak as scientists; attaching purpose to the use of print materials, and making conventions and forms of reading, writing, and speaking in science explicit.” (DiGisi 1998, 3)

42. Thoughts?.? Concerns?.? Questions?.?

43. How will science notebooks be used in your classroom?

44. Kindergarten Notebook Entries

45. First Grade Notebook Entries

46. Second Grade Notebook Entries

47. Third Grade Notebook Entries

48. Fourth Grade Notebook Entries

49. Fifth Grade Science Notebook Entries

50. Science Process Skills From Apples to Oranges

51. Basic Science Process Skills: Observing - using your senses to gather information about an object or event. It is a description of what was actually perceived. This information is considered qualitative data. Measuring - using standard measures or estimations to describe specific dimensions of an object or event. This information is considered quantitative data.

52. Basic Science Process Skills: Inferring - formulating assumptions or possible explanations based upon observations. Classifying - grouping or ordering objects or events into categories based upon characteristics or defined criteria.

53. Basic Science Process Skills: Predicting - guessing the most likely outcome of a future event based upon a pattern of evidence. Communicating - using words, symbols, or graphics to describe an object, action or event.

54. Communications Speaking Listening Writing Graphing Drawing Singing Body language

55. Children need to understand how the world works… Science is something children do.

56. How Are Things Shaping Up? What is something from today that stretched your thinking ? What question is still going round in your head??? What are 3 points from today that you want to remember? What learning squared with your beliefs?

57. Points to Ponder “If students don’t learn the way we teach, we need to teach the way they learn.” Author Unknown

58. At the Water’s Edge: Environmental Education Summer Institute Sunday, July 10, 2011 3 – 2 – 1 Reflection 3 Things You Learned: 1. 2. 3. 2 Ideas You Will Use in Your Classroom Second Quarter: 1. 2. 1 Question You Still Have: 1. Thank you for your time and enthusiasm! Lisa <><

59. Science is not a spectator sport! Thank you!