Science Notebooks Peggy Harris Willcuts

Science Notebooks Peggy Harris Willcuts
SCIENCE NOTEBOOKS Science Notebooks Peggy Harris Willcuts 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. 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 addresses, web pages, books, … Enter my address: Tab the section as Resources using a post-it folded in half and taped to the page WSTA Presentation October 2006

THEN… Don’t forget to let your notebook reflect your… ARTISTIC PERSONALITY WSTA Presentation October 2006

Powerful Learning Experiences
SCIENCE NOTEBOOKS Powerful Learning Experiences · 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 Most Powerful Least Powerful PASTE-IN inside front cover! 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. WSTA Presentation October 2006

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

Insert sample of a table of contents from either the website or from your own images of students’ science notebooks This is an example of a student generated Table of Contents. It was done by a middle school student in the Energy, Machines, and Motion unit. WSTA Presentation October 2006

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 NUMBER YOUR PAGES THROUGH 10 Continue to number your pages through page 10. 2 3 WSTA Presentation October 2006

NOW ADD TODAY’S DATE February 6 Add the date. 1 WSTA Presentation October 2006

THINKING ABOUT YOUR SCIENCE NOTEBOOK…
SCIENCE NOTEBOOKS THINKING ABOUT YOUR SCIENCE NOTEBOOK… What should be included in a science notebook done by my students? When you have finished your response, draw a Turn to your first numbered page and write this FOCUS question on the top line… WHAT IS IT THAT YOU THINK SHOULD BE INCLUDED IN A SCIENCE NOTEBOOK? 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 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

SCIENTISTS’ NOTEBOOKS
SCIENCE NOTEBOOKS SCIENTISTS’ NOTEBOOKS The following slides show real notebooks from scientists who work at Battelle – Pacific Northwest National Laboratory in Richland, Washington. Let’s add another dimension to your thinking… WSTA Presentation October 2006

Computational Chemist
SCIENCE NOTEBOOKS “Something wrong with this” PASTE-IN WSTA Presentation October 2006

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

Reference graphs and tables pasted into notebook Materials Scientist PASTE-IN WSTA Presentation October 2006

Materials Scientist Sample sketch WSTA Presentation October 2006

REFLECT… Which of those things do you think you could incorporate in YOUR students’ science notebooks? Another opportunity to do a quick write in your own science notebook. WSTA Presentation October 2006

Turn to your next available page and title this next section: Seashells WSTA Presentation October 2006

CHOOSE A SHELL AND SKETCH IT
SCIENCE NOTEBOOKS CHOOSE A SHELL AND SKETCH IT Sketch the outside shape Now add the details indicating pattern and texture Finally, add a bit of color You have on your desk a small baggie of shells. Please open the bag and spill out the shells found within. Sort through the shells and find one. 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) WSTA Presentation October 2006

Move from Sketch to Scientific Illustration
SCIENCE NOTEBOOKS Move from Sketch to Scientific Illustration Drawing should be detailed, accurate, and labeled: Univalve or Bivalve? SOME SECONDHAND LEARNING You have finished a sketch of your shell and we need to determine if this you have a univalve or a bivalve shell. (share definition of each) Label parts: Univalve Bivalve Aperture – opening of a shell. Apex – uppermost tip of a shell. Bivalve – a two piece shell. Grooves – grooves which spread out from the umbo like ripples, following the shape of the shell. Univalve – a one piece shell. 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 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

Reading to Assist You… Bivalve Univalve SOME THIRDHAND LEARNING (NOTE: this could be a paste-in for your students’ notebooks) WSTA Presentation October 2006

SCIENCE NOTEBOOKS Move from Sketch to Scientific Illustration Drawing should be detailed, accurate, and labeled: Univalve or Bivalve? Details SOME SECONDHAND LEARNING Aperture – opening of a shell. Apex – uppermost tip of a shell. Bivalve – a two piece shell. Grooves – grooves which spread out from the umbo like ripples, following the shape of the shell. Univalve – a one piece shell. 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 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

WSTA Presentation October 2006

SCIENCE NOTEBOOKS Move from Sketch to Scientific Illustration Drawing should be detailed, accurate, and labeled: Univalve or Bivalve? Details Identify Your Shell SOME SECONDHAND LEARNING Aperture – opening of a shell. Apex – uppermost tip of a shell. Bivalve – a two piece shell. Grooves – grooves which spread out from the umbo like ripples, following the shape of the shell. Univalve – a one piece shell. 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 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

Auger Babylon Clam Spindle Olive Cockle Scallop Sundial WSTA Presentation October 2006

Insert sample of a drawing from either the website or from your own images of students’ science notebooks WSTA Presentation October 2006

PASTE-IN Let’s write about our shell and our accumulating knowledge by using a writing frame for scaffolding your writing. The actual observations you did of the shell 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

Insert sample of an Observation Writing from either the website or from your own images of students’ science notebooks WSTA Presentation October 2006

Now add a critical competitor… A critical competitor will push you to new observational heights. If you had a UNIVALVE the first time, pick a BIVALVE this time and vice versa. Pick up a different shell 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

THE BOX & T-CHART Similarities Differences Univalve Bivalve PASTE-IN Let’s use an example of a graphic organizer to compare the univalve shell to the bivalve shell. (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 they the same? Write your thoughts in the box at the top of the graphic organizer. In the box on the top, write how they are the same. Move to the lower level and begin listing how the univalve shell and the bivalve shell are different. When you say something about the univavle, say something about the bivalve as well. Betsy Rupp Fulwiler WSTA Presentation October 2006

Insert sample of a Box and T-Chart from either the website or from your own images of students’ science notebooks WSTA Presentation October 2006

PASTE-IN 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

Insert sample of a Comparison Writing from either the website or from your own images of students’ science notebooks WSTA Presentation October 2006

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 WSTA Presentation October 2006

HOW PEOPLE LEARN Principle I New knowledge is built on a foundation of existing knowledge and experience Everyday conceptions are resilient Student preconceptions must be actively engaged to support learning with understanding WSTA Presentation October 2006

prediction WSTA Presentation October 2006

HOW PEOPLE LEARN Principle II Learning for understanding requires: A deep foundation of factual knowledge Understanding facts and ideas in the context of a conceptual framework. Organized knowledge for effective retrieval. WSTA Presentation October 2006

HOW PEOPLE LEARN Principle III Metacognitive Strategies help students to learn and to take control of their own learning. They can be taught effectively in the context of a subject matter. WSTA Presentation October 2006

“Metacognitive Strategies” Explaining to oneself Noting comprehension failures Activating background knowledge WSTA Presentation October 2006

Let’s talk briefly about assessment (FORMATIVE) WSTA Presentation October 2006

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. WSTA Presentation October 2006

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 WSTA Presentation October 2006

PASTE-IN (explain what is seen) WSTA Presentation October 2006

Research IF WE GIVE MORE: appropriate feedback to students ongoing assessment by teachers = Positive Effects on Student Learning Black & Wiliam, 1998 Classroom Assessment Pg 12 & 13 Black and Wiliam found that if we give students more appropriate feedback on a wide variety of assessment opportunities, we WILL have a positive effect on student learning. So keep in mind the ways you could give good feedback to students through their science notebook. You are not only giving them multiple opportunities but you are pushing them to dig deeper and take charge of their own learning. WSTA Presentation October 2006

So let’s review… WSTA Presentation October 2006

WHEN DOES THE SCIENCE NOTEBOOK GET USED?
SCIENCE NOTEBOOKS WHEN DOES THE SCIENCE NOTEBOOK GET USED? It is the FIRST thing that goes onto the student’s desk. Then… the date the page number the focus question OR title of the lesson A discussion of the data table that should be created In fact, no materials are distributed until these things are done!  (READ FROM SLIDE) WSTA Presentation October 2006

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. WSTA Presentation October 2006

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) WSTA Presentation October 2006

WA ST EALRs* 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 *Washington State Essential Academic Learning Requirements WSTA Presentation October 2006

Teacher Benefits 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) WSTA Presentation October 2006

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) WSTA Presentation October 2006

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… WSTA Presentation October 2006

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. WSTA Presentation October 2006

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. WSTA Presentation October 2006

From Novice to Expert Expert Novice C o m p e t n c y Reflecting & Renewing the Commitment Routinely Teaching with Notebooks Translating into Practice the Use of Notebooks Building Knowledge about Using Notebooks Developing Awareness of the Use of Notebooks At the Strategic Planning Institute, the session on Professional Development discusses a continuum we travel on when adopting a new skill or teaching technique. When you first began using science notebooks in your classroom, you were a novice. You attended a workshop and began to develop merely your awareness of the use of notebooks. Now, you are moving along that continuum to building your knowledge about using science notebooks by attending an additional workshop to hear more about the next level of use. You will leave here and start school. You will translate what you heard today and in the past into your practice and you will continue to practice. We will meet again someday to build more knowledge. Designing Professional Development for Teachers of Science and Mathematics, Susan Loucks-Horsley, et.al., Corwin Press, Inc., Thousand Oaks, CA 1998, X (cloth), (paper) WSTA Presentation October 2006

FINAL THOUGHTS… The laboratory notebook is: a place to record what you see and do a place to record what you THINK about what you see and do a place to ask questions about experiences your silent partner, “on the bench”, open and ready, before work can begin. (read from slide) WSTA Presentation October 2006

FINAL COMMENTS… From the teacher who has read the notebook, the student can learn to do better; and from the student’s work the teacher can learn to do better. The notebook is thus a powerful aid for improving teaching and learning in the classroom. JERRY PINE, 1996 CAL-TECH (read from slide) WSTA Presentation October 2006

Science Notebooks Peggy Harris Willcuts

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