1. Charlotte McDonald FOSS Consultant cmcdonald54@comcast.net Scientist’s Notebook

2. Each scientist’s notebook is unique to that person, that experiment, that situation The notebook is a collection of thoughts, ideas, sketches, data, equations – a running record of the scientist’s thoughts It is not necessarily organized or neat There is no “right way” or format Dr. Jennifer Anderson Planetary Geologist Brown University Students Model the way that a Scientist Works

3. What is the purpose Scientists’ Notebooks? 1. Means for students to think scientifically – content, skills and thinking. 2. Learn expository writing structures. 3. Communicate scientific thinking and understanding. 4. Formative assessment.

4. Who is the Audience for the Science Notebook? Teacher Parents Students Principal Other Scientists

5. 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.

6. Organization Of Science Notebooks Table of Contents Numbered Pages Documentation of Work Glossary and/or Index Appendix for inserts, measurement tables or rubrics to be used for assessment

8. TABLE OF CONTENTS Use the first 1-5 pages for the Table of Contents… DATE ACTIVITY/TITLE PAGE # How do I set up a science notebook?

9. Number your pages 1

10. Number through 10 3 2

11. Index: References Vocabulary Example:

12. Word Bank Use Word Cards or a Word Chart Place a word card in the science “word bank” after students have had a concrete experience with something and have a need to know the appropriate term. Inquiry based science – students scientific vocabulary AFTER they have had concrete experiences..

13. Use of Words in Bank Organize words conceptually rather than alphabetically or randomly Words can be reorganized as concepts grow. Anticipate words and prepare cards ahead of time plus have blank word cards ready. Generic terminology: Primary – I predict, I observe, I notice, because, evidence, and fair test. Intermediate predict/prediction, observe/observation, investigate/investigation, infer/inference, controlled investigation, variable Color code words by unit Include icons with words

14. More on Vocabulary For younger students – tape an example of the word on the card Accessible for young students – make multiple small word cards for students to manipulate and use for writing Hang low and make large Life Science – labeling illustrations with words is more effective than work banks. Use different colors for form and function.

15. Example: Scientific Illustration

16. Criteria for Scientific Drawing ABCD’s A = Accurate B = Big C = Colorful D = Detailed

17. Generic Notebook Requirements: Date in numerals, the first page of the entry. Focus or investigative question for each lesson. How do I set up a science notebooks? Give examples. Write something about each science lesson. Write legibly (not necessarily “best handwriting”) the notebook is a running rough draft.

18. How do I set up a Science Notebook? - Activity Add the words science notebook to the activity entitled “How do I set up a science notebook.” Highlight and add to index. Write your definition of a science notebook so far.

19. Line of Learning This strategy allows students to add to their written ideas with additional ideas generated in class. After writing their own ideas in their notebooks, students draw a line underneath their work. During class discussion, students add new ideas below their line of learning. The Line of Learning gives students the opportunity to continue to construct a concept through the discussion and ideas of other students.

20. Swingers

21. Observation Frame Think of the four senses (not taste) Size, shape, color, lines, patterns, texture, weight, smell/odor, sound, behavior I observed ________________ I noticed __________________

22. Investigating my Swinger How many cycles (swings) does your pendulum (swinger) have in 15 seconds? Record information in your notebook. What standards do you have? Mass of the bob _______________ Length of the string ____________ Release position ___________ ____

23. Notebook Entries 1. Planning the Investigation 2. Data Acquisition and Organization 3. Making Sense of Data 4. Reflection and Self- Assessment

24. Developing the focus question Students ask themselves: What do I want to find out? What is the reason for my question? What problem am I addressing? TEACHER asks: What is our problem? What do we want to know or find out?

25. Notebook Entry What could you change in your swinger system that might change the number of swings in 15 seconds?

26. THE FOCUS QUESTION What will be the main focus of the inquiry? What…, How… and Does…are good beginnings Students may need to be prompted or given an example or a list to chose from. or Showing the materials to students and asking questions like:" What can we find out about…….….by using these materials”? or Ask questions like : “What might we want to find out about……..”? or An engaging scenario

27. Planning the Investigation Narrative Plans Based on focus question Short description of plan Lists Materials list Dates of observations, people Step-by-Step Procedures

28. Planning Planning StepGeneral PlanSteps to follow: 1. What should be changed? 1. The mass of the bob.1. Add mass to the bob and repeat 3 times. 2. What should be kept the same? 2.Length of the string. Release position of the swing. Timer – 15 seconds. Same person releases the swinger. 2.Measure the mass of the bob and test it 3 times for 15 seconds each. Increase and measure the mass of the bob and test it 3 times for 15 seconds each. Record information. 3. How will differences be observed or measured? 4. The number of swings in 15 seconds will be counted and recorded. 3. Compare the number of swings in 15 seconds of the two different masses.

29. Prediction A statement about something that will occur in the future that is related to the focus question. A statement that is based upon prior knowledge or experience. I think_____________ will happen because……… Use drawings and illustrations

30. Data Acquisition and Organization Records: Clearly related to focus question Accurate and precise Organized for efficient reference Acquisition: Words, phrases, numbers, drawings Display: narratives, drawings, charts, graphs, diagrams, calendars, artifacts

31. Investigate your question Write your observations in your notebook. Make a chart of your observations.

32. Creating & Using Tables Students create own rather than using black-line masters – develops valuable scientific skill of organizing Do not use a laborious measuring process Model folding the paper vertically so creases form columns. Can draw lines by using creases or straight edge. Use questioning to develop what data is to be collected in the table. Use Box and T-Chart for Comparisons (may need a shared mini writing lesson.

33. Hypothesis Statement based on an analysis of data or events that have occurred in the past. Example: An examination of past weather patterns with an analysis of temperature changes over a period of time and the factors that may have contributed to such change. From this a scientists can make a hypothesis about global warming. If…then…because….

34. THE CLAIMS AND EVIDENCE What do you claim to be true? How can you prove what you are stating? (Back it up) I know this to be true because I observed……… I claim that when ………, then ……….. (happens) claimsevidence Use your data to make a claim I claim that…….. Support your claim with evidence I claim this because…… Put claims and evidence in chart form

35. Claims and Evidence ClaimsEvidence I clam that…. the amount of mass of the bob does not make a difference in the number of swings in 15 seconds. I know that…. I claim this because…..when I changed the mass of the bob, the number of swings did not change. I know this because….

36. Writing Conclusions Links the claims and evidence plus can apply science concepts. Addresses the prediction, answers the focus question or the solution to the problem identified. Describes what was learned from the investigation. I learned……, We found…… Extend learning with “after reading” strategies Make connections to real world applications

37. Short Note on Grading Notebook itself should not be graded Can use it as one component of performance in class Can use it during parent conferences to show various levels of performance and to discuss expectations that are valued in school science community

38. Detailed Feedback Example: Another scientist would value this entry because you clearly have described what you have observed about __________________________ and the results of your tests. For example, you included the following scientific details ________________

39. When to assess Science Notebooks During each lesson, check that all students are writing in their notebooks After a series of 3-4 lessons that have been developing students’ understanding of certain concepts or skills (making and writing observations). Skim through first few entries to get a general idea then carefully read the last entry and provide constructive feedback.

40. What to assess? Conceptual understanding of the science content or “big ideas” of the unit. Think scientifically, apply critical thinking skills in solving problems and developing conceptual understanding. Uses scientific skill successfully Communicate scientific thinking and science concepts through expository writing.

41. How to Assess Address specific strengths first Never use the word “but” in constructive feedback Address weaknesses by asking questions. Example: What do you think another scientist might be interested in knowing about your investigation? With struggling students who have low skills and self-esteem, address only the strengths.

42. Research by Black and Wiliam 1998 If pupils are given only marks or grades, they do not benefit from feedback. Feedback improves learning when it gives each pupil specific guidance on strengths and weaknesses Formative assessment benefits all students but increase in levels of achievement is particularly marked for lower achieving students.

43. Support a variety of literacy skills in the science classroom Comprehension strategies Written and Oral Communication skill Vocabulary development (glossary) Expository reading and writing skills Sharing thinking (Making Meaning Conference) Supporting ideas with evidence (Claims and Evidence)

44. Science Notebook Websites http://www.sciencenotebooks.org FAQ tab – can select “secondary” http://www.sciencenotebooks.org http://lhsfoss.org/fossweb/teac hers/notebooks/index.html http://lhsfoss.org/fossweb/teac hers/notebooks/index.html Graphing websites: http://nces.ed.gov/nceskids/inde x.asp (create a graph) http://www.mrnussbaum.com/cool graphing.htm http://nces.ed.gov/nceskids/inde x.asp http://www.mrnussbaum.com/cool graphing.htm

45. The Notebook Determine the type of notebook Composition book A spiral notebook A three prong paper folder What type of notebook will you use? Use what works in your classroom

46. Notebook tips Paper clip all the pages reserved for the Table of Contents Paste an envelope in the back of the notebook so students can collect pictures from the real world that apply to each unit of study. At the end of the school year, decorate the notebook in collage fashion with the pictures. What do you want on the supply list for start of year?

47. More tips Highlight the vocabulary words so they can be easily found on the page. Make a science word wall Instruct students to write complete sentences when writing conclusions Tools of science – develop a chart for the notebook which includes: Tool, Measuring, and Unit of measure.

48. Using Science Notebooks in the Elementary Classroom By: Michael P. Klentschy NSTA Press References Writing in Science Betsy Rupp Fulwiler Heinemann Press

49. References Teaching Science with Interactive Notebooks by Kellie Marcarelli c. 2010, Corwin A Sage Company Linking Science & Literacy in the K-8 Classroom by Rowena Douglas, Michael Klentschy and Karen Worth, c. 2006, NSTA Press Using Science Notebooks in Middle School, by Michael Klentschy, c. 2010, NSTA Press

50. It’s not the experience that makes the learning. It’s the reflection on that experience.