Charlotte McDonaldFOSS Consultant

cmcdonald54@comcast.net

Scientist’s Notebook

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 AndersonPlanetary Geologist

Brown University

Students Model the way that a Scientist Works

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.

Who is the Audience for the Science Notebook?TeacherParentsStudentsPrincipalOther Scientists

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.

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

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?

Number your pages

1

Number through 10

32

Index: References Vocabulary

Example:

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.

.

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

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.

Example: Scientific Illustration

Criteria for Scientific DrawingABCD’s

A = AccurateB = BigC = ColorfulD = Detailed

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.

How do I set up a Science Notebook? - ActivityAdd 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.

Line of LearningThis 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.

Swingers

Observation Frame

Think of the four senses (not taste)Size, shape, color, lines,

patterns, texture, weight, smell/odor, sound, behavior

I observed ________________ I noticed __________________

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 _______________

Notebook Entries

1. Planning the Investigation2. Data Acquisition and

Organization3. Making Sense of Data4. Reflection and Self-

Assessment

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?

Notebook Entry

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

Planning the InvestigationNarrative Plans

Based on focus questionShort description of plan

ListsMaterials listDates of observations, people

Step-by-Step Procedures

PlanningPlanning Step General Plan Steps 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.

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

Data Acquisition and Organization

Records:Clearly related to focus questionAccurate and preciseOrganized for efficient reference

Acquisition: Words, phrases, numbers, drawings

Display: narratives, drawings, charts, graphs, diagrams, calendars, artifacts

Investigate your question

Write your observations in your notebook.

Make a chart of your observations.

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.

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….

Claims and Evidence

Claims Evidence

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….

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

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

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 ________________

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.

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.

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.

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.

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)

Science Notebook Websites

http://www.sciencenotebooks.org FAQ tab – can select “secondary”

http://lhsfoss.org/fossweb/teachers/notebooks/index.html

Graphing websites: http://nces.ed.gov/nceskids/index.asp (create a graph) http://www.mrnussbaum.com/coolgraphing.htm

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

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?

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.

Using Science Notebooks in the Elementary ClassroomBy: Michael P. KlentschyNSTA Press

References

Writing in Science

Betsy Rupp Fulwiler Heinemann Press

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

It’s not the experience that makes the learning.

It’s the reflection on that experience.