Charlotte McDonaldGreenbush

School Improvement Services

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 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 to set up a science notebook.

Number your pages

1

Number through 10

32

Index: References Vocabulary

Example:

Word Bank

Use Word Cards (rather than a 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

Quick Write

Write down everything you can about how to change matter.

Include examples that explain how matter is changed.

Generic Notebook Requirements: Date in numerals, the first page of the

entry. Focus or investigative question for each

lesson. How can matter be changed? Give examples.

Write something about each science lesson.

Write legibly (not necessarily “best handwriting”) the notebook is a running rough draft.

BEFORE…..

I Know/ I Wonder chart

Visualizations

Formative Assessment ProbesFQR

Quick writes

Anticipation guide

KWL KLEW

Concept maps

During

Objects & Temperature

Read “Objects and Temperature” and write your answer on page 109.

Black Plates

Add “Black Plates” title to notebook page.

Add to Table of ContentsWrite observations in notebook http://www.learner.org/vod/vod_window

-cc.html?pid=2219 Writing in Science video

Observation Frame

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

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

I observed ________________ I noticed __________________

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?

Example Black Plates Question & Observation Using an ice cube (solid), how much

longer will it take an ice cube to melt on the cold block -A, as compared to one put on the warm block - B?

Observations – record what you observe in your notebook. Enter in Table of Contents. Include the date on each page.

How will you record the comparative observations?

What do we need to answer our question?

What do we want to measure? Temperature of blocks (start & finish) Mass of the blocks Melting time Conductivity other

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.

Scaffolding for Writing

Use Box and T-Chart for Comparisons (may need a shared mini writing lesson)

Black Plates Same or Similar

Different A B heavy light

Black,

Thermal Conduction

Transfer of thermal energy through matter from a region of higher temperature to a region of lower temperature.

Word cited in notebook index.Word highlighted on page.

Thermal Conductivity of Materials

Material Thermal Conductivity (W/m-K)

Cement .29

Air 0.025

Water (liquid) 0.6

Glass 1.1

Aluminum 200

Gold 318

Copper 380

Plastic 0.16

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

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….

Planning

Planning Step General Plan Steps to follow:

1. What should be changed?

1. The kind of black (A & B)

1. Find the temperature of each block.

2. What should be kept the same?

2. Mass of ice cube, timer, thermometer, room temperature, and temperature of the blocks

2. Mass ice cubes, place one cube on each block, start timer, record data, take temperature of blocks when ice is melted.

3. How will differences be observed or measured?

4. The time that is takes for energy transfer.

3. Chart the data for each block.

Time for a break!

Test your question and collect data

Block A Block B

Starting temp.

Final temp.

Time for ice to melt

2:38

Conductivity

Claims and Evidence

Claims Evidence

I clam that…. The aluminum block transfers energy faster and melts the ice faster than the plastic block.

I know that….

I claim this because…..it took ____minutes for the ice to melt on the aluminum block and ____ to melt on the plastic block.

I know this because….

Line of LeaningThis 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.

Support a Theory

How does this investigation explain the molecular-kinetic theory of matter?

Write your ideas in your notebook. Apply the Line of Learning Discussion – Turn & Talk or Buddy Share Write more or new information from the

discussion below your Line of Learning

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

It’s not the experience that makes the learning.

It’s the reflection on that experience.

Reflection: Next Steps, New Questions Develop investigable questions through

scaffolds such as What…? Which…? How…?

Use Reflection Strategies (hand-out) and Reflective Writing Starters (hand-out) to elicit student reflections on the investigation. Example: I wonder what would happen

if…..

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)

A vehicle to drive scientific inquiry

Moves the focus away from the

traditional experiment/ lab report format

Teach and Re-teach Situation

Drives instruction by monitoring student performance:

Understandings

Strengths

Weaknesses

Misconceptions

Students use notebooks during class

As a guide and/or reference

As a place to recorddata, observations, illustrations, reflections questions,ideas while working

As a place to collect and record claims and evidence to support their inquiry

To make thinking visible To document their

organizational growth over time

Notebooks make

students accountabl

e for

their learning

Using the Scientists’ Notebook

Thinking strategies

Before……….

Entries from the notebook template

During…….

After……..Content reading and writing related to inquiryMaking connections

Activating prior knowledgeAsking question

BEFORE…..

I Know/ I Wonder chart

Visualizations

Formative Assessment ProbesFQR

Quick writes

Anticipation guide

KWL KLEW

Concept maps

During

DURING…Implementing the scientists’ notebook template

Focus questions Predictions Planning (not detailed or copied) Data/observations Claims and evidence Making Meaning Conference Conclusions

5

After

AFTER …..

Summarizing Reflections Making connections Note taking from a reading Key word/key idea drawings Compare/contrast charts VIP/MVP Information circles Revisit KWL and I wonder charts

8

Next

We need a break

Goals for Assessment

Help Students Learn

Improve instruction

For Assessment feedback to be effective:For Assessment feedback to be

effective Provide non judgmental remarks

without grades or rubric scoresUse only for formative

assessment

Audience: Other Scientists

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 ________________

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.

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.

Use 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.

Assessing Student Progress

Use entries in science notebook as a formative assessment tool What should all students learn in this unit? (content

skills and/or process skills) How do the student science notebooks reflect

student learning? What evidence should support their understandings?

(criteria) What are the implications for further instruction?

Student self-assessment Next-Step Strategies

Science Notebook Website

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

Notetaking Systems

http://sas.calpoly.edu/asc/ssl/notetaking.systems.html

The Cornell Method The Outline Method The Mapping Method The Charting Method The Sentence Method

What are the differences?

Journals Reflections of student learning Used after work is done

Logs Books where students record data Used during an investigation

Notebooks Records planning, thinking, data and

reflections A tool to use before, during, and

after an investigation

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

Time

The Seattle Science in Writing Project recommends (with research support) that you teach science and science writing for a minimum of 3 hours/week: two sessions of 40 to 60 minutes for inquiry-based science and two sessions of 20 to 30 minutes for science writing.

Hundreds of Seattle teachers have seen increase in students’ achievement in science, expository writing, math, reading and social studies.

Implementation

12 Tips for Implementing Integrated Science and Writing Approach

Getting Started – 5 to 9 most ways to start.

Plans, Thoughts & Questions