Scientist’s Notebook Introductions: Index card and sticky notes: categories: Name (in center), hometown, current home, what I like to do when I’m not working, school grade level, what do you want to learn about. Trade like notes then do introductions. SHOW POWER POINT “Using notebooks in Science” and have participants write on a card “What is included in the Scientist’s notebook?”

Students Model the way that a Scientist Works 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 Show “UsingNotebooksinScience” PPT and ask: What do you notice is included in the Science notebooks? List on chart paper. Ask: What is the purpose of a science notebook in your class?

Why Do Researchers Keep a Notebook? Researchers of any age need to keep track of their activities. They need a place to record their observations and questions; to reflect on their experiences; to record the data from their investigations and from other information sources. Maintaining an organized record is a way to look back, revise, and plan for the next steps.

SCIENTIST’S NOTEBOOKS SCIENCE NOTEBOOKS www.sciencenotebooks.org SCIENTIST’S NOTEBOOKS The following slides show real notebooks from scientists who work at Battelle – Pacific Northwest National Laboratory in Richland, Washington. Watch carefully as important parts to a scientist’s notebook are shared. WSTA Presentation October 2006

Computational Chemist SCIENCE NOTEBOOKS www.sciencenotebooks.org “Something wrong with this” WSTA Presentation October 2006

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

SCIENCE NOTEBOOKS www.sciencenotebooks.org Reference graphs and tables pasted into notebook Materials Scientist WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org Materials Scientist Sample sketch WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org Materials Scientist Results (crossed out) WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org ECOLOGIST SCIENCE NOTEBOOKS www.sciencenotebooks.org Describing the problem – the purpose of the study WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org ECOLOGIST Identifying the site including selection criteria WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org ECOLOGIST Specifications regarding the Elk Enclosures WSTA Presentation October 2006

What is the purpose Scientists’ Notebooks? Means for students to think scientifically – content, skills and thinking. Learn expository writing structures. Communicate scientific thinking and understanding. Formative assessment. The notebook belongs to the student and is their record of learning.

Who is the Audience for the Science Notebook? Teacher Parents Students Principal Other Scientists With whom are the students communicating with when they write their entries? If the teacher is the audience, then students try to please the teacher. The students also assume that the teacher knows what the students have done therefore does not help students write to an audience outside the classroom which is an important writing skill. Other Scientists – the standards of communication are other scientists. “What do you think another scientist would need to know if she or he were trying to understand more about what you observed?” Based on research done at Seattle Public Schools.

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. Put name on front of notebook. It is yours and you can express yourself through the cover, if you so desire. WSTA Presentation October 2006

Appendix for inserts or rubrics to be used for assessment 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 Basic set up of notebook. Some lower grade teachers number pages for the students.

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. You are going to create a student generated Table of Contents when the 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. Teachers usually follow a pattern in having students make entries into the Table of Contents. It happens right before the lesson or directly after. A partner check works well for reinforcing entries are made. Facilitator (Give them a few minutes to create a one page Table of Contents), paper clip pages together so student don’t use up pages that should be dedicated to Table of Contents

Number your pages Now take a few moments 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

Number through 10 2 3 Continue to number your pages through page 10. WRITE first entry, date, How to set up a science notebook, start with Page #1 – each person write what you have done so far. Can organize this with bullet points or numbers. 2 3

Index: References Vocabulary Example: TURN & TALK: What helps you remember or learn something? The index is a powerful tool for two reasons. First, it allows the student to construct a real time reference tool for finding definitions and use of the new science vocabulary in the context of the meaningful experience of the first hand investigation. Next, it provides exposure to elements of non-fiction text, one of which is the index. What better way to learn about how an index functions than to be involved in construction and using one of your own? Turn notebook upsidedown so don’t run out of room if need to add more vocabulary. Discuss other ways to have glossary – more traditional for checking. 21

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 Color code words by unit Include icons with words 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 Include icons with words such as a picture of a closed circuit.

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.

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. In your notebook, save a few pages to make notes about “How to set up a science notebook.” Then make you second entry on page #___. Write date, and focus question: How can matter be changed? ADD to Table of Contents.

Pencil Observation Activity In science, we need to document and record our observations. Using diagrams and scientific illustrations are great ways to capture what you see. Title your page Pencil Observation Activity Don’t forget the date!

SCIENCE NOTEBOOKS www.sciencenotebooks.org Let’s write about our observations by using a writing frame for scaffolding your writing. The actual observations you did of the pencil 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

Move from Sketch to Scientific Illustration SCIENCE NOTEBOOKS www.sciencenotebooks.org Move from Sketch to Scientific Illustration Go back and label the parts using the information your teacher gives you. Add any detail to enhance the realism of your drawing. Your drawing now is detailed, accurate, and labeled You have finished a sketch of your pencil and we need to label the parts. (Ask students what parts could be labeled) (suggested: graphite, eraser, metal holder, and body of pencil) 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 color and perhaps dimension to make the pencil real and accurate. 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

SCIENCE NOTEBOOKS www.sciencenotebooks.org ANATOMY OF A PENCIL NOW COMES A BIT OF SECOND HAND LEARNING – A PICTURE WITH LABELED PARTS… From www.pencils.com you can get an official picture of the pencil and its anatomy along with lots of great information. Now we have a term for the metal holder. (if you use a Word Bank, each of the terms students are experiencing, while having a first-hand experience of those terms, can be added to the word bank.) Since you now know the proper term for the metal band, turn back to your own drawing of the pencil and add the term “FERRULE” to your drawing to improve the drawing’s accuracy. Example of a Scientific Illustration WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org ANATOMY OF A SHOE NOW COMES A BIT OF SECOND HAND LEARNING – A PICTURE WITH LABELED PARTS… From www.pencils.com you can get an official picture of the pencil and its anatomy along with lots of great information. Now we have a term for the metal holder. (if you use a Word Bank, each of the terms students are experiencing, while having a first-hand experience of those terms, can be added to the word bank.) Since you now know the proper term for the metal band, turn back to your own drawing of the pencil and add the term “FERRULE” to your drawing to improve the drawing’s accuracy. Example of a Scientific Illustration WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org ANATOMY OF A SHOE NOW COMES A BIT OF SECOND HAND LEARNING – A PICTURE WITH LABELED PARTS… From www.pencils.com you can get an official picture of the pencil and its anatomy along with lots of great information. Now we have a term for the metal holder. (if you use a Word Bank, each of the terms students are experiencing, while having a first-hand experience of those terms, can be added to the word bank.) Since you now know the proper term for the metal band, turn back to your own drawing of the pencil and add the term “FERRULE” to your drawing to improve the drawing’s accuracy. Example of a Scientific Illustration WSTA Presentation October 2006

Example: Scientific Illustration

Make a BOX & T-CHART on the next page SCIENCE NOTEBOOKS www.sciencenotebooks.org Make a BOX & T-CHART on the next page Similarities Differences OBJECT #1 OBJECT #2 Let’s use an example of a graphic organizer to compare the pencil and the marker. (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 the pencil and the marker the same? Write your thoughts in the box at the top of the graphic organizer. In the box on the top, write how the pencil and the marker are the same. Move to the lower level and begin listing how the pencil and the marker are different. When you say something about the pencil, say something about the marker as well. It might be, “has an eraser” and “does not have an eraser”. Betsy Rupp Fulwiler WSTA Presentation October 2006

Compare and Contrast Now we can create a comparison in the form of a paragraph. Write down at least two things that are similar and two things that are different between your drawing and your table partners drawing.

Update Your Table of Contents SCIENCE NOTEBOOKS www.sciencenotebooks.org Update Your Table of Contents Turn back to your Table of Contents. Add the Pencil Observation Activity with the corresponding page numbers and date. You might make a note of the charts if needed. Now that you have had a basic experience in using your science notebook you are ready to record your experiences while at work in your science class! (If using a Table of Contents with your students, now is the time to update the T of C with the page numbers used in the study of pencils and markers) (Students are ready to work their science notebooks in their unit of study. Don’t forget to access example pages of student notebooks on the website: www.sciencenotebooks.org) WSTA Presentation October 2006

How to be Organized Do not tear pages out of your notebook Use only pencil and/or colored pencil to write on the pages. Colored pencils should be used for graphs and diagrams. Use only a glue stick or staples to attach your pages…unless you are adding a page of notes to an existing page.

Observation Frame Think of the four senses (not taste) Size, shape, color, lines, patterns, texture, weight, smell/odor, sound, behavior I observed ________________ I noticed __________________ Write in notebooks using this Observation Frame or Organizer. HANDOUT complete organizer and have participants write all entries under “Black Plates.” How did you feel using this frame? Scaffold this observation frame for grade level etc.

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? Developing the question. Write these thoughts in your notebook. Can have group or class Focus questions. Different groups may have different focus questions. For younger students, type question on address label or paper and have them stick or tape in notebook under the date. Older students identify variables.

What…, How… and Does…are good beginnings 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”? Ask questions like : “What might we want to find out about……..”? An engaging scenario Give pairs time to come up with a question to investigate then investigate it. Planning templates or frames can help students get started on investigation. HAND OUT – Planning your Own Scientific Investigation.

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. Students use “facing pages” to have question, prediction and notes/class discussions on the left and tables or data collection and conclusions on the right. Don’t get too hung up on this.

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 Before we begin the investigation: I think____ will happen because…. Is used to help students write predictions. “because” is used to evoke an explanation of what the student think from past experiences and express reasoning. Having student’s write the “because” can provide the teacher with insight into student misconceptions.

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? Mass of ice cube, timer, thermometer, room temperature, and temperature of the blocks 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. Write plan in notebook. It is not recommended that students write the detailed procedure in the notebook. The notebook is for their: Questions, observations, predictions, data, conclusions and ideas. Also, it is not recommended that students write a list of materials – this can be a waste of time. (Chemistry example)

Line of Leaning 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. Line can be made in any color

Students use notebooks during class As a guide and/or reference As a place to record data, 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 accountable for their learning Resource

Using the Scientists’ Notebook Activating prior knowledge Asking question Before………. Thinking strategies During……. Entries from the notebook template After…….. Content reading and writing related to inquiry Making connections

BEFORE….. Concept maps Anticipation guide KWL KLEW Quick writes Visualizations I Know/ I Wonder chart Resources: Assessment Probe books and F.A.C.T.S. and “Teaching Reading in Science” McRel plus handout Formative Assessment Probes FQR During

DURING… Implementing the scientists’ notebook template Focus questions Predictions Planning (not detailed or copied) Data/observations Claims and evidence Making Meaning Conference Conclusions After 5

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 Next 8

Student’s Guide to Scientists’ Notebook TITLE OF LESSON FOCUS QUESTION* (Big Idea) What do you have to investigate or figure out in this lesson that is related to the big idea? What will be the main question that will guide your learning? What…, How…, Does… are good beginnings PREDICTION/ HYPOTHESIS* What do you think will happen (USING PRIOR KNOWLEDGE) If I do … then… will happen because… I think … because PLANNING (Don’t rewrite procedures- use if you need to design a procedure) DATA* Record the data in a way that will make sense to you later Paragraph, Bullets, Table/Chart, Drawings, Graphs, etc. Title and label diagrams and pictures Measurements should be specific, accurate, and units labeled NEVER erase your work: Simply cross out any errors CLAIMS AND EVIDENCE* State your claim based on your evidence (data collected from observations) 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) MAKING MEANING CONFERENCE* Make your thinking public in a class discussion Turn and Talk CONCLUSION/REFLECTION* Restate the focus question as a topic sentence In this investigation… In this inquiry…. I (we) learned that….. Use details from your claims and evidence (data) chart to answer the focus question. Every claim must be supported by evidence. I (we) liked/did not like…… because My (our) prediction that…..was…..because…. This reminds me (us) of….. because…. I (we) discovered that….. Now I (we) think that….because Refer back to your hypothesis My hypothesis was correct/incorrect because… Record your thoughts after the experiment (Understandings, Likes, Related Thinking, Connections) Include a summative sentence that can be a restatement in different words of the topic sentence. Questions What new questions do you have to extend your learning? Claims Evidence

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 scores Use 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. HAND OUT “ Criteria for Exemplary Science Notebook Entries

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 Hand-out Assessment Rubric which meets the criteria of the formative assessment. Hand-out – Notebook Feedback Strategies Hand-out – Entries to consider for giving feedback Hand-out -Designing Constructive Feedback Hand-out – Next Step (And Self-Assessment) Strategies-FOSS

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. More tips

References Using Science Notebooks in the Elementary Classroom By: Michael P. Klentschy NSTA Press Resource 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