SCIENCE NOTEBOOKS

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Table of Contents Leave first two or three double sided pages blank as a Table of Contents that we keep up to date with each science experience.

Begin numbering on the third double-sided page – Number the left page as “1 L”, the right page as “1 R” throughout the book -- next page on the left, “2 L” etc. 1R 1L

February 10, 2009 9:00 a.m. Put the date and the time at the top of the right hand side of your “R” pages. Use the “R” pages while you are working (right hand side of the page) Take notes Paste in hand outs Describe what are doing, draw, label, write Make predictions – what do you think will happen? Record observations (qualitative, quantitative) - Pictures, labeled diagrams 1L - Tables and graphs 1R

What kinds of things are attracted to a magnet? January 7, 2005 9:00 a.m. What kinds of things are attracted to a magnet? At the beginning stages of inquiry, we often begin with qustions that are "given". 1A 1B

behaviors and characteristics November 18, 2004 9:00 a.m. What's happening? Later, as we see the behaviors and characteristics of the materials that we explore, express your wonderment as a question -- your own question. Where did it go ? Where did it come from? Why did that happen/not happen? What would happen if I -- ? 1A 1B

[Observations, results, drawings, statements, November 18, 2004 9:00 a.m. What kinds of things are attracted to a magnet [Observations, results, drawings, statements, charts, etc.] Claims Evidence The (iron containing) metals were attracted, other objects were not. Some metal objects are attracted to a magnet. 1A 1B

questions, wonderments The “L” pages November 18, 2004 questions, wonderments 9:00 a.m. ideas for further investigation insights key words new words 1A 1B

Students’ Science Notebooks and the Inquiry Process Teaching for understanding Writing as a way of learning Linking literacy and science Role of science in strengthening student’s language skills Strengthening the place of science in a basic curriculum.

If there is a class discussion, only a small fraction of the students share their ideas. Notebook entries do not necessarily reveal whether there has been a class discussion. One way to tell if the statements were “student-generated” (i.e., via a class discussion) or teacher generated is whether the copied statement is in kid-friendly language.

Table 4 El Centro Mike Klentschy, Superintendent Grade 6 Writing Proficiency Pass Rate Spring 1999 Administration Disaggregated by Years of Participation in District Science Program Pass Rate Cumulative 71% (n=636) Years of Participation %Pass 0 25% (n=158) 1 58% (n = 144) 2 73% (n=122) 3 88% (n=114) 4 94% (n=98)

Teaching Hands-On/Minds-On Science Improves Student Achievement in Reading: A Fresno Study By Jerry D. Valadez, Science Coordinator Yvonne Freve, Analyst Fresno Unified School District—Urban Systemic Program Fresno, California

There is convincing and incontrovertible evidence that formative assessment increases standards of attainment. This was reported at the Forum by Professor Paul Black of the University of London, from a review of research into the effect of classroom assessment on learning that he had just completed with Dylan Wiliam (Black and Wiliam, 1998a). Black and Wiliam found that initiatives designed to strengthen formative assessment can enhance student achievement. In fact, the potential improvement is substantially greater than for most other interventions designed to raise academic attainment. Moreover, the evidence showed that lower-achieving students gained more than others. Thus, the spread of attainment can be reduced while the over-all level is raised. Wynn Harlen Enhancing Inquiry through Formative Assessment