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What is your definition of a science notebook? Think, post, and then talk through your thoughts with a partner.

The purpose of the notebook is to foster thinking and learning through inquiry. The science notebook is the medium for organizing, questions, investigations, data, thinking about, explanations, and communicating about science. Notebooks can have different organization systems and artifacts, while learning over time is collected and reflected upon the pages within it’s cover.

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 Five Good Reasons to use Science Notebooks  Enhancing Learning with Science Notebooks  The 5E Learning Cycle  NGSS Science and Engineering Practices  Core Ideas in Engineering and Technology

 Composition  3 – Ring Binder  Consider the challenges and benefits of either for your classroom.

 Draw a picture of a scientist. Use the template provided or a page in your composition notebook

1. Asking Questions & Defining Problems 2. Developing & Using Models 3. Planning & Carrying Out Investigations 4. Analyzing & Interpreting Data 5. Using Mathematics & Computational Thinking 6. Constructing Explanations & Designing Solutions 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, & Communicating Information

 Inquiry boxes are powerful tools for helping students develop strong science and engineering practice skills Practice 1. Asking questions and defining problems

Left Side Entries: Right Side Entries: Table of Contents: Build as you go Pg. #

LOVES The left side of your ISN LOVES student work creatively This side allows you to creatively interact with what we are learning The right side of your ISN contains ONLY information given to you by your teacher

your  This is your side to show you understand the material colorful  This colorful and creative interaction helps your brain to process and remember the information better  Each page needs at least 4 different colors  The result is greater success in science!! Left side choices  Concept Maps  Graphic Organizers  Drawings/diagrams  Poems/raps/songs  Flow Charts  Graphs  Questions  Cartoons

 This is the information given to you by your teacher during class  Examples may include: ◦ Lecture, video or textbook notes ◦ Lab Activities ◦ Summaries ◦ Worksheets ◦ Classroom Specific Information ◦ Warm Ups  Information on this side is TESTABLE material

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.

Describing the problem – the purpose of the study

Reference graphs and tables pasted into notebook

Sample sketch

What are some of the things you saw happening in the scientists’ notebooks? When you have finished your response, draw a

Share out with your table group…

Be sure to follow along CAREFULLY

Personalize it! ◦ Top right corner: Full name Science Class period (block) -Draw a scientist: glue on photos, clip art, drawings, stickers - Cover it with clear packing tape to make it sturdy or use large labels and stick to cover, or slide paper inside clear- view

Draw a “Scienctist” - glue on clip art, pictures or drawings about science - Consider durability

 You may add more personalization if you wish  Consider Durability

 Title pages 1 through 9 “Table of Contents”  Create table as shown 23 Table of Contents Date ItemPage

3 2

1 October 12

Model first – describing what you are doing… Outside shape Split object into parts

This organizer or writing frame is one part of a comprehensive, research-based approach to teaching students how to think, talk and write like scientists. (See Writing in Science by Betsy Rupp Fulwiler, © 2007, Portsmouth, NH: Heinemann.)

ANATOMY OF A PENCIL

The Anatomy Of A Pencil Body: Most often made of wood, however it can be made of other materials including cotton scraps from blue jeans. Wooden bodied pencils are often made from incense cedar slats. A second grooved slat is glued on top of the graphite core filled slat; the slats are then cut and shaped into individual pencils. According to the Dixon Ticonderoga Company, the reason why pencils are often painted yellow is because, during the 1800’s, the best graphite came from China, and because yellow was the color of the Imperial Chinese Emperor and stood for royalty and respect; by painting the pencil yellow, people would recognize that their pencil contained the finest graphite available. Eraser: The eraser is also known as the rubber, (it used to be made from rubber), it is actually a plastic or sometimes vinyl compound. Ferrule: The ferrule is the metal band that's located at the end of the pencil body and holds a eraser which has been glued into it. Graphite: Also known as the writing core. The writing cores are glued into grooves that have been cut into the wooden slats. The writing core is made from graphite and clay. The more graphite in a pencil - the darker the mark. The more clay in a pencil - the lighter the mark.

Now add a colored marker…

PENCIL MARKER Similarities Differences

This organizer or writing frame is one part of a comprehensive, research-based approach to teaching students how to think, talk and write like scientists. (See Writing in Science by Betsy Rupp Fulwiler, © 2007, Portsmouth, NH: Heinemann.)

Turn back to your Table of Contents. Add the Pencil and Marker Activity with the corresponding page numbers.

 Skim directions  Use a data sheet and sentence stems or lined piece of paper.

1. Asking Questions & Defining Problems 2. Developing & Using Models 3. Planning & Carrying Out Investigations 4. Analyzing & Interpreting Data 5. Using Mathematics & Computational Thinking 6. Constructing Explanations & Designing Solutions 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, & Communicating Information

Turn back to your Table of Contents. Add the Thinking out of the Box with the corresponding page numbers. (number the handout if it is in a binder) 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!

 Glue???

 NSTA Publications (mostly free)  Register for free account  enter/register.aspx enter/register.aspx  Follow Science on Twitter ◦ ◦  iPad Apps

Integrated Instructional Sequence: BSCS 5E Model

 What are some commonly held student ideas (both troublesome and helpful) about this topic? How could instruction build on them?  What prior concepts do students need to learn to understand the core ideas? What level of abstraction is expected of them?  What representations or media help students make sense of core ideas?  What practices could students engage in to explore phenomena and/or representations of this concept?  Are there crosscutting concepts that could support learning the core idea?  What connections to the Common Core State Standards (CCSS) could be emphasized as students engage in the instructional sequence?

 All clip art in Discovery Education's Clip Art Gallery created by Mark A. Hicks, illustrator. /category/logo0001.html /category/logo0001.html