SCIENCE NOTEBOOKS www.sciencenotebooks.org This presentation shares information about science notebook strategies and lessons learned from school districts in the Washington State LASER Alliances as well as those districts in El Centro and Pasadena, California and Gilbert, Arizona.. WSTA Presentation October 2006

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. It is yours and you can express yourself through the cover, if you so desire. WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org THEN… Don’t forget to let your notebook reflect your… ARTISTIC PERSONALITY WSTA Presentation October 2006

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

THINKING ABOUT YOUR SCIENCE NOTEBOOK… SCIENCE NOTEBOOKS www.sciencenotebooks.org THINKING ABOUT YOUR SCIENCE NOTEBOOK… What are some of the things you see happening in the scientists’ notebooks? Look at the examples and share some ideas with the person sitting next to you Turn to your first numbered page and write this FOCUS question on the top line… Think quietly to yourself about your personal answer to this question and when you are finished with your response, draw a LINE OF LEARNING under your final entry. A LINE OF LEARNING is a way to indicate where your thinking left off and where you can honor the wisdom of the group but putting other entries under the line. 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 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

SCIENCE NOTEBOOKS www.sciencenotebooks.org REFLECT… Which of those things do you think you could incorporate in YOUR notebook? WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org TABLE OF CONTENTS Use the first 1-2 pages for the Table of Contents… DATE ACTIVITY PAGE # The Table of Contents, IF YOU AS A TEACHER DECIDE TO USE ONE, can appear in a number of forms from teacher generated to student generated… Teacher generated: Teacher types the entire Table of Contents and students add only the page number and the date. (Caution – if you don’t get to each lesson in the entire unit or decide to do things in a different order – real world – your table of contents doesn’t work very well. Teacher copies a blank template and students fill in all parts. Teacher uses a transparency on the overhead projector of a blank Table of Contents. At the end of the unit, the table of contents gets copied for each student and is pasted in BUT TWO PAGES MUST BE SAVED AT THE BEGINNING! Students see how a table of contents is prepared, they don’t physically create one. It is neat and tidy in the end but are you missing some opportunities for student learning of text features such as Tables of Contents? What grade levels might this be appropriate? (primary) What time of year? (first unit at beginning of the year) Student generated: 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. NOTE: The Table of Contents should be the first thing done before moving to the daily page. WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org NUMBER YOUR PAGES Now take a few moments only 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 WSTA Presentation October 2006

NUMBER YOUR PAGES THROUGH 10 SCIENCE NOTEBOOKS www.sciencenotebooks.org NUMBER YOUR PAGES THROUGH 10 Continue to number your pages through page 10. 2 3 WSTA Presentation October 2006

SCIENCE NOTEBOOKS www.sciencenotebooks.org NOW ADD TODAY’S DATE October 12 Add the date. 1 WSTA Presentation October 2006

Science Safety Contract Tape/Glue/Staple your science safety contract on the first page after your table of contents!! This way, you will NEVER forget the safety rules for lab 

First unit page The first unit we will be studying in here is the “Nature of Science” Create a unit page for this unit. Decorate as you wish!!!