1. This powerpoint needs student work to go along with each of the categories of entry types, etc.
Please scan copies of your own students’ work and place them into the powerpoint where appropriate.

2. Powerful Learning Experiences
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Powerful Learning Experiences
·   First Hand (the real thing)
o    HANDS-ON EXPERIENCE THROUGH THE SENSES
·   Second Hand (representational)
o    VIDEO/PICTURES/MODELS/SIMULATIONS
·   Third Hand (symbolic)
o     BOOKS
Most Powerful
Least Powerful
First Hand Learning is the real thing. Just as a young child learns about the world around them through their senses, a learner will readily take in information through the senses and remember it better if done in a hands-on way.
The next most powerful way to learn is through representational means such as videotapes, pictures, and simulations of the real thing.
Finally, another way to learn but not the most powerful is through the symbolic or through books. Each of the above ways to learn is important but should be done from most powerful to least powerful.
Unfortunately, most textbooks are designed to do the third hand learning first, the second hand interspersed and finally, but not always due to lack of materials, comes the first hand learning.
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3. Science Across the Curriculum through… NOTEBOOKS
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Science Across the Curriculum through… NOTEBOOKS
(Be sure to stress that this presentation is a compilation of information on notebook strategies and lessons learned from school districts across the country. It is beginning to reflect the work of the North Cascades & Olympics Partnership Notebooks Summit)
(The main changes you might see in this presentation are due to the research done by Inverness on the use of Science Notebooks in the Seattle School District.)
This presentation, created by Peggy Harris Willcuts, shares information about notebook strategies and lessons learned from school districts including Seattle, El Centro, Gilbert, Pasadena, and those in the WA ST LASER ALLIANCES .
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4. THINKING ABOUT NOTEBOOKS…
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THINKING ABOUT NOTEBOOKS…
WHAT IS IT THAT YOU THINK SHOULD BE INCLUDED IN A SCIENCE NOTEBOOK?
When you have finished your response, draw a
Now you must make some decisions as to how you want to format the pages inside to work best for you.
In the new genre of teacher inservice presentations, many PD providers are beginning to use these notebooks at the start of the session. Teachers use the right side for note taking and the left side for notemaking.
The right side for what you know and are experiencing and the left side for what you think about what you are learning or what you know…
line of learning!
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5. THINKING ABOUT NOTEBOOKS…
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THINKING ABOUT NOTEBOOKS…
Share out with your
table group…
Now you must make some decisions as to how you want to format the pages inside to work best for you.
In the new genre of teacher inservice presentations, many PD providers are beginning to use these notebooks at the start of the session. Teachers use the right side for note taking and the left side for notemaking.
The right side for what you know and are experiencing and the left side for what you think about what you are learning or what you know…
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6. PERSONALITY LET’S GET STARTED… Spine
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LET’S GET STARTED…
Spine
Using the white marking pen, give your notebook a name.
Cover or Cover Page
This needs to name the context of the experience.
But… let it reflect your
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.
Take the gel pen on your table and write on the spine, YVTC LASER 2001-
Set aside the first page as the title page: YVTC LASER with your name and contact info in case someone finds this notebook, they can return it to you.
Then, on the next page, front and back put TABLE OF CONTENTS on the front of the next page.
Finally, save the back ten or so pages for identifying things such as addresses, web pages, books, glossary of terms…
PERSONALITY
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7. TABLE OF CONTENTS Use the first 2 pages for the Table of Contents…
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TABLE OF CONTENTS P
Use the first 2 pages for the Table of Contents…
DATE ACTIVITY PAGE #
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.
Take the gel pen on your table and write on the spine, YVTC LASER 2001-
Set aside the first page as the title page: YVTC LASER with your name and contact info in case someone finds this notebook, they can return it to you.
Then, on the next page, front and back put TABLE OF CONTENTS on the front of the next page.
Finally, save the back ten or so pages for identifying things such as addresses, web pages, books, glossary of terms…
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8. WHY KEEP A SCIENCE NOTEBOOK?
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WHY KEEP A SCIENCE NOTEBOOK?
Find the ____________ paste-in in your envelope.
Take a look at the ways a teacher might make comments.
Some feel there should be no writing on pages of the notebooks and others are very comfortable with it.
Some teachers use post-it notes.
Some use the back pages of the notebook but be careful with your young students – this will not work for them.
Finally, some just comment orally during a conference with parents or with the child alone.
SHARE SOME EXAMPLES OF STUDENT WORK and the way the notebook pages are formatted.
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9. REAL WORLD OF “SCIENTISTS”
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Examples of
Science Notebooks
from the
REAL WORLD OF “SCIENTISTS”
This afternoon we will focus on how these notebooks translate into the world of a classroom with students.
There is intended to be a first step in the process of thinking about using science notebooks with students.
There probably isn’t anyone in this room who feels that they are an expert on using science notebooks with all age groups of children but we do have a lot of collective expertise so we must tap into that.
The scientists’ notebooks featured in this section come from those working at Battelle Pacific NW National Labs.
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10. Early Efforts to Keep a Science Notebook
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Early Efforts to Keep a Science Notebook
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11. In the spring of 1869, a young amateur naturalist named John Muir visited what was to become Yosemite National Park. He kept a daily journal that summer, excerpts of which eventually made it into The Atlantic Monthly in 1911, shortly before the entire journal was
published under
the title My First
Summer in the
Sierra.                                                         
WA ST LASER
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12. WA ST LASER
In between musings about the diverse environment around him, Muir contemplates the tiny ecosystem that exists on the clothing of his companion, the shepherd:
“His trousers in particular have become so adhesive with the mixed fat and resin, that pine-needles, thin flakes and fibers of bark, hair, mica-scales, and minute grains of quartz, hornblende, etc.,…”
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13. WA ST LASER
“feathers, seed, wings, moth and butterfly wings, legs and antennae of innumerable insects, or even whole insects such as the small beetles, moths, and mosquitoes, with flower-petals, pollen dust, and indeed bits of all plants, animals, and minerals of the region, adhere to them, and are safely imbedded, so that, though far from being a naturalist, he collects fragmentary specimens of everything, and becomes richer than he knows”…
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14. WA ST LASER
“The man is a microcosm; at least our shepherd is, or rather his trousers. These precious overalls are never taken off, and nobody knows how old they are, though one may guess by their thickness and concentric structure. Instead of wearing thin they wear thick, and in their stratification
have no small
geological
significance.”
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15. Computational Chemist
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“Something wrong with this”
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16. Computational Chemist
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Computational Chemist
“will have all of these checked for instability and optimize”
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17. Materials Scientist Reference graphs and tables pasted into notebook
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Reference graphs and tables pasted into notebook
Materials Scientist
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18. WA ST LASER
Materials Scientist
Sample sketch
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19. WA ST LASER
Materials Scientist
Results (crossed out)
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20. ECOLOGIST Describing the problem – the purpose of the study
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ECOLOGIST
Describing the problem – the purpose of the study
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21. ECOLOGIST Identifying the site including selection criteria
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ECOLOGIST
Identifying the site including selection criteria
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22. ECOLOGIST Specifications regarding the Elk Enclosures WA ST LASER
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23. Ecologist Setting up and Monitoring a Field Study
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Ecologist Setting up and Monitoring a Field Study
Describing the problem (purpose of study)
Identifying the site (including selection criteria)
Specifications (elk exclosure)
Describing experimental & control plots
Record of site visits (e.g., observations, sketches, reference to photo and GPS measurements taken)
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24. Summary Characteristics of a scientist’s notebook
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Summary
Characteristics of a scientist’s notebook
Is individual in nature
Includes what works and what does not work
Includes text, data, drawings, charts, graphs
Gives information and asks questions
Entries are a record of thoughts at the time, and are not “corrected” later
Newer ideas are added as another entry
How scientists use their notebooks
Scientists record the time as well as the date
Scientists read notebooks of other scientists
Scientists only write in their own notebooks
Scientists encourage investigation partners to read their notebooks
Scientists record ideas they get from others – but they give credit P
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25. ENTRIES Cognition KWL sheets Scientific Illustrations or Diagrams
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ENTRIES
Cognition
KWL sheets
Scientific Illustrations or Diagrams
Observations and discussion of those observations (perhaps done with writing frame)
Student record sheets
Routines (date, page number)
Charts, diagrams, graphs
Responses to questions and …
LINE OF LEARNING to honor the wisdom of the group
Procedures of a Fair Test (remember moderation!)
Prediction/hypothesis
Lists of materials
Manipulated variable (changed variable)
Responding variable (measured variable)
Data table and graph of that data
Summary and conclusion
(read from slide)
Where on this list do you see the HPL finding in regards to engaging students’ preconceptions.
KWL/student record sheets/responses to questions
BUT, this gives the teacher information to inform his/her practice but the TEACHER MUST DO SOMETHING WITH THAT INFORMATION.
A critical feature of effective teaching is that it elicits from students their preexisting understanding of the subject matter to be taught and provides existing understanding of the subject matter to be taught and proves opportunities to build on – or challenge – the initial understanding.
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26. ENTRIES Metacognition The affective/reflective information
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ENTRIES
Metacognition
The affective/reflective information
What worked and what didn’t work.
How the experience went – how’d we get along?
Thoughts about the lesson in general, reflections.
The ULTIMATE end-product to inquiry = Further questions:
Researchable ones: go find out
Testable: let’s do an experiment
(read from slide)
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27. ENTRIES Don’t forget scoring rubrics critical feedback
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ENTRIES
Don’t forget
scoring rubrics
critical feedback
newspaper or magazine articles
digital pictures of projects
notes from a guest speaker
(read from slide)
Let’s talk further about a couple of these… (next slide)
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28. GLOSSARY Save pages for A-Z Glossary that is student generated.
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GLOSSARY
Save pages for A-Z Glossary that is student generated.
Paste program generated Glossary in the back
highlight a word as it is encountered
add a sentence using the word in context
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.
Take the gel pen on your table and write on the spine, YVTC LASER 2001-
Set aside the first page as the title page: YVTC LASER with your name and contact info in case someone finds this notebook, they can return it to you.
Then, on the next page, front and back put TABLE OF CONTENTS on the front of the next page.
Finally, save the back ten or so pages for identifying things such as addresses, web pages, books, glossary of terms…
PD Manuals

29. Let’s talk about Assessment
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Let’s talk about Assessment
(FORMATIVE)
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30. Opportunities for Assessment
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Opportunities for Assessment
Teacher’s Opportunities to Score:
“Drive-Bys”
Data sheets scored before attaching to notebook
Quizzes scored independently
Weekly if possible for critical comments
Remember that the students’ science notebook is a marvelous opportunity for you to assess your students’ understanding AND to assess your own teaching!
Suffice it to say that it can take many forms.
Perhaps allow students to create with you a rubric that states the expectations.
When giving critical feedback to students, say something about their work that has meaning. Don’t just write “super” or “great” but give them feedback that tell TWO THINGS.
Tell them something about what it is they have done well.
Tell them something they could do better.
This gives them the critical feedback they need.
On occasion, allow students to assess how they are doing in a simple reflection or by using the same scoring rubric that you would use.
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31. Opportunities for Assessment
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Opportunities for Assessment
Self assessment or teacher assessment
Scoring Rubrics (primary and intermediate)
Student scores self
Teacher scores student
Student and teacher score student
Notebook Reflections
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32. CRITICAL FEEDBACK IS CRITICAL
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CRITICAL FEEDBACK IS CRITICAL P
Writing on pages
Post-It Notes
Oral Commentary
Scoring Rubric
Find the ____________ paste-in in your envelope.
Take a look at the ways a teacher might make comments.
Some feel there should be no writing on pages of the notebooks and others are very comfortable with it.
Some teachers use post-it notes.
Some use the back pages of the notebook but be careful with your young students – this will not work for them.
Finally, some just comment orally during a conference with parents or with the child alone.
SHARE SOME EXAMPLES OF STUDENT WORK and the way the notebook pages are formatted. P
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33. Research = Positive Effects on Student Learning IF WE GIVE MORE:
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Research
IF WE GIVE MORE:
appropriate feedback to students about
targets hit and missed
make it ongoing assessment by teachers in a
wide variety of ways
= Positive Effects on Student Learning
Black & Wiliam, 1998
Classroom Assessment
Pg 12 & 13
Black and Wiliam found that if we give students more appropriate feedback on a wide variety of assessment opportunities, we WILL have a positive effect on student learning.
So keep in mind the ways you could give good feedback to students through their science notebook. You are not only giving them multiple opportunities but you are pushing them to dig deeper and take charge of their own learning.
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34. Student Benefits Reinforces student understanding of a subject.
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Student Benefits
Reinforces student understanding of a subject.
Helps develop clear thinking.
Encourages and illustrates importance of writing across the curriculum.
Allows for their self expression.
Students benefit
They understand the subject better when they practice manipulating the information in a number of ways.
To be able to clearly communicate it on paper takes practice and it helps them think more clearly about how to tell about something.
It assists a teacher in practicing writing in another subject area.
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35. WA ST LASER
Student Benefits
Provides open and risk-free communication with the teacher.
Emphasizes importance of writing now and in the real world.
Can be used as a resource in an
open notebook test and a
great opportunity to
practice for the WASL!
Gives students an exciting
reason to write.
(read from the slides)
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36. Science IS Real Writing
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Science IS Real Writing P
Writing to Inform : comparing and contrasting; analysis of a subject; using descriptive text to share the characteristics or properties of objects;
Writing to Explain : cause and effect;
Writing to Persuade : focusing on an issue; supporting your statements with data;
Writing to Explore : identifying a problem, investigating the problem, identifying possible solutions, finding the best solution, listing the necessary steps, providing support with evidence, evaluating your evidence.
When writing in their notebook before, during, or after a lesson, they could use descriptive text or narrative text or persuasive text.
Here are examples of science in these forms of expression.
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37. WA ST LASER
Teacher Benefits
Provides insight into students as individuals and their understanding of content and skills (science, math, language arts).
Provides “active” teaching,
and forces teachers to
examine their own
teaching more closely.
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38. WA ST LASER
Teacher Benefits
If dialogue exists, it builds rapport between teacher and student; makes learning a joint effort.
Provides a future resource of information for teacher, students, parents, and classmates.
Provides accountability for
teacher assessment of individual students and the entire class.
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39. WA ST LASER
Personal Reflection
Using your science notebook, take a few minutes alone to QUIETLY write what your expectations for your STUDENTS’ science notebooks will be.
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40. Table Reflection Draw a LINE OF LEARNING
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Table Reflection
Draw a LINE OF LEARNING
Hold a table discussion about what you have each written.
Jot down for yourself, some of the table groups’ wisdom.
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41. Group Report Draw another LINE OF LEARNING
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Group Report
Draw another LINE OF LEARNING
Each table group shares one thing.
Jot down for yourself, some of the whole groups’ wisdom.
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42. FINAL THOUGHTS… The laboratory notebook is:
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FINAL THOUGHTS…
The laboratory notebook is:
a place to record what you see and do
a place to record what you THINK about what you see and do
a place to ask questions about experiences
your silent partner, “on the bench”, open and ready, before work can begin.
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43. FINAL COMMENTS… From the teacher who has read the notebook, the
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FINAL COMMENTS…
From the teacher who has
read the notebook, the
student can learn to do better; and
from the students’ work the teacher
can learn to do better.
The notebook is thus a powerful aid for improving teaching and learning in the classroom.
JERRY PINE, 1996
CAL-TECH
Now to Jeff…
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