1. SCIENCE
NOTEBOOKS

2. Your name here
Your Subject here
Your Period here

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

4. 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

5. September 9, 2011
Put the date 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 in Cornell Note-taking form
Paste in hand outs
Describe what you 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

7. What kinds of things are attracted to a magnet?
September 9, 2011
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

8. 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

9. [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
Some metal objects are attracted to a magnet.
The (iron containing)
metals were attracted, other objects were not. 1L 1B

10. questions, wonderments
The “L” pages
November 18, 2004
questions, wonderments
ideas for further
investigation
insights
key words
new words
reflections on what
I learned today 1L 1R

11. 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.

12. 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.

13. 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)

14. 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

15. 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