1. Welcome to Interactive Science Notebook
Please take one composition Book and read the teepee on your table. You will be creating your own notebook.

2. Christine Lewis & Kristen Higgins October 26, 2016
Interactive Student Notebooks: Science Journaling for Beginners Grades 3-5
Christine Lewis & Kristen Higgins
October 26, 2016

3. Does this sound familiar??
• I can’t find my notes….homework…
I can’t remember what we did yesterday in class…..
• Where did I put my lab report?

4. What is the Answer?
Interactive Student notebooks

5. What are Science notebooks?
“Science notebooks are a natural complement to kit-based programs in which students are actively engaged with materials, involved in small and whole group discussions, and using expository text as a reference to confirm or extend ideas after investigations.” Fulton & Campbell, 2014.
Science notebooks are a place where students can record data, drawings, findings, questions, procedures, wonderings, and explanations prior, during and after investigations.

6. Albert Einstein’s notebook
Leonardo DaVinci’s notebook

7. Purpose
If students do not have a purpose for them, notebooks simply become a busy activity. Students also need a reason to record while they work; otherwise the materials can be too alluring and recording does not take place. Students gain a better appreciation of the notebooks’ value if they use them in an authentic manner. (Fulton & Campbell, 2014)

8. What is the difference between science logs, journals and notebooks?
Journals- serve as reflections of students’ learning. Most of the time, these journals are kept in the students’ desks during the investigation and are used after the work is completed. Entries usually begin with, “ Today in science I…” These journals contain reflections of students’ work and not necessarily the data from their investigations. (Fulton & Campbell, 2014)
Logs- books where students keep data over time. Used during investigations but not during discussions. “Students might look back at the data but do not reflect on their understandings or synthesize the data within the log itself.” (Fulton & Campbell, 2014)
Notebooks- tools to record both their data and thinking as they work with materials.

9. When do students use notebooks?
Students use notebooks prior to the investigation to record their thinking or planning; during the investigation to record words, pictures, photos, or numbers, or possibly getting the notebooks wet and messy in the process; and after the investigation to help clarify their thinking and data to share with others. (Fulton & Campbell)

10. Create your Journal
Decorate first page with a quick drawing about you and a drawing about science.
Glossary- back of book
Table of Contents- 4 pages

11. Notebook Goals Content
Scientific practices and crosscutting concepts- replicate the work of scientists
Language and communication skills

12. Content- Building scientific concepts
Students use their notebooks to record their findings and ideas about a content goal, ie. Environmental changes on organisms. Such goals come from national and state standards. The content goal may lead to a focus question meant to guide the instruction and reveal students’ understanding of the content, such as “how does an increase in rain affect plant life?” Students communicate their thinking as they answer this question in their notebooks.
(Fulton & Campbell, 2014)

13. Scientific practices and crosscutting concepts
This second goal emphasizes the advancement of scientific practices and crosscutting concepts, such as analyzing and interpreting data, comparing and contrasting and determining patterns. (Fulton and Campbell)
“The science notebook provides an authentic means for students to engage with these practices and concepts in much the same way that scientists engage with them.” (Fulton and Campbell, 13)

14. Language and communication skills
The third goal focuses on the development of language and communication skills, such as supporting clams with evidence. “The science notebook provides students with a venue to develop these skills in a meaningful context related to their firsthand experiences.”
(Fulton and Campbell)

15. First week- Apple observation
You will be observing an apple and recording what you notice - 2 mins
Date and subject - 2 minutes
Observations -10 minutes
Share with table - 2 minutes
record observations with whole group- write down on chart paper Methods for observing and recording - 2 minutes

16. Science Notebook Supplies
Colored Pencils Notebook Scissors
Glue Stick NO MARKERS!
(Except on the covers)
Pencils

17. Elements of a Science Notebook
Although each science notebook entry is unique, there are certain elements that all notebooks contain, such as information about an investigation, the collection and organization of data, questions, explanations, and basic information.
Teachers may help students focus these elements on the content by providing students with a focus question that drives the investigation and student recording toward the content rather than the activity.
(Fulton and Campbell)

18. Recording and Organizing Data
Notes and lists
Technical drawings and diagrams with labels
Charts
Tables
Graphs
Written observations
*** important***- be sure not to label one recording strategy more effective than another.
(Fulton and Campbell)

19. The research question can be a teacher generated focus question for the students to answer. It can also be a wondering or question the student(s) may have had in a previous investigation.
Observations and Data can take many forms- technical drawings, charts, tables, line plots, graphs, observations in written form.
*** Observations do not have to be in complete sentences- students just need to get their ideas down.
Claims and evidence- Here is where the students answer the focus question. Not only do they answer it, but they have proof, or evidence. Teachers may want to scaffold this for the students at first by allowing students to use sentence starters.
(Fulton and Campbell)

20. Claims- What is a claim?
Most labs originate with a guiding question.
Your claim is the concluding statement that answers your original question.
The claim is usually one sentence in length.
It must be accurate, specific, and completely answer the question.

21. The evidence is all of the scientific data that supports your claim.
Evidence must be sufficient and relevant to your claim. Not all data is considered evidence!
Most evidence is specific data from the lab. This can come from your own group or another group in the class.
•It can also come from other sources such as: computer simulations, websites, textbook, class notes, personal experience, etc.
•It is important to have numerous pieces of evidence in order to prove your claim!

22. Reasoning is the explanation that connects your claim to the evidence that supports it.
•It shows why the data you chose counts as evidence.
•This explanation acts as a “conclusion” of your experiment.
•It shows a detailed understanding of the scientific principles involved and uses correct science vocabulary.
•The reasoning should usually be at least a few sentences in length.

23. - Observations and Data Claims and Evidence
Now You Will Identify
- Research Questions
- Observations and Data
Claims and Evidence
Index Cards in Center of Table

24. Video- Student showing notebook w/ explanations
Setting Up Video
How to set up

25. “RESTRICTED” to Teacher’s input work
So, how do I set up an effective science notebook?
Left Side
Right Side
“LOVES” Student work. This is the side that students can use to show the teacher what they learned in a creative and colorful way.
This is the “output” or product side.
Even-numbered pages
“RESTRICTED” to Teacher’s input work
Contains info the teacher tells student to “ADD” or “WRITE”
This is the “input” side or info side.
Odd-numbered pages
Adapted from source: Gretchen Vikingson at

26. What could go on the right side?
How to Organize your Notebook:
Left Side (Output)
The left page demonstrates STUDENTS understanding
of the information from the right side page. They work
with the input, and INTERACT with the information in
creative, unique, and individual ways. The left side
helps focus their attention and guides their learning
of the science content and concepts.
Right Side (Input)
Science interactive notebooks are used to help students learn and remember important scientific concepts.
Why do they work?
This notebook style uses both the right and left-brain hemispheres to help students sort, categorize, remember, and creatively interact with the new knowledge they are gaining.
This side is for writing down information they are given.
Guidelines
Guidelines
OUTPUT goes on the left side!
· Every left side page gets used!
· Always number and date pages
· Always use color and organize information…
Be creative; it helps the brain learn
INPUT goes on the right side!
Always write the date on each page.
Always Title each assignment.
Always number each page consecutively
Always tape, glue or staple
What could go on the left side?
What could go on the right side?
· Use any of these techniques:
o Brainstorming
o Mind maps
o Concept maps
o Venn diagrams
o Pictures
o Drawings
o Diagrams
o Writing prompts
o Flow charts
o Poems
o Songs
o Self-reflections
o Cartoons
o Questions
Claims, evidence, and reasoning
Any of the following types of input:
o Class Notes
o Book Notes
o Video Notes
o Handouts and Articles
o Lab Instructions/Pre-Labs
o Activities
o Observations
o Lab Data
Source:
Kelly Cardamone

27. OUTPUT (student interpretation) INPUT (notes from teacher)
Example page:
OUTPUT (student interpretation)
INPUT (notes from teacher)
Source:

28. OUTPUT (your interpretation) INPUT (notes from teacher)
Another Example:
OUTPUT (your interpretation)
INPUT (notes from teacher)
Source:

29. What does each entry need to have?

30. Let’s try out our own notebooks with an investigation on pendulums.
Here is your focus question:
How many cycles will your pendulum make in 30 seconds?
You have 30 minutes for this investigation.

31. Strategies to Develop Notebooks
Think Alouds
Class Notebook
Peer Modeling
Student Generated Checklist
Examples/Non-examples
(Fulton and Campbell)

32. How to Differentiate Notebooks
Sentence Starters/Frames
Drawing Starter for Explanations
Oral Practice of observations/explanations
Word banks provide support for students who might struggle with new vocabulary.
(Fulton and Campbell)

33. What about materials provided in the science curriculum?
Teachers might utilize the student sheets some programs provide for the students instead of having the students create their own tables or graphs.
Students can record their data on these sheets and tape the papers in to their notebooks.
Some teachers opt to project the program created sheets on a projector as a starting point for students to use as one way to organize their data.
(Fulton and Campbell)

34. How do Science Notebooks meet the NGSS?

35. Science Lab - Interactive Notebook Check
Teacher Assessment of Notebooks
Name of Student __________________ Notebook Check # __1__ Date ___________
Science Lab - Interactive Notebook Check
­­­­­­
A composition notebook is used ­­______ /2pts.
Lab Title, your first and last name, and period appears clearly on front of notebook ______ /4pts.
Author’s page is page zero ______ /2pts.
Pages are numbered in bottom outside corner of each page ­­______ /2pts.
Handouts are always placed/attached on right side of each page ______ /8pts.
Interactive portion (left side) is being completed ______ /10pts.
Table of Contents is being completed (11 entries). Includes date, description, and page number ______ /13pts.
Additional Table of Contents pages are left blank for future use ______ /3pts.
Included on each page of entry are date and proper title ______ /4pts.
Entries are written in pencil ______ /2pts.
Total Score ______ /50 pts.
This can be modified based on how the teacher wants the notebook set up.
Source:

36. How do I know my students are learning?
The development of explanations help students focus on the science content. An explanation contains a claim, evidence and reasoning. (Fulton & Campbell)
At first, explanations may not be present in the science notebooks because students are so engaged in capturing observations and documenting their investigations.
With experience, students will be able to construct explanations that contain all three parts. They make specific claims, use data as part of their evidence, and provide reasoning that connects their idea to the larger scientific concepts being studied. (Fulton & Campbell)
The notebook begins to act as an assessment tool that lets you, the teacher, modify your science instruction. (The Regents of the University of California) You read your students’ entries for content learned and how to address your students’ needs going further.
(Fulton and Campbell)

37. Thank you for joining us today.
Best wishes to you and your students as you embark on the Science Notebooking journey together.

38. Resources http://sciencespot.net/
Fulton, Lori & Brian Campbell, Science Notebooks- Writing about Inquiry, Heinemann, 2014