1. Using Science Notebooks in the Elementary Classroom Synopsis of an article by Michael Klentschy Science and Children November/December, 2005

2. A place for understanding the “Big Ideas” in science Where language, data and experience work to together to form meaning for the student

3. “…when literacy skills are linked to science content, students have a personal and practical motivation to master language as a tool that can help them answer questions about the world around them.” Their, 2002. The new science literacy: Using language Skills to help students learn science.

4. Six components found in student science notebook entries / Question/Problem/Purpose / Prediction / Planning / Observations/Data/Claims-Evidence / What have you learned? / Next steps/New questions / Question/Problem/Purpose / Prediction / Planning / Observations/Data/Claims-Evidence / What have you learned? / Next steps/New questions

5. Question/Problem/PurposeQuestion/Problem/Purpose / What do you want to know? / Use words such as “how” or “what” as opposed to “why” (too complex) / What do you want to know? / Use words such as “how” or “what” as opposed to “why” (too complex)

6. PredictionPrediction / Guide students to focus on what they think will happen as a result of the investigation / Give a reason for the prediction / Use conditional statements such as: If…then… and I think…because… / Guide students to focus on what they think will happen as a result of the investigation / Give a reason for the prediction / Use conditional statements such as: If…then… and I think…because…

7. PlanningPlanning / How is the investigation going to be conducted? / Good opportunity to use data organizers to present results / Teacher may assist in choosing most appropriate one / How is the investigation going to be conducted? / Good opportunity to use data organizers to present results / Teacher may assist in choosing most appropriate one

8. Observations/Data/Claims-EvidenceObservations/Data/Claims-Evidence / Do not need to be restricted to writing / May include labeled drawings, charts, and graphs / Do not need to be restricted to writing / May include labeled drawings, charts, and graphs

9. What have you learned? / Designed to assist students in interpreting and explaining their investigation results / Use data to support conclusions / Write reflections about the activity and initial predictions / This step is essential to promote students’ explorations of their own thinking and learning processes / Designed to assist students in interpreting and explaining their investigation results / Use data to support conclusions / Write reflections about the activity and initial predictions / This step is essential to promote students’ explorations of their own thinking and learning processes

10. Next steps/New questions / What do you want to know now? / Refine questions to be investigable / Allow extension activities for students to investigate these questions / What do you want to know now? / Refine questions to be investigable / Allow extension activities for students to investigate these questions