1. Charlotte McDonald Greenbush School Improvement Services Scientist’s Notebook

2. Each scientist’s notebook is unique to that person, that experiment, that situation The notebook is a collection of thoughts, ideas, sketches, data, equations – a running record of the scientist’s thoughts It is not necessarily organized or neat There is no “right way” or format Dr. Jennifer Anderson Planetary Geologist Brown University Students Model the way that a Scientist Works

3. What is the purpose Scientists’ Notebooks? 1. Means for students to think scientifically – content, skills and thinking. 2. Learn expository writing structures. 3. Communicate scientific thinking and understanding. 4. Formative assessment.

4. Who is the Audience for the Science Notebook? Teacher Parents Students Principal Other Scientists

5. 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.

6. Organization Of Science Notebooks Table of Contents Numbered Pages Documentation of Work Glossary and/or Index Appendix for inserts or rubrics to be used for assessment

8. TABLE OF CONTENTS Use the first 1-5 pages for the Table of Contents… DATE ACTIVITY/TITLE PAGE # How to set up a science notebook.

9. Number your pages 1

10. Number through 10 3 2

11. Index: References Vocabulary Example:

12. Word Bank Use Word Cards (rather than a chart) Place a word card in the science “word bank” after students have had a concrete experience with something and have a need to know the appropriate term. Inquiry based science – students scientific vocabulary AFTER they have had concrete experiences.

13. Use of Words in Bank Organize words conceptually rather than alphabetically or randomly Words can be reorganized as concepts grow. Anticipate words and prepare cards ahead of time plus have blank word cards ready. Generic terminology: Primary – I predict, I observe, I notice, because, evidence, and fair test. Intermediate predict/prediction, observe/observation, investigate/investigation, infer/inference, controlled investigation, variable Color code words by unit Include icons with words

14. More on Vocabulary For younger students – tape an example of the word on the card Accessible for young students – make multiple small word cards for students to manipulate and use for writing Hang low and make large Life Science – labeling illustrations with words is more effective than work banks. Use different colors for form and function.

15. Example: Scientific Illustration

16. Quick Write Write down everything you can about how to change matter. Include examples that explain how matter is changed.

17. Generic Notebook Requirements: Date in numerals, the first page of the entry. Focus or investigative question for each lesson. How can matter be changed? Give examples. Write something about each science lesson. Write legibly (not necessarily “best handwriting”) the notebook is a running rough draft.

18. BEFORE….. I Know/ I Wonder chart Visualizations Formative Assessment Probes FQR Quick writes Anticipation guide KWL KLEW Concept maps During

19. Objects & Temperature Read “Objects and Temperature” and write your answer on page 109.

20. Black Plates Add “Black Plates” title to notebook page. Add to Table of Contents Write observations in notebook http://www.learner.org/vod/vod_window- cc.html?pid=2219 Writing in Science video http://www.learner.org/vod/vod_window- cc.html?pid=2219

21. Observation Frame Think of the four senses (not taste) Size, shape, color, lines, patterns, texture, weight, smell/odor, sound, behavior I observed ________________ I noticed __________________

22. Developing the focus question Students ask themselves: What do I want to find out? What is the reason for my question? What problem am I addressing? TEACHER asks: What is our problem? What do we want to know or find out?

23. THE FOCUS QUESTION What will be the main focus of the inquiry? What…, How… and Does…are good beginnings Students may need to be prompted or given an example or a list to chose from. or Showing the materials to students and asking questions like:" What can we find out about…….….by using these materials”? or Ask questions like : “What might we want to find out about……..”? or An engaging scenario

24. Example Black Plates Question & Observation Using an ice cube (solid), how much longer will it take an ice cube to melt on the cold block -A, as compared to one put on the warm block - B? Observations – record what you observe in your notebook. Enter in Table of Contents. Include the date on each page. How will you record the comparative observations?

25. What do we need to answer our question? What do we want to measure? Temperature of blocks (start & finish) Mass of the blocks Melting time Conductivity other

26. Creating & Using Tables Students create own rather than using black-line masters – develops valuable scientific skill of organizing Do not use a laborious measuring process Model folding the paper vertically so creases form columns. Can draw lines by using creases or straight edge. Use questioning to develop what data is to be collected in the table. Use Box and T-Chart for Comparisons (may need a shared mini writing lesson.

27. Scaffolding for Writing Use Box and T-Chart for Comparisons (may need a shared mini writing lesson) Black Plates Same or Similar Different A B heavylight Black,

28. Thermal Conduction Transfer of thermal energy through matter from a region of higher temperature to a region of lower temperature. Word cited in notebook index. Word highlighted on page.

29. Thermal Conductivity of Materials MaterialThermal Conductivity (W/m-K) Cement.29 Air0.025 Water (liquid)0.6 Glass1.1 Aluminum200 Gold318 Copper380 Plastic0.16

30. Prediction A statement about something that will occur in the future that is related to the focus question. A statement that is based upon prior knowledge or experience. I think_____________ will happen because……… Use drawings and illustrations

31. Hypothesis Statement based on an analysis of data or events that have occurred in the past. Example: An examination of past weather patterns with an analysis of temperature changes over a period of time and the factors that may have contributed to such change. From this a scientists can make a hypothesis about global warming. If…then…because….

32. Planning Planning StepGeneral PlanSteps to follow: 1. What should be changed? 1. The kind of black (A & B) 1. Find the temperature of each block. 2. What should be kept the same? 2.Mass of ice cube, timer, thermometer, room temperature, and temperature of the blocks 2.Mass ice cubes, place one cube on each block, start timer, record data, take temperature of blocks when ice is melted. 3. How will differences be observed or measured? 4. The time that is takes for energy transfer. 3. Chart the data for each block.

33. Time for a break!

34. Test your question and collect data Block ABlock B Starting temp. Final temp. Time for ice to melt 2:38 Conductivity

35. THE CLAIMS AND EVIDENCE What do you claim to be true? How can you prove what you are stating? (Back it up) I know this to be true because I observed……… I claim that when ………, then ……….. (happens) claimsevidence Use your data to make a claim Support your claim with evidence Put claims and evidence in chart form

36. Claims and Evidence ClaimsEvidence I clam that…. The aluminum block transfers energy faster and melts the ice faster than the plastic block. I know that…. I claim this because…..it took ____minutes for the ice to melt on the aluminum block and ____ to melt on the plastic block. I know this because….

37. THE MAKING MEANING CONFERENCE Make your thinking public Class discussion Turn and Talk Discussions can be small group or whole class Students should revisit and revise their claims and evidence VITALVITAL

38. Line of Leaning This strategy allows students to add to their written ideas with additional ideas generated in class. After writing their own ideas in their notebooks, students draw a line underneath their work. During class discussion, students add new ideas below their line of learning. The Line of Learning gives students the opportunity to continue to construct a concept through the discussion and ideas of other students.

39. Support a Theory How does this investigation explain the molecular-kinetic theory of matter? Write your ideas in your notebook. Apply the Line of Learning Discussion – Turn & Talk or Buddy Share Write more or new information from the discussion below your Line of Learning

40. Writing Conclusions Links the claims and evidence plus can apply science concepts. Addresses the prediction, answers the focus question or the solution to the problem identified. Describes what was learned from the investigation. I learned……, We found…… Extend learning with “after reading” strategies Make connections to real world applications

41. It’s not the experience that makes the learning. It’s the reflection on that experience.

42. Reflection: Next Steps, New Questions Develop investigable questions through scaffolds such as What…? Which…? How…? Use Reflection Strategies (hand-out) and Reflective Writing Starters (hand-out) to elicit student reflections on the investigation. Example: I wonder what would happen if…..

43. Support a variety of literacy skills in the science classroom Comprehension strategies Written and Oral Communication skill Vocabulary development (glossary) Expository reading and writing skills Sharing thinking (Making Meaning Conference) Supporting ideas with evidence (Claims and Evidence)

44. A vehicle to drive scientific inquiry Moves the focus away from the traditional experiment/ lab report format

45. Teach and Re-teach Situation Drives instruction by monitoring student performance: Understandings Strengths Weaknesses Misconceptions

46. Students use notebooks during class As a guide and/or reference As a place to record data, observations, illustrations, reflections questions, ideas while working As a place to collect and record claims and evidence to support their inquiry To make thinking visible To document their organizational growth over time Notebooks make students accountable for their learning

47. Using the Scientists’ Notebook  Thinking strategies Before……….  Entries from the notebook template During……. After……..  Content reading and writing related to inquiry  Making connections Activating prior knowledge Asking question

48. BEFORE….. I Know/ I Wonder chart Visualizations Formative Assessment Probes FQR Quick writes Anticipation guide KWL KLEW Concept maps During

49. DURING… Implementing the scientists’ notebook template Focus questions Predictions Planning (not detailed or copied) Planning Data/observations Claims and evidence Making Meaning Conference Conclusions 5 After

50. AFTER….. Summarizing Reflections Making connections Note taking from a reading Key word/key idea drawings Compare/contrast charts VIP/MVP Information circles Revisit KWL and I wonder charts 8 Next

51. TITLE OF LESSON FOCUS QUESTION* (Big Idea) What do you have to investigate or figure out in this lesson that is related to the big idea? What will be the main question that will guide your learning? What…, How…, Does… are good beginnings PREDICTION/ HYPOTHESIS* What do you think will happen (USING PRIOR KNOWLEDGE) If I do … then… will happen because… I think … because PLANNING (Don’t rewrite procedures- use if you need to design a procedure) DATA* Record the data in a way that will make sense to you later Paragraph, Bullets, Table/Chart, Drawings, Graphs, etc. Title and label diagrams and pictures Measurements should be specific, accurate, and units labeled NEVER erase your work: Simply cross out any errors CLAIMS AND EVIDENCE* State your claim based on your evidence (data collected from observations) What do you claim to be true? How can you prove what you are stating? (Back it up) …..I know this to be true because I observed……… ….I claim that when ………, then ……….. (happens) Student’s Guide to Scientists’ Notebook MAKING MEANING CONFERENCE* Make your thinking public in a class discussion Turn and Talk CONCLUSION/REFLECTION* Restate the focus question as a topic sentence In this investigation… In this inquiry…. I (we) learned that….. Use details from your claims and evidence (data) chart to answer the focus question. Every claim must be supported by evidence. I (we) liked/did not like…… because My (our) prediction that…..was…..because…. This reminds me (us) of….. because…. I (we) discovered that….. Now I (we) think that….because Refer back to your hypothesis My hypothesis was correct/incorrect because… Record your thoughts after the experiment (Understandings, Likes, Related Thinking, Connections) Include a summative sentence that can be a restatement in different words of the topic sentence. Questions What new questions do you have to extend your learning? ClaimsEvidence

52. We need a break

53. Goals for Assessment Help Students Learn Improve instruction

54. For Assessment feedback to be effective: For Assessment feedback to be effective Provide non judgmental remarks without grades or rubric scores Use only for formative assessment

55. Audience: Other Scientists Example: Another scientist would value this entry because you clearly have described what you have observed about __________________________ and the results of your tests. For example, you included the following scientific details ________________

56. Research by Black and Wiliam 1998 If pupils are given only marks or grades, they do not benefit from feedback. Feedback improves learning when it gives each pupil specific guidance on strengths and weaknesses Formative assessment benefits all students but increase in levels of achievement is particularly marked for lower achieving students.

57. When to assess Science Notebooks During each lesson, check that all students are writing in their notebooks After a series of 3-4 lessons that have been developing students’ understanding of certain concepts or skills (making and writing observations). Skim through first few entries to get a general idea then carefully read the last entry and provide constructive feedback.

58. What to assess? Conceptual understanding of the science content or “big ideas” of the unit. Think scientifically, apply critical thinking skills in solving problems and developing conceptual understanding. Use scientific skill successfully Communicate scientific thinking and science concepts through expository writing.

59. How to Assess Address specific strengths first Never use the word “but” in constructive feedback Address weaknesses by asking questions. Example: What do you think another scientist might be interested in knowing about your investigation? With struggling students who have low skills and self-esteem, address only the strengths.

60. Assessing Student Progress Use entries in science notebook as a formative assessment tool What should all students learn in this unit? (content skills and/or process skills) How do the student science notebooks reflect student learning? What evidence should support their understandings? (criteria) What are the implications for further instruction? Student self-assessment Next-Step Strategies

61. Science Notebook Website http://www.sciencenotebooks.org FAQ tab – can select “secondary” http://www.sciencenotebooks.org http://lhsfoss.org/fossweb/teac hers/notebooks/index.html http://lhsfoss.org/fossweb/teac hers/notebooks/index.html Graphing websites: http://nces.ed.gov/nceskids/inde x.asp (create a graph) http://www.mrnussbaum.com/cool graphing.htm http://nces.ed.gov/nceskids/inde x.asp http://www.mrnussbaum.com/cool graphing.htm

62. Notetaking Systems http://sas.calpoly.edu/asc/ssl/notetaking.s ystems.html http://sas.calpoly.edu/asc/ssl/notetaking.s ystems.html The Cornell Method The Outline Method The Mapping Method The Charting Method The Sentence Method

63. What are the differences? Journals Reflections of student learning Used after work is done Logs Books where students record data Used during an investigation Notebooks Records planning, thinking, data and reflections A tool to use before, during, and after an investigation

64. The Notebook Determine the type of notebook Composition book A spiral notebook A three prong paper folder What type of notebook will you use? Use what works in your classroom

65. Notebook tips Paper clip all the pages reserved for the Table of Contents Paste an envelope in the back of the notebook so students can collect pictures from the real world that apply to each unit of study. At the end of the school year, decorate the notebook in collage fashion with the pictures. What do you want on the supply list for start of year?

66. More tips Highlight the vocabulary words so they can be easily found on the page. Make a science word wall Instruct students to write complete sentences when writing conclusions Tools of science – develop a chart for the notebook which includes: Tool, Measuring, and Unit of measure.

67. Using Science Notebooks in the Elementary Classroom By: Michael P. Klentschy NSTA Press References Writing in Science Betsy Rupp Fulwiler Heinemann Press

68. References Teaching Science with Interactive Notebooks by Kellie Marcarelli c. 2010, Corwin A Sage Company Linking Science & Literacy in the K-8 Classroom by Rowena Douglas, Michael Klentschy and Karen Worth, c. 2006, NSTA Press Using Science Notebooks in Middle School, by Michael Klentschy, c. 2010, NSTA Press

69. Time The Seattle Science in Writing Project recommends (with research support) that you teach science and science writing for a minimum of 3 hours/week: two sessions of 40 to 60 minutes for inquiry-based science and two sessions of 20 to 30 minutes for science writing. Hundreds of Seattle teachers have seen increase in students’ achievement in science, expository writing, math, reading and social studies.

70. Implementation 12 Tips for Implementing Integrated Science and Writing Approach Getting Started – 5 to 9 most ways to start.

71. Plans, Thoughts & Questions