1. Science Notebooking In the OC Presented by Beckman@Science District Coordinators &Lead Teacher

2. Science Notebooking Characteristics of a scientist’s notebook Using science notebooks in the classroom How to evaluate science notebooks What does the research say?

3. 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

4. How Scientists Use Their Notebooks Scientists record the time as well as the date Scientists read the notebooks of other scientists Scientists encourage investigation partners to read their notebooks Scientists only write in their own notebooks Scientists record ideas that they get from others, but they give credit

5. Science Notebooks As Legal Documents Patents are awarded to the first person to invent, not the first person to file To protect against claims of prior invention, good lab notebooks include these qualities: –Dates when an idea was formed, work was begun, and work that was completed –Initial statements of objectives prior to experiments –Full citations of standard protocols –Every page signed and dated by inventor and a witness

6. Notebook samples: Leonardo DaVinci

8. Galileo

10. John Muir

12. Alexander Graham Bell

14. Important Consideration of the Science Notebook Should be students own work Is viewed as a record of progress and observation Should be thought of as a “rough draft” by the teacher. Selected labs or entries can be rewritten as “final draft” if desired Students should create own tables and charts

15. Student Science Notebook Samples Grades 2 to 6

18. 4th Grade

19. 6 th Grade

20. 4th Grade

21. 2nd Grade

22. 4 th Grade

23. Science Notebook Components Purpose Procedure Conclusion

24. Purpose Lesson Title Date and Time Question or Focus Statement Prediction (if appropriate)

25. Procedure All steps and observations Data is organized on tables or charts Labeled pictures or diagrams Materials list (if needed)

26. Conclusion What I learned Clear, relates to lesson and main objective Reflection on data Ideas for future research May include “Line of Learning”

27. Evaluating Notebooks Rubrics/Scoring What to look for in entry –Science Concepts –Scientific Communications –Science Drawings

28. Main CategoryPoints Possible Purpose: Date Time Lesson # Question Prediction 3 Points Procedure which includes all necessary: Procedural Steps Data Tables Diagrams Charts 3 Points Conclusion which includes: Reflection on Question Interpretation of Data Future Question 3 Points Neatness1 Point Total Possible Points Per Lesson10 Points Rubric 1

29. 2 Points.5 = Date & Time 1.5 = Question & Prediction 3 Points 1 = Procedure 1 = Data, Chart, Graph 1 = Notes and Summaries 5 Points Conclusion Rubric 2 Purpose Procedure Conclusion

30. Science Concepts 43210 The written response demonstrates an understanding of the science unit concepts and accurately uses vocabulary specific to the unit. The written response demonstrates an understanding of most of the science unit concepts and accurately uses some vocabulary specific to the unit. The written response demonstrates and understanding of 2 or more major parts of the science unit concepts and accurately uses few of the vocabulary specific to the unit. The written response demonstrates an understanding of one of the science unit concepts and accurately uses little or none of the vocabulary specific to the unit. The written response demonstrates no understanding of the science unit concepts and uses little or no vocabulary specific to the unit.

31. Scientific Communication 43210 The written response provides a thorough, complete explanation to the question, includes accurate detail and correctly uses the appropriate forms and conventions of science writing. The written response provides a partial explanation to the question, most of the detail is accurate and uses some appropriate forms and conventions of science writing The written response provides a fragmentary explanation to the question, there is little accurate detail, and few appropriate forms and conventions of science writing are used. The written response does not answer the question, there is no accurate detail and no appropriate forms and conventions of science writing are used. There is no written response.

32. Scientific Drawing 43210 The drawing is completely and scientifically labeled, is realistic, not artistic, and has relevant detail. Most of the drawing is scientifically labeled, is realistic, not artistic, and has some relevant detail. The drawing has incorrect labels or is missing labels, is not wholly realistic, or partially artistic, and little detail or extraneous details. The drawing is not labeled or the labels are incorrect, is more artistic than realistic, and has no details. There is no drawing.

33. Research SAYS….. Formative forms of assessment help to improve student learning if –Effective Feedback is given to students –Active Involvement of students in their learning –Adjust teaching to take account of results learned from formative assessment –Self-assess for students to understand how to improve Adapted from Classroom Instruction that Works-R. Marzano

34. Five Good Reasons to Use Science Notebooks 1.Notebooks Are Thinking Tools 2.Notebooks Guide Teacher Instruction 3.Notebooks Enhance Literacy Skills 4.Notebooks Support Differentiated Learning 5.Notebooks Foster Teacher Collaboration Taken from Joan Gilbert & Marleen Kotelman

35. Thank You Will Neddersen Tustin Unified School District wneddersen@tustin.k12.ca.us Nita Walker Santa Ana Unified School District nita.walker@sausd.us Becky D’Arrigo Fullerton School District becky_darrigo@fsd.k12.ca.us Linda Barker Laguna Beach Unified School District lbarker@lagunabeachschools.org Sandee Wilbur Capistrano Unified School District sswilbur@capousd.org