1. Science Notebooking: Building Inquiry through Communication Amanda Justice

2. “Scientific principles and laws do not lie on the surface of nature. They are hidden, and must be wrested from nature by an active and elaborate technique of inquiry.” ~John Dewey

3. “Science is built up of facts, as a house is built of stones; but an accumulation of facts is no more a science, than a heap of stones is a house.” ~Henri Poincare “The scientist is not a person who gives the right answers, he’s the one who asks the right questions.” ~Claude Levi-Strauss “Facts are not science – as a dictionary is not literature. ~ Martin H. Fischer “The whole of science is nothing more than a refinement of everyday thinking.” ~ Albert Einstein

4. What is a scientist??? From Barbara Lehn http://www.slideshare.net

5. What is a Science Notebook? “Notebooks are meant to be tools for students to record both their data and thinking as they work with materials. They are utilized prior to the investigation to record the students’ thinking or planning; during the investigation to record words, pictures, photos, or numbers, possibly getting wet and messy in the process; and after the investigation to help students reflect on their thinking and data in order to share them with others.” From Science Notebooks: Writing About Inquiry by Brian Campbell and Lori Fulton, p. 2

6. Science Notebooks are a place to record… Date and Time Table of Contents Questions Predictions Plans (Materials and Procedures) Data Obtained (Observations) Claims and Evidence (Graphs/ Charts) Conclusions Reflections *Every entry will not necessarily have ALL of these components.

7. What does recording and organizing data look like? Notes and lists Technical drawings and diagrams with labels Charts Tables Graphs Written observations From Science Notebooks: Writing About Inquiry by Brian Campbell and Lori Fulton, p. 25

8. Sample Sentence Starters Today I learned that… I predict that… What we did in science today reminds me of… I am confused about… I previously thought _________, but now I think ____________. I would like to explore _____________ because _______________. In another subject [social studies, reading, math] we talked about _________, which related to science because… I wonder why… I was surprised when… This relates to… I observed that… What if… I see a pattern in…

9. Who uses Science Notebooks? Thomas Edison

10. Lewis and Clark

11. Leonardo DaVinci

12. Why use Science Notebooks? Scientist keep notebooks in “real life”!!! From NSTA Notebooks are Thinking Tools Guide Teacher Instruction Enhance Literacy Skills (expository writing – procedural writing, narrative writing, descriptive writing, labeling) Support Differentiated Learning Inquiry based Gives students VOICE for their experiences From Five Good Reasons to Use Science Noteboooks

13. Allows students to describe in writing the experiments they perform and their interpretation of the results. Students are able to clarify what they know and expose what they don’t know. Involves students in the process of constructing knowledge (Writing to learn) They’re FUN!!! From Using Science Notebooks to Improve Writing Skills and Conceptual Understanding

14. Research based method for higher achievement… Fourth graders in El Centro School District, in California, participated in a study where student writing was accompanied by an active science program. –Students more than doubled their statewide standardized test scores in science and reading and almost doubled their math scores. Sixth graders experiencing the same program for 4 years, almost quadrupled their writing scores. (a large percent of this population were English language learners) Using Science Notebooks to Improve Writing Skills and Conceptual Understanding

15. Basic Theory Notebook assignments hit multiple learning styles Mulitiple points of processing (The more they hear it, look at it, write it, the more likely they are to retain it) Impersonal science topics become personal for students www.sccs.swarthmore.edu/users/08/ eann1/How%20...

16. S.C. State Standards (Overview) “The goal of science in grade one is to provide the opportunity for students to develop the skills of wondering, questioning, investigating, and communicating as the means of making sense of the world.” Building Inquiry Starts Early!!! “The skills and tools listed in the scientific inquiry sections will be assessed on statewide tests independently from the content knowledge in the respective grade or high school core area under which they are listed. Moreover, scientific inquiry standards and indicators will be assessed cumulatively. Therefore, as students progress through the grade levels, they are responsible for the scientific inquiry indicators – including a knowledge of the use of tools – from all their earlier grades.”

17. Activity Classify Record Data Share

18. How can I build vocabulary and encourage reluctant writers to communicate using science notebooks?

19. Technical Drawings “Labeled diagrams work like glossaries and they can be a more powerful tool than vocabulary lists…the words are supported by pictures which help to define or explain the meanings of the words especially for very young students or those students who are learning English as a second language.” From Science Notebooks: Writing About Inquiry by Brian Campbell and Lori Fulton, p. 35, 36

20. Dynamic Word Walls Words, definitions, and illustrations added lesson by lesson Goal is to create a word wall for students to use rich academic language as they listen, speak, read, and write Gives a visual reference to use when writing in notebooks. From Scaffolding Science Inquiry Through Lesson Design

21. www.classcooper.com/page7.htm

22. usefulwiki.com/displays/category/ks2/

23. Sample Science Notebooks

28. http://www.sciencenotebooks.org/

29. Tying it All Together Kathie Wood Ray’s Inquiry Framework How this applies to science… Gathering TextsGathering Materials Setting the StageGuided Questions Immersion Close Study Writing Under the Influence From Study Driven pg. 19

31. Butler., M. B., & Nesbit, C. (2008). Using Science Notebooks to Improve Writing Skills and Conceptual Understanding. Science Activities: Classroom Projects and Curriculum Ideas, Vol. 44, 137-145. Campbell, B., & Fulton, L. (2003). Science Notebooks: Writing About Inquiry. Portsmouth, NH: Heinemann. Klentschy, M. P. (September 2008). Chapter2: What Is a Science Notebook? NSTA Reports, Vol. 20 (Issue 1), 7-9. Klentschy, M., & Thompson, L. (2008). Scaffolding Science Inquiry Through Lesson Design. Portsmouth, NH: Heinemann. Ray, K. W. (2006). Study Driven: A Framework for Planning Units of Study in the Writing Workshop. Portsmouth, NH: Heinemann. Using Science Journals to Encourage all Students to Write. (Nov. 2008). Science Scope, 41-45. Gilbert, J., & Kotelman, M. (2005). Five Good Reasons to Use Science Notebooks. Science and Children, Vol. 43, 28-32. Works Cited