I 3 (I mportance , I mplementation , and I ntegration of Notebooking into the Curriculum )

1. I3 (Importance, Implementation, and Integration of Notebooking into the Curriculum) University of Arkansas – Fort Smith Math-Science Education Partnership College of Education 5210 Grand Ave. Fort Smith, AR 72913

2. Importance

3. Why is notebooking important? As teachers involve students in inquiry-based science investigations, the need to communicate science learning in new ways has become evident. If students are encouraged to communicate their understanding of concepts through science notebook writings, these notebooks can be an effective strategy to help students learn science. Research has shown that science notebook writing may also be a way for students to strengthen their language skills as they develop an understanding of the world around them. Science notebooks allow teachers to assess students’ understanding and provide the feedback students need for improving their performance.

4. The top five most important reasons to consider implementing notebooking into the curriculum: • Notebooks are good thinking tools. • Notebooks guide teacher instruction. • Notebooks enhance literacy skills. • Notebooks support differentiated learning. • Notebooks foster teacher collaboration.

5. What are science notebooks? Science notebooks contain information about the students’ classroom experiences. Students’ are encouraged to use them as scientists would, before, during, and after all investigations. They are a place where students formulate and record their questions, make predictions, record data, procedures, and results, compose reflections, and communicate findings. Most importantly, notebooks provide a place for students to record new concepts they have learned.

6. The notebook is a silent companion that can be referred to and reread throughout the investigation. As a working document, the science notebook is a rough draft whose primary audience is the student. Using it as a paper reminder, students refer to it during science discussions, and rely on it as a source of information for expanded presentational writing opportunities such as articles and reports.

7. Science Notebooks are: • a student thinking tool • an organizer for inquiry question and what I learned… • a way to access and process the learning utilizing various modalities (writing, drawing and discussion) • a means for all students to work at their level (ELL’s) • a place for writing rough drafts based on hands on learning • a formative assessment tool for teachers 

8. The science notebook is important For students: • To organize thoughts and information • To reflect • To refer to (available for recall and later use in reporting and discussions) • For self-assessment • To see the developmental progression of an investigation • As an opportunity to work on expository writing  • For future study or inquiry • As a resource for the creation of a final product • To help develop a habit of mind

9. For teachers: • To identify evidence of student learning • To identify students’ misconceptions • To collect evidence of student growth over time • To develop next steps for planning and teaching

10. Implementation

11. How can we implement notebooking into the curriculum? The most important step in implementing new ideas in the classroom is acquiring background information and researching available resources.

12. Teacher Resources Research: • Bransford, J.D., Brown, A.L., & Cocking, R.R. (1999). (Eds.) How People Learn: Brain, Mind, Experience, and School. National Research Council, National Academy Press: Washington, D.C. Retrieved from, http://www.nap.edu/html/howpeople1/ (May 15, 2004). • Hand, B.M.; Prain,V. (2002).Teachers implementing writing-to-learn strategies in junior secondary science: A case study. Science Education, 86, 737-755. • Hand, B. Wallace, C. & Yang, E. (2004). Using the science writing heuristic to enhance learning outcomes from laboratory activities in seventh grade science: Quantitative and qualitative aspects. International Journal of Science Education, 26, 131-149.

13. Teacher Resources Research: • Hand, B.M. (2004). Cognitive, Constructivist Mechanisms for Learning Science Through Writing. In. C. Wallace; B. Hand; Prain, ( Eds.). Writing and Learning in the Science Classroom. Dordrecth, the Netherlands: Kluwer Academic Publishers. • Holliday, W. G., Yore, L. D., & Alvermann, D. E. (1994). The reading-science learning-writing connection: Breakthroughs, barriers, and promises. Journal of Research in Science Teaching, 31 (9), 877-893. • Keys, C.W., Hand, B., Prain, V., & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36(10), 1065-1084.

14. Teacher Resources Literature: • Campbell, B. & Fulton, L. (2003). Science notebooks. Portsmouth, NH: Heinemann • Gilbert, J. & Kotelman, M. (2005). Five good reasons to use science notebooks. Science and Children, 43 (3), 28-32. • Hand, B., & Keys, C. (1999). Inquiry investigation: A new approach to laboratory reports. The Science Teacher, 66(4): 27-29. • Klentschy, M. P. & Molina-De La Torre, E. (2004). Students' science notebooks and the inquiry process. In E. W. Saul (Ed.) Crossing borders in literacy.

15. Teacher Resources Literature: • Notebook Know-How: Strategies for the Writer’s Notebook $11.32 Aimee Buckner ISBN: 1571104135 • Craft Lessons: Teaching Writing K-8 $16.18 Ralph Fletcher ISBN: 1571100733 • Science Notebooks: Writing about Inquiry $15.00 Brian Campbell and Lori Fulton ISBN: 0325005680 • 12 Real-Life Math Projects Kids Will Love, Grades 4-8 Todd Schroeder ISBN: 0439365929 $10.36

16. Teacher Resources Literature: • 40 Fabulous Math Mysteries Kids Can’t Resist Grades 4-8. $10.36 Martin Lee ISBN: 0439175402 • Historic Happenings: Projects to Integrate History and Language Arts. $11.95 William Reid ISBN: 1593630743 • 300 Science and History Projects $23.00 Chris Oxlade ISBN: 1844763102

17. Teacher Resources Websites: http://www.sciencenotebooks.org http://www.ebecri.org/custom/toolkit.html Tucson Unified School District http://www.notebookingpages.com

18. What are the general components of a science notebook? • Title Page or Notebook Cover • Table of Contents • Organizational Features (page numbers, headings, etc.) • Notebook Entries (drawings, tables, charts, graphs, etc.) • Glossary

19. Each investigation/entry should have the following components: • Question, Problem, or Purpose • Prediction (Hypothesis) • Planning (Procedures) • Observation/Claims-Evidence • Conclusion (What have you learned?) • Next Steps/New Questions (Reflection)

20. Integration

21. Brainstorming What are some ways we can integrate notebooking into our curriculum?

22. Science Notebooking can integrate the following subjects: • History • Technology • Art • Language Arts • Mathematics

23. Notebooking supports a variety of literacy skills in the science classroom • Comprehension strategies • Written and Oral Communication skill • Vocabulary development (glossary) • Expository reading skills • Expository writing (Descriptive, Procedural, Narrative, Explanatory, and Persuasive) • Sharing thinking (Making Meaning Conference) • Supporting ideas with evidence (Claims and Evidence)

24. The Bottom Line Is: • Science Notebooking is a tool for students that allows them to act as real scientists, develops their creativity and problem-solving skills, and integrates a variety of subject areas. AND……. • Notebooking is not limited to the science classroom. The concept can be applied to any coursework.

25. Questions or To Sign up for Workshop Contact: Darlynn Cast, Director 788-7257 dcast@uafortsmith.edu OR Leslie Brodie, Science Specialist 788-7248 lbrodie@uafortsmith.edu