Scientist’s Notebook

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

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 AndersonPlanetary GeologistBrown University Students Model the way that a Scientist Works

3. What is the purpose Scientists’ Notebooks? Means for students to think scientifically – content, skills and thinking. Learn expository writing structures. Communicate scientific thinking and understanding. 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 first1-5 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 2 3

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

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. 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?

24. 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

25. 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.

26. 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 • heavy light Black,

27. 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.

28. Thermal Conductivity of Materials

29. 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

30. 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….

31. Planning

32. Time for a break!

33. Test your question and collect data

34. Claims and Evidence

35. 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.

36. 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

37. 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

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

39. 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…..

40. 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)

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

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

43. 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 Students use notebooks during class

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

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

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

47. 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 Next 8

48. We need a break

49. Goals for Assessment • Help Students Learn • Improve instruction

50. 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