Science Notebooks: The SpecificsMoving from Worksheets to

Student-directed Science Notebooks

Maureen RundFOSS ConsultantJanuary 4,2010

Learn how to transition from worksheets to notebooks

Familiarize yourself with notebook organization components

Learn about different types of notebook entries

Experience a lesson and some of the thought teachers need to make using notebooks

Goals

Why incorporate science notebooks into FOSS?

Documentation: An organized recordCognitive Engagement: Constructing concepts and building explanationsA benefit to studentsA benefit to teachersResearch shows they work!

Science Notebook Continuum

Worksheets with blank pages

Fewer student sheets More student responsibility

Reduced student Total student sheets with other

responsibility documentation in a composition book

First Steps - A Precursor to Science Notebooks

Use duplicated student sheets intermixed with notebook paper in a 3-hole folder

or

Use the Delta FOSS Module printed science notebooks

Moving Along: Reduced Versions

Use reduced versions of FOSS student sheetsGlue to left side of composition notebook for student useStudents use right side

for writing, drawing, and other documentation

Moving further along the continuum

Decrease the number of FOSS student sheets as students become more experienced and comfortable with science notebooks.It takes time to develop student skills.

Rules of Engagement

Fairly relaxed on spelling and grammar for entries*Should be neat and organizedProducts in notebooks should have more rigorous standardsEncourage to use numerous means of recording and communicating: charts, graphs, drawings, graphics, color coding, numbers, and imagesNever erase entries*

Short Note on Grading

Notebook itself should not be gradedCan use it as one component of performance in classCan use it during parent conferences to show various levels of performance and to discuss expectations that are valued in school science community

Notebook Organization

Table of ContentsPage NumberingDocumentationGlossary/Index

Set Up Your Notebook

On the first two pages, set up a table of contents.

Table of Contents

Date Entry Page

311/21

Title Page Decisions*

Pendulums

Page Numbering

After the Table of Contents, pages should be numberedUsually upper or lower corners of pagesFront to backNumber in blocks of pages…1-15, 16-20Number your first five pages, front to back

Documentation

Each entry should have a dateComplete entry includes time of day, day of week, team members, and if appropriate, weather conditions

Glossary/Index

Assign block of letters to each glossary page: A-D, E-H, I-L, …24 Squares on page (XYZ is one square, single letters alphabetically in other squares)Students add word to appropriate square with a page number to where it is in the glossary or notebook

Notebook Entries

Planning the InvestigationData Acquisition and OrganizationMaking Sense of DataReflection and Self-Assessment

Investigation 1 – Fizz Quiz

Place Chemicals in baggies.What happens when baggies contain chemicals and water and are sealed shut? Briefly talk to your partner and add to your notebook

How do the chemicals interact? (What do they do?) Talk and Interact

Planning the Investigation

Narrative PlansBased on focus questionShort description of plan

ListsMaterials listDates of observations, people

Step-by-Step Procedures

Data Acquisition and Organization

Records:Clearly related to focus questionAccurate and preciseOrganized for efficient reference

Acquisition: Words, phrases, numbers, drawingsDisplay: narratives, drawings, charts, graphs, diagrams, calendars, artifacts

Making Sense of Data

Frames and PromptsClaims and EvidenceConclusion and predictionsI wonder…

Frames and Prompts

Sentence StartersI used to think…but now I think…The most important thing to remember about ________ is…One thing I learned about…

QuestionsHow can you use…to …?What is the best way to…?Why do you think so?

Claims and Evidence

Claim: How the natural world worksEvidence: Data that supports the claim

I claim (know)…I claim (know) this because…

Claims Evidence

Conclusions and Prediction

Conclusion: A summarizing narrative to succinctly communicate what the student has learned (I learned…)

Use after a major conceptual sequenceStart with a statement then move to a paragraph

Prediction: An application of what was learned (in conclusion)

Indicates the degree of understandingCan be used as a spring board for further inquiry

I wonder…

Personal connections (self to ____ )CuriositiesThoughts ???

Fizz Quiz: Part 1

What variables might impact the reactions that occur in each baggie?

Question

What could you change in your fizz quiz system that might change the reactions in the baggies?The amount of chemical used?The amount of water added?The size of the baggie?

Anything you change in an experiment that might affect the outcome is called a variable.

Reflection and Self-Assessment

Students show their level of understanding in writing in 3 locations in program:Science notebooksResponse sheets (can incorporate into notebook)Written work on benchmark assessments

Teacher Feedback

Ask students for clarificationAsk for additional informationGuide students to think about the content of their workGive suggestions for improvementGeneric suggestions: •Use science vocabulary in your

answer; •Include an example to support your ideas; Include more detail about …; •Check your data to make sure this is right; •Include measurement units

Self-assessment

Occurs after students receive additional instruction/informationCompare best answers; rework explanationsOne strategy: 3 C’s - Confirm, Correct, CompleteAnother strategy: Line of Learning

3 C’s

Students confirm correct ideas with a number or colorThen code statements needing correction with a second number or color;Assign a third number or color to give additional information that makes entry complete

Usually done after compare-and-share discussions; pair/share reading;

whole class critiques; etc.

Line of Learning

After entering initial explanation, students discuss, assess, read, and get teacher feedback.A line is drawn (Line of Learning) and dated.

A new entry is made, adding to or revising original thinking.

More lines can be added if understanding takes more time or is complex.

What’s Great About LOL

Reminder that learning is ongoingEveryone needs to move towards complete understandingReminder that can always revise thinkingAble to look back in notebook and see evidence of learning

A gradual shift towards notebooks includes skill development:

Headers for each page;Using space efficientlyPreparing graphs, graphic organizers,

labeled illustrationsAttaching 2-dimensional artifacts with appropriate labelingProducing graphs with less and less support

Finally, remember notebooks:

•are individual•need patience and persistence from the teacher•call for skill development•should be used as a resource for products/projects