Elementary

Using Science Notebooks

Think as a Scientist Record as a Scientist Reflect as a ScientistA study group could be formed to assess what teachers want to achieve through the use, practice, and effectiveness of notebooks as they incorporate them into their science curriculum. 1Students learn as real scientists!The notebook is a collection of thoughts, ideas, sketches, data, questions, equations a running record of the students thoughtsThere is no right wayGreat organizational tool

Scientists use notebooksAs a reference and guideAs a place to record:*Questions*Ah Has*Observations*Illustrations*Data Collection As a resource to journal claims and evidenceA place to show their thinking and learningTo document their organizational learning over time

The notebook is a tool that encourages students to use writing for thinking and empowers them to become active in their own learning. Notebooks give teachers access into students thinking-what they do and dont understand, what misconceptions they have, and the organizational skills they are using. Teachers can us notebook assessments to guide their next steps in instruction. Notebooks offer numerous opportunities to develop and enhance students communication skills, written, visual, and oral.3What is a scientist???

By Barbara Lehn

Go Science!!!

Elements of a Primary Notebook

Kindergarten students are developmentally capable of formulating what, when, and how questions.

1st and 2nd graders have the ability to convert questions of wondering into investigable questions.

3-6th graders are capable of formulating simple and complex investigable questions. *Investigable questions are questions that are not usually answered with a simple yes or no. 7What is an observation? Observe for details Draw your own observation Record observation in notebook

Observation Examples:

Entry from early in the school year. Drawings comparing balloon size and observations about balloon flight. 1stLife cycle of crayfish drawing. 3rdLabeled diagram STC: Life Cycle of Butterflies. 2ndFish diagram. K

9I made an observation

I observed wormsHe is big and longI made a prediction!

I predict the ball will go across to the other side if the incline is bigger.I Wonder Questions

What is a wonder question? Generate class list of I wonders Draw an observation. Write what you wonder

Why do they have gills?Can a fish float?Why do they have tails?How, what, when??????12I made a diagram!

Full size illustrationDraw correct proportionsAll accurate body partsKey parts are labeled becomes a picture glossaryAAccurateBBigC ColorfulD DetailedThe ABCD of Scientific Diagrams is a strategy used to help students identify and remember the critical attributes of a scientific drawing or diagram. 13Focus QuestionThe purpose of the investigation is addressed as a questionExamples include: how, which, and whatWhat is our problem?What do we want to know or find out?How much longer is _________ than ________?Remember: Investigative science begins with a question.A teacher can provide lists of questions Grade 2 Diagram

Target: Identify and explain how physical structures enable an organism to survive in their environmentGrade 4 Data Collection

Student created table to record findings of conductors and insulators.

Labeled drawingGrade 1 Prediction

Investigation with prediction and conclusion and data table.

Grade 3 Knowledge Transfer

Using scientific languageGrade 3 Data

Students will predict, sequence or compare the life stages of organisms plants and animals (e.g., put images of life stages of an organism in order, predict the next stage in sequence.Making observations over a period of time.THE PREDICTION/HYPOTHESISPrediction:The act of predicting (as by reasoning about the future) A statement about the futureHypothesis:a proposal intended to explain certain facts or observations

What you think will happen (based on PRIOR KNOWLEDGE)If I do then will happen becauseI think becauseStudents will need some prior knowledge to make a meaningful prediction. If not:Students work in collaborative groups to develop sound and well written hypothesis based on their prior knowledgeNot every activity will need this entry

Students Guide to Scientists NotebookTITLE OF LESSONFOCUS QUESTION* (Big Idea)What do you have to investigate or figure out in this lesson that is related to the big idea?What will be the main question that will guide your learning?What, How, Does are good beginningsPREDICTION/ HYPOTHESIS*What do you think will happen (USING PRIOR KNOWLEDGE)If I do then will happen becauseI think becausePLANNING (Dont rewrite procedures- use if you need to design a procedure)DATA*Record the data in a way that will make sense to you laterParagraph, Bullets, Table/Chart, Drawings, Graphs, etc.Title and label diagrams and picturesMeasurements should be specific, accurate, and units labeledNEVER erase your work: Simply cross out any errorsCLAIMS AND EVIDENCE*State your claim based on your evidence (data collected from observations)What do you claim to be true?How can you prove what you are stating? (Back it up)..I know this to be true because I observed.I claim that when , then .. (happens)

Continued..MAKING MEANING CONFERENCE*Make your thinking public in a class discussionTurn and TalkCONCLUSION/REFLECTION*Restate the focus question as a topic sentenceIn this investigation In this inquiry.I (we) learned that..Use details from your claims and evidence (data) chart to answer the focus question. Every claim must be supported by evidence. I (we) liked/did not like becauseMy (our) prediction that..was..because.This reminds me (us) of.. because.I (we) discovered that..Now I (we) think that.becauseRefer back to your hypothesisMy hypothesis was correct/incorrect becauseRecord your thoughts after the experiment (Understandings, Likes, Related Thinking, Connections)Include a summative sentence that can be a restatement in different words of the topic sentence.QuestionsWhat new questions do you have to extend your learning?

Table of Contents Example

Focus Question

Focus Question: Why do we have different types of slides?24Conference on Making MeaningModel, model, model, practice, model, model, model Give students an opportunity to reflect their own thinking in pairs prior to sharing with a group.Students need to revisit their claims and evidence piece and revise if needed.

THE CLAIMS AND EVIDENCEWhat do you claim to be true?How can you prove what you are stating? I know this to be true because I observedI claim that when , then .. (happens)

*Make sure to enter claim and evidence in a chart form of some sort each and every time

Evidence-based explanations are a critical aspect of science. Engaging students in explanation can change their image of science, enhance their understanding of the nature of science, and foster conceptual understanding. Scientific explanations help frame the goal of inquiry as understanding natural phenomenon, and articulating and convincing others of that understanding.

I claim that. I claim this becauseI know that. I know this because26Claims & Evidence Grade 5

Time to Reflect 5th grade

Page # DateGuidelines for notebooksNumber the pages Date every new entryCreate a table of contents

29More on guidelines.Strive for neatness. Emphasize the importance of being able to read student work. A place to jot down ideas or thoughts (brainstorming), diagrams, graphs, figures, charts, sketches, or calculations.It is good to include any changes made to procedures, mishaps, failures, or mistakes. Good scientists do this all the time!

What type of notebook will you use?Determine the type of notebook Composition bookA spiral notebookA three ring binderA three prong paper folderUse what works in your classroom!

What to learn more?http://www.sciencenotebooks.orghttp://www.ebecri.org/custom/toolkit.html

Using Science Notebooks in Elementary Classrooms by Michael P. KlentschyScience NotebooksWriting About InquiryBrian Campbell Clark County School District, Las Vegas, NV & Lori Fulton, Clark County School District, Las Vegas, NV