Science Notebooks

Laura ChamblessSt. Clair RESA

Math/Science Consultant

Why Use Notebooks?

Build Enduring Understanding

Students use notebooks as a tools to make greater meaning from their science investigations and to communicate their learning.

Major Benefits

An Organized Record Centralizes student’s data Useful reference document Learning to trust previous discoveries and knowledge

Constructing Concepts and Explanations

Draw conclusions Form relationships from experiences and observations Writing stimulates active reasoning Direct relationship between formation of concepts and

expressing them in words

By writing explanations, students clarify what they know and expose what they don’t know.

Write to Learn

Student Benefit

Think critically about their thinking

Builds reflective thinking

Opportunities for self-assessment

Rethink and restate their scientific understanding

Clarify their understanding of concepts and investigations

Notebook Formats

Composition Notebooks

Loose-leaf 3 prong paper folder

Blank or grid-paged lab book

Blank or lined sheets of paper stapled together

Flip Books

Organizing Notebooks

Table of Contents

Page Numbering

Documentation to Begin Each Entry Date – very minimum Time Day of Week Team Members Weather conditions – if appropriate

Organizing Notebooks

Vocabulary Glossary/Index at the end of your notebook Separate section within the journal entry

Appendix To keep quizzes (if using 3 prong/2 pocket folder)

Essential Components of Notebook

1. Question, Problem, Purpose2. Prediction3. Developing a Plan4. Observations, Data, Charts, Graphs,

Drawings and Illustrations5. Claims and Evidence6. Making Meaning Conference7. Drawing Conclusions8. Reflection- Next Steps and New Questions9. Learning Line

Getting Started

Take it slow and remember that this is a learning process for both you and your students.

Start Small & Build

Questions, Problem, Purpose

What do I want to find out? Today I (or we) want to find out ___________ (Problem)

What will be the main question that will guide your learning? How many?, How long?, How often? (quantitative) How much longer is ___ than ____ ?, How are ____ and ___

the same? (quantitative/comparison) What would happen if _____? (create investigations) How can we ____? (create investigations)

Question Prompts

Prediction

I think _____ will happen because ….

If _____ then _____ because ….

The predictions students write should activate prior knowledge, relate to their focus questions, be conditional statements, and provide an explanation or reason.

Question Prompts

Planning

Scaffolds can be used to assist students in two stages of planning. Stage 1- Developing a general plan

Stage 2- Developing an operational plan of action

See page 38-39: Using Science Notebooks

Planning Step General Plan Operational Plan

1. What should be changed?

2. What should be kept the same?

3. How will differences be observed or measured?

Observations, Data, Charts, Graphs, Drawings and Illustrations

Essential elements for students. They must record in their science notebooks in order to make meaning from their investigations. This data forms their evidence.

Question Prompts: From the types of graphs you know, which one is the

most appropriate to show your data? What is the best way to show your data: scale,

intervals… Where is your dependent and independent variable?

Claims and Evidence

Claims Evidence

I claim that….. I claim this because …

I know that …. I know this because …

“These T-charts with class discussion and practice in their use, will greatly assist students in developing the skill necessary to write evidence-based explanations regarding their evidence or observations, and not simply what they did during their investigation. This shift is a prerequisite for students to develop a deeper understanding of the science content.”

From: Using Science Notebooks, Klentschy

Making Meaning Conference

After the students have collected data and made their claims with evidence, they need to come together and discuss results through purposeful conversation.

Essential to the meaning-making process and central to learning

Students gain understanding through social situation

Drawing Conclusions

Today I learned …I know this because …

Question Prompts

A conclusion is the final answerRestates the question with data as the evidence

Comparing initial ideas with new evidence

“What” Questions & Predictions

“How” Plan

“So What” Data, Claims, Evidence, Making Meaning

Reflection- Next Steps New Questions

What new thoughts or questions do you have?What went wrong?Describe a “wow” factor

Question Prompts

Learning Line

“One technique many teachers find useful in the reflective process is the line of learning. After students enter their initial explanation, followed by discussion, assessment, reading, and teacher feedback, they draw and date a line under their original work. They make a new entry under the line of learning, adding to or revising their original thinking.” from: FOSS

Reminder to students that learning is ongoing

Books Used for Reference

Using Science Notebooks in Elementary ClassroomsBy: Michael P. Klentschy