Science Notebooks Peggy Harris Willcuts

Science Notebooks

Peggy Harris Willcuts

This presentation shares information about notebook strategies and lessons learned from school districts in the Washington State LASER Alliances as well as those districts in El Centro and Pasadena, California and Gilbert, Arizona..

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.

THEN…

Don’t forget to let your notebook reflect your…

Powerful Learning Experiences

Most Powerful

Least Powerful

First Hand (the real thing)o HANDS-ON EXPERIENCE THROUGH THE SENSES

Second Hand (representational)

o VIDEO/PICTURES/MODELS/SIMULATIONS

Third Hand (symbolic)

o BOOKS

TABLE OF CONTENTS

Use the first 1-2 pages for the Table of Contents…

DATE ACTIVITY PAGE #

Insert sample of a

table of contents

from either the website

www.sciencenotebooks.org or from your own images of students’

science notebooks

http://www.sciencenotebooks.org/

NUMBER YOUR PAGES

1

NUMBER YOUR PAGES THROUGH 10

32

NOW ADD TODAY’S DATE

1

February 6

THINKING ABOUT YOUR SCIENCE NOTEBOOK…

What should be included in a What should be included in a science notebook done by my science notebook done by my

students?students?

When you have finished your response, draw a When you have finished your response, draw a

THINKING ABOUT NOTEBOOKS…

Share out with your table group…

SCIENTISTS’ NOTEBOOKS

• The following slides show real notebooks from scientists who work at Battelle – Pacific Northwest National Laboratory in Richland, Washington.

Computational Chemist“Something wrong with this”

Computational Chemist

“will have all of these checked for instability and optimize”

Materials ScientistReference graphs and tables pasted into notebook

Materials ScientistSample

sketch

REFLECT…

Which of those things do you think you could incorporate in YOUR students’ science notebooks?

Turn to your next available page and title this next section:

CHOOSE A SHELL AND SKETCH IT

Sketch the outside shape

Now add the details indicating pattern and texture

Finally, add a bit of color

Move from Sketch to Scientific Illustration

Drawing should be detailed, accurate, and labeled:

•Univalve or Bivalve?

Reading to Assist You…Seashells contain some of the most incredible designs in nature. There are shells that are large and small, long or round and some are bumpy and some are smooth. Seashells are made by the animals that live inside them. These sea creatures are called mollusks. A mollusk has a soft body that needs protection from a hard shell. Most shells found on the beach can be put into two groups. One group is called “univalves.” “Uni” means “one,” so they have only one shell. Univalves are mollusks that move on one foot. Periwinkles, olive shells, and whelks are part of this group. The second group is called “bivalves.” “Bi” means two. The mollusk lives between the two parts of the double shell, which is joined by a hinge. When the shell is open, the bivalve can eat by taking food from the water. When danger threatens, the two shells quickly snap shut. Oysters, scallops and clam shells are a part of this group.

Biv

alv

e

U

niv

alv

e



•Univalve or Bivalve?•Details



•Univalve or Bivalve?•Details•Identify Your Shell

Descriptive Information

on Shells

AugerBabylon Clam

Cockle Olive Spindle

Scallop Sundial

Insert sample of a

drawing



science notebooks


Betsy Rupp Fulwiler

OBSERVATI ONS ORGANI ZER

Writing Frame

Think of properties you can see such as size, shape, color, lines, texture, pattern, behavior…

I observed

Think of the other senses of smell, sound, touch, and perhaps taste!

I noticed

Connect it with something that you already know.

I t reminds me of

Add more detail as needed.

This is so because

Be curious and ask questions you could investigate.

I am curious about I t surprised me that I wonder what would happen if

Insert sample of an

Observation Writing



science notebooks


Now add a critical competitor…

THE BOX & T-CHART

Univalve Bivalve

Similarities

Differences

Betsy Rupp Fulwiler

Insert sample of a

Box and T-Chart



science notebooks


COMPARE AND CONTRAST Writing Frame

Start with how things are the same or similar.

The _____ and the ______ are the same because they both ___________.

Add more details as needed. In addition, they both

________________.

Explain how they are different. You can compare the same property or characteristic in the same sentence. Use “and”, “but”, or “whereas” to set up the contrast.

They are different because the ______, but the ______ does not.

Add more detail as needed. Also, the ________, whereas the

________________ does not.

Betsy Rupp Fulwiler

Insert sample of a

Comparison Writing



science notebooks


www.sciencenotebooks.org

HOW PEOPLE LEARN

Principle I

New knowledge is built on a foundation of existing knowledge and experience

Everyday conceptions are resilient

Student preconceptions must be actively engaged to support learning with understanding

prediction

HOW PEOPLE LEARN

Principle II

Learning for understanding requires:

A deep foundation of factual knowledge

Understanding facts and ideas in the context of a conceptual framework.

Organized knowledge for effective retrieval.

HOW PEOPLE LEARN

Principle III

Metacognitive Strategies help students to learn and to take control of their own learning.

They can be taught effectively in the context of a subject matter.

“Metacognitive Strategies”

Explaining to oneself

Noting comprehension failures

Activating background knowledge

Let’s talk briefly Let’s talk briefly about about

assessmentassessment(FORMATIVE)(FORMATIVE)

Teacher’s Opportunities to Score:• “Drive-Bys” • Data sheets scored before

attaching to notebook• Quizzes scored independently• Weekly if possible for critical

comments

Opportunities for Opportunities for AssessmentAssessment

Opportunities for Opportunities for AssessmentAssessment

• Self assessment or teacher assessmentSelf assessment or teacher assessment– Scoring Rubrics (primary and intermediate)Scoring Rubrics (primary and intermediate)

• Student scores selfStudent scores self• Teacher scores studentTeacher scores student• Student and teacher score studentStudent and teacher score student

– Notebook ReflectionsNotebook Reflections

ResearchResearch IF WE GIVE MORE:IF WE GIVE MORE:

appropriate feedback to studentsappropriate feedback to students

ongoing assessment by teachersongoing assessment by teachers

= = Positive Effects on Student LearningPositive Effects on Student Learning

Black & Wiliam, 1998Black & Wiliam, 1998

Classroom AssessmentClassroom Assessment

Pg 12 & 13Pg 12 & 13

So let’s review…

WHEN DOES THE SCIENCE NOTEBOOK GET USED?

It is the FIRST thing that goes onto the student’s desk.

Then…• the date• the page number• the focus question OR title of the lesson• A discussion of the data table that should be

created

In fact, no materials are distributed until these things are done!

Student Benefits

• Reinforces student understanding of a subject.

• Helps develop clear thinking.

• Encourages and illustrates importance of writing across the curriculum.

• Allows for their self expression.

Student Benefits• Provides open and risk-free communication with the

teacher.

• Emphasizes importance of writing now and in the real world.

• Can be used as a resource in an open notebook test and a great opportunity to practice for the WASL!

• Gives students an exciting reason to write.

*Washington State Essential Academic Learning Requirements

WA ST EALRs* in WRITING!!!

• THE STUDENT WRITES CLEARLY AND EFFECTIVELY– Develops concept and design– Using style appropriate to the audience and purpose– With writing conventions such as spelling, grammar, etc.

• THE STUDENT WRITES IN A VARIETY OF FORMS– For different audiences, purposes, forms, applications

• THE STUDENT UNDERSTANDS AND USES THE STEPS OF THE WRITING PROCESS– Prewrite / draft / revise / edit / publish

• THE STUDENT ANALYZES AND EVALUATES THE EFFECTIVENENSS OF WRITTEN WORK– Assess own strengths and needs for improvement– Seek and offer feedback

Teacher Benefits

• Provides insight into students as individuals and their understanding of content and skills (science, math, language arts).

• Provides an opportunityfor “active research” .It forces you to examine your teaching, more closely.

• If dialogue exists, it builds rapport between teacher and student; makes learning a joint effort.

• Provides a future resource of information for teacher, students, parents, and classmates.

• Provides accountability for teacher assessment of individual students and the entire class.

Teacher Benefits

Personal Reflection

• Using your science notebook, take a few minutes alone to QUIETLY write what your expectations for your STUDENTS’ science notebooks will be.

Table Reflection

• Draw a LINE OF LEARNING

• Hold a table discussion about what you have each written.

• Jot down for yourself, some of the table groups’ wisdom.

Group Report

• Draw another LINE OF LEARNING

• Each table group shares one thing.

• Jot down for yourself, some of the whole groups’ wisdom.

From Novice to Expert

Expert

Novice

Competency

Reflecting & Renewing the Commitment

Routinely Teaching with Notebooks

Translating into Practice the Use of Notebooks

Building Knowledge about Using Notebooks

Developing Awareness of the Use of Notebooks

Designing Professional Development for Teachers of Science and Mathematics, Susan Loucks-Horsley, et.al., Corwin Press, Inc., Thousand Oaks, CA 1998, 0-8039-6661-X (cloth), 0-8039-6662-8 (paper)

FINAL THOUGHTS…

• The laboratory notebook is:

– a place to record what you see and do– a place to record what you THINK about

what you see and do– a place to ask questions about

experiences– your silent partner, “on the bench”,

open and ready, before work can begin.

FINAL COMMENTS…• From the teacher who has

read the notebook, the student can learn to do better; and

from the student’s work the teacher can learn to do better.

• The notebook is thus a powerful aid for

improving teaching and learning in the classroom. JERRY PINE, 1996

CAL-TECH

Science Notebooks Peggy Harris Willcuts

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