scientist’s notebook
DESCRIPTION
Scientist’s Notebook. 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 - PowerPoint PPT PresentationTRANSCRIPT
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 Geologist
Brown University
Students Model the way that a Scientist Works
What is the purpose Scientists’ Notebooks?
1. Means for students to think scientifically – content, skills and thinking.
2. Learn expository writing structures.
3. Communicate scientific thinking and understanding.
4. Formative assessment.
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.
Organization Of Science Notebooks
Table of Contents Numbered Pages Documentation of
Work Glossary and/or Index Appendix for inserts,
measurement tables or rubrics to be used for assessment
TABLE OF CONTENTS
Use the first 1-5 pages for the Table of Contents…
DATE ACTIVITY/TITLE PAGE #
How do I set up a science notebook?
Word Bank
Use Word Cards or a Word 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.
.
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
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.
Generic Notebook Requirements: Date in numerals, the first page of the
entry. Focus or investigative question for each
lesson. How do I set up a science notebooks? Give examples.
Write something about each science lesson.
Write legibly (not necessarily “best handwriting”) the notebook is a running rough draft.
How do I set up a Science Notebook? - ActivityAdd the words science
notebook to the activity entitled “How do I set up a science notebook.”
Highlight and add to index.Write your definition of a
science notebook so far.
Line of LearningThis 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.
Observation Frame
Think of the four senses (not taste)Size, shape, color, lines,
patterns, texture, weight, smell/odor, sound, behavior
I observed ________________ I noticed __________________
Investigating my Swinger
How many cycles (swings) does your pendulum (swinger) have in 15 seconds?
Record information in your notebook. What standards do you have?
Mass of the bob _______________ Length of the string ____________
Release position _______________
Notebook Entries
1. Planning the Investigation2. Data Acquisition and
Organization3. Making Sense of Data4. Reflection and Self-
Assessment
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?
Notebook Entry
What could you change in your swinger system that might change the number of swings in 15 seconds?
Planning the InvestigationNarrative Plans
Based on focus questionShort description of plan
ListsMaterials listDates of observations, people
Step-by-Step Procedures
PlanningPlanning Step General Plan Steps to follow:
1. What should be changed?
1. The mass of the bob.
1. Add mass to the bob and repeat 3 times.
2. What should be kept the same?
2. Length of the string. Release position of the swing. Timer – 15 seconds. Same person releases the swinger.
2. Measure the mass of the bob and test it 3 times for 15 seconds each. Increase and measure the mass of the bob and test it 3 times for 15 seconds each. Record information.
3. How will differences be observed or measured?
4. The number of swings in 15 seconds will be counted and recorded.
3. Compare the number of swings in 15 seconds of the two different masses.
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
Data Acquisition and Organization
Records:Clearly related to focus questionAccurate and preciseOrganized for efficient reference
Acquisition: Words, phrases, numbers, drawings
Display: narratives, drawings, charts, graphs, diagrams, calendars, artifacts
Investigate your question
Write your observations in your notebook.
Make a chart of your observations.
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.
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….
Claims and Evidence
Claims Evidence
I clam that…. the amount of mass of the bob does not make a difference in the number of swings in 15 seconds.
I know that….
I claim this because…..when I changed the mass of the bob, the number of swings did not change.
I know this because….
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
Short Note on Grading
Notebook itself should not be graded
Can use it as one component of performance in class
Can use it during parent conferences to show various levels of performance and to discuss expectations that are valued in school science community
Detailed Feedback
Example: Another scientist would value this entry because you clearly have described what you have observed about __________________________ and
the results of your tests. For example, you included the following
scientific details ________________
When to assess Science Notebooks During each lesson, check that all
students are writing in their notebooks After a series of 3-4 lessons that have
been developing students’ understanding of certain concepts or skills (making and writing observations).
Skim through first few entries to get a general idea then carefully read the last entry and provide constructive feedback.
What to assess?
Conceptual understanding of the science content or “big ideas” of the unit.
Think scientifically, apply critical thinking skills in solving problems and developing conceptual understanding.
Uses scientific skill successfully Communicate scientific thinking and
science concepts through expository writing.
How to Assess
Address specific strengths first Never use the word “but” in
constructive feedback Address weaknesses by asking
questions. Example: What do you think another scientist might be interested in knowing about your investigation?
With struggling students who have low skills and self-esteem, address only the strengths.
Research by Black and Wiliam 1998
If pupils are given only marks or grades, they do not benefit from feedback.
Feedback improves learning when it gives each pupil specific guidance on strengths and weaknesses
Formative assessment benefits all students but increase in levels of achievement is particularly marked for lower achieving students.
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)
Science Notebook Websites
http://www.sciencenotebooks.org FAQ tab – can select “secondary”
http://lhsfoss.org/fossweb/teachers/notebooks/index.html
Graphing websites: http://nces.ed.gov/nceskids/index.asp (create a graph) http://www.mrnussbaum.com/coolgraphing.htm
The Notebook
Determine the type of notebook Composition book A spiral notebook A three prong paper folder
What type of notebook will you use?Use what works in your classroom
Notebook tips
Paper clip all the pages reserved for the Table of Contents
Paste an envelope in the back of the notebook so students can collect pictures from the real world that apply to each unit of study.
At the end of the school year, decorate the notebook in collage fashion with the pictures.
What do you want on the supply list for start of year?
More tips
Highlight the vocabulary words so they can be easily found on the page.
Make a science word wall Instruct students to write complete
sentences when writing conclusions Tools of science – develop a chart for
the notebook which includes: Tool, Measuring, and Unit of measure.
Using Science Notebooks in the Elementary ClassroomBy: Michael P. KlentschyNSTA Press
References
Writing in Science
Betsy Rupp Fulwiler Heinemann Press
References Teaching Science with Interactive Notebooks
by Kellie Marcarelli c. 2010, Corwin A Sage Company
Linking Science & Literacy in the K-8 Classroom by Rowena Douglas, Michael Klentschy and Karen Worth, c. 2006, NSTA Press
Using Science Notebooks in Middle School, by Michael Klentschy, c. 2010, NSTA Press