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Scientists Notebook

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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 ... – PowerPoint PPT presentation

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Title: Scientists Notebook


1
Scientists Notebook
Science Math Inquiry and Literacy for Every
Student
2
Students Model the way that a Scientist Works
  • Each scientists 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 scientists thoughts
  • It is not necessarily organized or neat
  • There is no right way or format

3
Why Scientists Notebooks?
Essential element to enhance inquiry/kit based
programs
Notebooks reinforce concepts from the
standards/GSE
4
Support a variety of literacy skills in the
science classroom
  • Comprehension strategies
  • Written and Oral Communication skill
  • Vocabulary development (glossary)
  • Expository reading skills
  • Sharing thinking (Making Meaning Conference)
  • Supporting ideas with evidence (Claims and
    Evidence)

5
A vehicle to drive scientific inquiry
  • Moves the focus away
  • from the
  • traditional experiment/ lab report
  • format

6
Ultimate Teach Re-teach Situation
  • Drives instruction by monitoring student
    performance

Weaknesses
Strengths
  • Misconceptions
  • Understandings

7
Students use notebooks during class
  • As a guide and/or reference
  • As a place to record
  • data,
  • observations,
  • illustrations,
  • reflections
  • questions,
  • ideas while working
  • As a place to collect and record claims and
    evidence to support their inquiry
  • To make thinking visible
  • To document their organizational growth over time
  • Notebooks
  • make
  • students
  • accountable
  • for
  • their
  • learning

8
Using the Scientists Notebook
Activating prior knowledge Asking question
Before.
  • Thinking strategies

During.
  • Entries from the notebook template

After..
  • Content reading and writing related to inquiry
  • Making connections

9
BEFORE..
Concept maps
KWL
Anticipation guide
Quick writes
Visualizations
I Know/ I Wonder chart
VIP/MVP
FQR
During
10
DURINGImplementing the scientists notebook
template
  • Focus questions
  • Predictions
  • Planning
  • Data/observations
  • Claims and evidence
  • Making Meaning Conference
  • Conclusions

After
5
11
AFTER ..
  • Summarizing
  • Making connections
  • Note taking from a reading
  • Key word/key idea drawings
  • Compare/contrast charts
  • VIP/MVP
  • Information circles
  • Revisit KWL and I wonder charts

Next
8
12
Students Guide to Scientists Notebook
  • TITLE OF LESSON
  • FOCUS 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 beginnings
  • PREDICTION/ HYPOTHESIS
  • What do you think will happen (USING PRIOR
    KNOWLEDGE)
  • If I do then will happen because
  • I think because
  • PLANNING
  • (Dont rewrite procedures- use if you need to
    design a procedure)
  • DATA
  • Record the data in a way that will make sense to
    you later
  • Paragraph, Bullets, Table/Chart, Drawings,
    Graphs, etc.
  • Title and label diagrams and pictures
  • Measurements should be specific, accurate, and
    units labeled
  • NEVER erase your work Simply cross out any
    errors
  • CLAIMS AND EVIDENCE
  • MAKING MEANING CONFERENCE
  • Make your thinking public in a class discussion
  • Turn and Talk
  • CONCLUSION/REFLECTION
  • Restate the focus question as a topic sentence
  • In 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 because
  • My (our) prediction that..was..because.
  • This reminds me (us) of.. because.
  • I (we) discovered that..
  • Now I (we) think that.because
  • Refer back to your hypothesis
  • My hypothesis was correct/incorrect because
  • Record 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.

13
THE FOCUS QUESTION
  • What will be the main focus of the inquiry?
  • What, How and Doesare good beginnings
  • Students may need to be prompted or given an
    example or a list to chose from.
  • or
  • Showing the materials to students and asking
    questions like" What can we find out
    about..by using these materials?
  • or
  • Ask questions like What might we want to find
    out about..?
  • or
  • An engaging scenario

14
THE PREDICTION/ HYPOTHESIS
  • What you think will happen (USING PRIOR
    KNOWLEDGE)
  • If I do then will happen because
  • I think because
  • Students will need some prior knowledge to make a
    meaningful prediction.
  • If not
  • Readings
  • Video segments
  • Demonstrations
  • Students work in collaborative groups to develop
    sound and well written hypothesis based on their
    prior knowledge
  • Not all activities will need this entry

15
THE PLANNING
  • The Materials List
  • What you will need to conduct the experiment
  • The Procedure
  • Tell what you will do with the material
  • List the steps
  • PLANNING (Dont rewrite procedures- use if you
    need to design a procedure)
  • Not necessary for activities that have a
    procedure in the student guides
  • May be essential if students are creating a plan
    to carry out an experiment in order to address
    their focus questions

16
THE DATA
  • Record the data in a way that will make sense to
    you late
  • Paragraph, Bullets,
  • Table/Chart, Drawings, Graphs, etc.
  • NOTE
  • Title and label diagrams and pictures
  • Measurements should be specific, accurate, and
    units labeled
  • NEVER erase your work Simple cross out any errors
  • Work toward student generated data tables
  • However
  • Have a model data chart on the overhead
  • Have graph and chart templates available for
    pasting into notebooks (if needed)
  • Copy and reduce size of the templates from
    student worksheets
  • Give students more complex illustrations and have
    them label key parts or create a key

17
THE CLAIMS AND EVIDENCE
  • 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)

Put claims and evidence in chart form
18
THE MAKING MEANING CONFERENCE
V I T A L
  • Make your thinking public
  • Class discussion
  • Turn and Talk
  • Discussions can be small group or whole class
  • Students should revisit and revise their claims
    and evidence

19
CONCLUSION/REFLECTION
  • Refer to the focus question to create a topic
    sentence
  • Use the claims and evidence chart as a graphic
    organizer to write your conclusion.
  • If students made a prediction have them determine
    its validity were they correct or incorrect and
    why.
  • Extend learning with after reading strategies
  • Make connections to real world applications

20
What are the differences?
  • Journals
  • Reflections of student learning
  • Used after work is done
  • Logs
  • Books where students record data
  • Used during an investigation
  • Notebooks
  • Records planning, thinking, data and reflections
  • A tool to use before, during, and after an
    investigation

21
The Notebook
  • Determine the type of notebook
  • Composition book
  • A spiral notebook
  • A three ring binder
  • A three prong paper folder
  • What type of notebook will you use?
  • Use what works in your classroom

22
Reference
Science NotebooksWriting About Inquiry Brian
Campbell Clark County School District, Las Vegas,
NV Lori Fulton, Clark County School District,
Las Vegas, NV
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