Charlotte McDonald

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Scientists Notebook
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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

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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.

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Who is the Audience for the Science Notebook?

• Teacher
• Parents
• Students
• Principal
• Other Scientists

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LETS 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.

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• Organization
• Of Science Notebooks
• Table of Contents
• Numbered Pages
• Documentation of Work
• Glossary and/or Index
• Appendix for inserts or rubrics to be used for
  assessment

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(No Transcript)
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TABLE OF CONTENTS

• Use the first 1-5 pages for the Table of
  Contents
• DATE ACTIVITY/TITLE
  PAGE
• How to set up a science
• notebook.

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Number your pages

1
10
Number through 10

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3
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Index References Vocabulary

• Example

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Word Bank

• Use Word Cards (rather than a 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.

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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

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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.

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Example Scientific Illustration
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Quick Write

• Write down everything you can about how to change
  matter.
• Include examples that explain how matter is
  changed.

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Generic Notebook Requirements

• Date in numerals, the first page of the entry.
• Focus or investigative question for each lesson.
  How can matter be changed? Give examples.
• Write something about each science lesson.
• Write legibly (not necessarily best
  handwriting) the notebook is a running rough
  draft.

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BEFORE..
Concept maps
KWL KLEW
Anticipation guide
Quick writes
Visualizations
I Know/ I Wonder chart
Formative Assessment Probes
FQR
During
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Objects Temperature

• Read Objects and Temperature and write your
  answer on page 109.

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Black Plates

• Add Black Plates title to notebook page.
• Add to Table of Contents
• Write observations in notebook
• http//www.learner.org/vod/vod_window-cc.html?pid
  2219 Writing in Science video

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Observation Frame

• Think of the four senses (not taste)
• Size, shape, color, lines, patterns, texture,
  weight, smell/odor, sound, behavior
• I observed ________________
• I noticed __________________

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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?

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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

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Example Black Plates Question Observation

• Using an ice cube (solid), how much longer will
  it take an ice cube to melt on the cold block -A,
  as compared to one put on the warm block - B?
• Observations record what you observe in your
  notebook. Enter in Table of Contents. Include
  the date on each page.
• How will you record the comparative observations?

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What do we need to answer our question?

• What do we want to measure?
• Temperature of blocks (start finish)
• Mass of the blocks
• Melting time
• Conductivity
• other

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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.

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Scaffolding for Writing

• Use Box and T-Chart for Comparisons (may need a
  shared mini writing lesson)
• Black Plates
• Same or Similar
• Different
• A B
• heavy light

Black,
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Thermal Conduction

• Transfer of thermal energy through matter from a
  region of higher temperature to a region of lower
  temperature.
• Word cited in notebook index.
• Word highlighted on page.

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Thermal Conductivity of Materials
Material Thermal Conductivity (W/m-K)
Cement .29
Air 0.025
Water (liquid) 0.6
Glass 1.1
Aluminum 200
Gold 318
Copper 380
Plastic 0.16
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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

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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.
• Ifthenbecause.

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Planning
Planning Step General Plan Steps to follow
1. What should be changed? 1. The kind of black (A B) 1. Find the temperature of each block.
2. What should be kept the same? Mass of ice cube, timer, thermometer, room temperature, and temperature of the blocks Mass ice cubes, place one cube on each block, start timer, record data, take temperature of blocks when ice is melted.
3. How will differences be observed or measured? 4. The time that is takes for energy transfer. 3. Chart the data for each block.
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Time for a break!
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Test your question and collect data
Block A Block B
Starting temp.
Final temp.
Time for ice to melt 238
Conductivity
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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)

claims evidence
Use your data to make a claim Support your claim with evidence
Put claims and evidence in chart form
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Claims and Evidence
Claims Evidence
I clam that. The aluminum block transfers energy faster and melts the ice faster than the plastic block. I know that. I claim this because..it took ____minutes for the ice to melt on the aluminum block and ____ to melt on the plastic block. I know this because.
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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

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Line of Leaning

• This 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.

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Support a Theory

• How does this investigation explain the
  molecular-kinetic theory of matter?
• Write your ideas in your notebook.
• Apply the Line of Learning
• Discussion Turn Talk or Buddy Share
• Write more or new information from the discussion
  below your Line of Learning

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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

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Its not the experience that makes the
learning. Its the reflection on that
experience.
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Reflection Next Steps, New Questions

• Develop investigable questions through scaffolds
  such as What? Which? How?
• Use Reflection Strategies (hand-out) and
  Reflective Writing Starters (hand-out) to elicit
  student reflections on the investigation.
• Example I wonder what would happen if..

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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)

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A vehicle to drive scientific inquiry

• Moves the focus away
• from the
• traditional experiment/ lab report
• format

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Teach and Re-teach Situation

• Drives instruction by monitoring student
  performance

Weaknesses
Strengths

• Misconceptions

• Understandings

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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

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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

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BEFORE..
Concept maps
KWL KLEW
Anticipation guide
Quick writes
Visualizations
I Know/ I Wonder chart
Formative Assessment Probes
FQR
During
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DURINGImplementing the scientists notebook
template

• Focus questions
• Predictions
• Planning (not detailed or copied)
• Data/observations
• Claims and evidence
• Making Meaning Conference
• Conclusions

After
5
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AFTER ..

• Summarizing
• Reflections
• 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
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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.

Claims Evidence

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We need a break
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Goals for Assessment

• Help Students Learn
• Improve instruction

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For Assessment feedback to be effective

• For Assessment feedback to be effective Provide
  non judgmental remarks
• without grades or rubric scores
• Use only for formative assessment

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Audience Other Scientists

• 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 ________________

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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.

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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.

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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.
• Use scientific skill successfully
• Communicate scientific thinking and science
  concepts through expository writing.

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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.

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Assessing Student Progress

• Use entries in science notebook as a formative
  assessment tool
• What should all students learn in this unit?
  (content skills and/or process skills)
• How do the student science notebooks reflect
  student learning?
• What evidence should support their
  understandings? (criteria)
• What are the implications for further
  instruction?
• Student self-assessment
• Next-Step Strategies

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Science Notebook Website

• http//www.sciencenotebooks.org FAQ tab can
  select secondary
• http//lhsfoss.org/fossweb/teachers/notebooks/inde
  x.html
• Graphing websites http//nces.ed.gov/nceskids/ind
  ex.asp (create a graph) http//www.mrnussbaum.com
  /coolgraphing.htm

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Notetaking Systems

• http//sas.calpoly.edu/asc/ssl/notetaking.systems.
  html
• The Cornell Method
• The Outline Method
• The Mapping Method
• The Charting Method
• The Sentence Method

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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

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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

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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?

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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.

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References

Using Science Notebooks in the Elementary
Classroom By Michael P. Klentschy NSTA Press

• Writing in Science
• Betsy Rupp Fulwiler
• Heinemann Press

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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

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Time

• The Seattle Science in Writing Project recommends
  (with research support) that you teach science
  and science writing for a minimum of 3
  hours/week two sessions of 40 to 60 minutes for
  inquiry-based science and two sessions of 20 to
  30 minutes for science writing.
• Hundreds of Seattle teachers have seen increase
  in students achievement in science, expository
  writing, math, reading and social studies.

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Implementation

• 12 Tips for Implementing Integrated Science and
  Writing Approach
• Getting Started 5 to 9 most ways to start.

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Plans, Thoughts Questions