Science Notebooks:
An Instructional/ Assessment
Tool
NHCS
Research SAYS…..
• Formative forms of assessment help to
improve student learning if
– Effective Feedback is given to students
– Active Involvement of students in their learning
– Adjust teaching to take account of results learned
from formative assessment
– Self-assess for students to understand how to
improve
Adapted from Classroom Instruction that Works-R. Marzano
Assessing Student Progress
• Traditional assessments often do not provide
teachers with the opportunity to check for
misconceptions.
• Science notebooks play a role of what should be
taught (standards), what is actually taught, and
what the students actually learn.
• Notebooks assess the students ability to formulate
scientific explanations from evidence.
• Rubrics
SCIENCE NOTEBOOK RUBRIC
Student's name:______________________________
Class:
Question Purpose
Student generated ; in own words/relates to
purpose/"Big Idea"
Not
Assessed
Date:_________________
Needs More
Development
Progressing
Towards
Satisfies
Exceeds
Grade Level Grade Level Grade Level
Expectations Expectations Expectations
Needs More
Development
Progressing
Towards
Satisfies
Exceeds
Grade Level Grade Level Grade Level
Expectations Expectations Expectations
Needs More
Development
Progressing
Towards
Satisfies
Exceeds
Grade Level Grade Level Grade Level
Expectations Expectations Expectations
Clear and Concise
Investigatable
Prediction
Not
Assessed
Connects to prior experience
Is clear and reasonable
Relates to question
Gives and explanation/reason
Planning
Relates to investigatable question
Has clear sequence/direction
Identifies variables/control
Includes data organizer
States material needed
Not
Assessed
Data/Observations
Not
Assessed
Needs More
Development
Progressing
Towards
Satisfies
Exceeds
Grade Level Grade Level Grade Level
Expectations Expectations Expectations
Needs More
Development
Progressing
Towards
Satisfies
Exceeds
Grade Level Grade Level Grade Level
Expectations Expectations Expectations
Needs More
Development
Progressing
Towards
Satisfies
Exceeds
Grade Level Grade Level Grade Level
Expectations Expectations Expectations
Relates to question and plan
Includes student generated drawings, charts,
graphs, narrative
Organized
Accurate
What Have You Learned?
Not
Assessed
Student generated: in own words
Clear statement of what was learned
Based on question/planning/evidence
Reflective
Shows rigor in thinking
Next Steps/New Questions
Student generated
Extension/new application of original
question
Researchable or investigatable
WOW factor
Can be recorded throughout
Not
Assessed
Primary Science Rubric
3
2
1
Science
Content
My written responses
demonstrate that I
understand ALL of the
science concepts and I
can accurately use ALL
the vocabulary.
My written responses
Demonstrate that I
understand SOME of the
science concepts and I can
accurately use SOME of
the vocabulary.
My written responses
Demonstrate that I
understand very LITTLE
of the science concepts
and I can accurately use
A LITTLE of the
vocabulary.
Table of
Contents
I am VERY careful to
record accurately all
required activities into
the table of contents.
I am careful MOST OF
THE TIME about
accurately recording
required activities into the
table of contents.
I am NOT TOO
CAREFUL and need to
do a better job of
accurately recording the
required activities into the
table of contents.
Scientific
Drawings
Required drawings are
MOSTLY large,
accurately labeled and
have relevant detail.
Required drawings have
incorrect labels, are not
carefully drawn or have
little detail.
Required drawings are
too small, not labeled, or
are very sloppy with little
detail.
Legibility &
Daily
Entries
My handwriting is
USUALLY the best I
can do. I have my
notebook ready every
time it is required.
My handwriting is SOMETIMES the best I can do. I
SOMETIMES have my
notebook and use it when
required.
My handwriting is usually
SLOPPY. I am NOT
TOO CAREFUL about
using my notebook when
it is required.
Yellow – Student Self-evaluation
Blue – Teacher’s evaluation
I participate in
class
I work with my
partner
I volunteer answers
and I answer if called
on.
I answer if called on but I
do not volunteer answers.
I do not participate.
I always help my
I sometimes help my
partner.
I let my partner do all
the work.
Every time
I sometimes have to be
reminded.
I have to be reminded
often.
Always
Often
partner.
I listen and
follow
directions
I try my best
in everything I
do
My journal is
neat and
organized
My journal has
drawings
I always use my best
I usually use my best
handwriting.
handwriting.
I have all the drawings
and they are neatly
colored and labeled.
I have all the drawings but
some may not be neatly
colored and some labels are
missing.
Sometimes
I sometimes use my
best handwriting.
I do not have all the
drawings; some labels
and coloring are missing.
Future Science Notebook Training to Include:
• Looking at examples of actual student
notebooks
• Q & A session with a teacher using science
notebooks in NHC.
• Incorporating more science vocabulary,
writing, and math into the notebooks
• Integrating technology resources to enhance
the notebooks potential as a instructional and
assessment tool
Closing
• Have questions or comments? Need support?
Contact Kim Bierstedt at
kimberly.bierstedt@nhcs.net
• Special thanks to Caroline Johnson from
Technology with her help with implementing
notebooks and her assistance with this
presentation
Credits
• “Writing to Learn Science”; Tracy Hargrove
and Catherine Nesbit (found on ERIC)
• “Integrating Science Across the Curriculum”;
Lesley Merritt, University of Arkansas
• “Science Notebooking 101”; Jenny Gammill,
University of Arkansas
Credits
• www.sciencenotebooks.org
• “Beyond Bark Rubbings: Nature Science
Journaling”; Lisa Kalina, Tara Johnson and LeAnn
Weikle
• “Using Science Notebooks in Elementary
Classrooms”; Michael Klentschy
• Original NHC Science Notebook Presentation by
Karen Greene, Lisa Harrelson, and Bob Maxey
• “Interactive Science Notebooks”; Doni Cash