Science Note-booking
Training,
December 7th, 2013
Timeline:
8:00 to 9:00 am
9:00 to 9:10 am
9:10 to 11:00 am
Science Note-booking
Break
“Mystery Spill”
Note-booking
11:00 to 12:00 pm Lunch Break
12:00 to 1:00 pm “Mystery Spill”
Note-booking
1:00 to 1:10
Break
1:10 to 2:00
Finish Note-booking
2:00 to 3:00
Grade Level Breakout
Science
Note-booking
Objectives:
• Understanding of construction of a Science Notebook
with the different entry types.
• To discuss the importance of students understanding
the Standards being taught and the Performance
Expectations for each of them.
• Hands-on lesson with actual note taking strategies and
components.
• To learn about and discuss Common Core Reading,
Writing, and Literacy skills that can be incorporated
into the notebooks.
• Discuss the importance of a student Making Meaning
Conference and continuous Review.
Objectives:
• To have participants use foldable’ s in Science
Notebooks.
• To give them a web site that shows all the
different types of entries done by students from
the State of Washington.
• To guide teachers through the note-booking
process using as many types of entries as
possible.
• To express the importance of reviewing the
student notebooks by students at least once a
week.
Science Notebook Organization
• Students use organizational elements to
streamline access to the contents of their
notebook over time to support their learning. As
teachers consider what elements of a science
notebook are most appropriate to meet their
student learning goals in science, they will need
to exercise their own professional judgment as to
which organizational elements support those
goals. Formats for each organizational element
vary depending on grade level and purpose, but
can include some of the following components:
Science Notebook Entry Types
• Science notebooks contain information about the
students’ classroom experiences and are used
much as scientists would, before, during, and
after all investigations. They are a place where
students formulate and record their questions,
make predictions, record data, procedures, and
results, compose reflections, and communicate
findings. Most importantly, notebooks provide a
place for students to record new concepts they
have learned and to review the lessons already
accomplished.
• By reviewing hundreds of actual student
notebooks, a group of education leaders from
Washington State explored how teachers were
asking students to record their ideas in their
science notebooks. Analysis of the student work
revealed eight distinct strategies or “entry types,”
used most frequently by practicing K-12 teachers.
This section describes those eight entry types and
offers a rationale for why a teacher might select a
given entry type. The companion website –
www.sciencenotebooks.org - illustrates each
entry type with multiple samples of student work
stored in a searchable online database. The
samples come from students of all grade levels,
demographic groups, and geographic regions.
Title Page or Notebook Cover
• Recording this information enhances student
understanding of common text features that support
the development of literacy skills. Common
elements on a title page or notebook cover may
include:
• Student name
• School
• Teacher name
• Class
• Content Picture
Table of Contents
• A table of contents allows a student to easily
retrieve work from previous lessons within the
unit. Teachers can create a template for
students to fill in (e.g. blank template or
transparency, list of activities with place to
enter page number and date). Alternatively
students can create the table of contents
themselves. Alternative ways of doing a table
of contents may include:
Table of Contents (cont.)
• Teacher creates an empty template for
students to fill in
• Completely created by student
• Done together with student input on chart
paper or off transparency
• Done ahead by teacher and student just adds
page numbers and date
• Teacher does whole thing
Type: Notebook Organization
Gradeband: elem
Grades: 2
Discipline: Life
STC – Life Cycle of the
Butterfly
Type: Graphic Organizers
Gradeband: elem
Grades: K-1
Discipline: Physical Science
STC – Measuring and Comparing
Type: Notebook Organization
Gradeband: middle
Grades: 7
Discipline: Life
--Table of Contents - this helps
students to find and use
earlier notes, vocabulary,
assignments, etc.
Organization of Individual Pages
• These features allow students to organize
their work and more efficiently access learning
from prior activities or lessons. These features
also assist the teachers in assessing student
understanding. Common organizational
features include:
• Number on each page
• Headings
•
•
•
•
•
•
•
Focus questions
Activity title
Date each page
Time (optional)
Page division (due to specific content needs)
Sections
Pockets
Glossary
• Vocabulary words acquired while engaged in a
hands-on lesson contribute to the
development of scientific literacy. A glossary is
one approach to building understanding of
scientific terminology, while also advancing
learning of text features. Recording and
highlighting new vocabulary as the words are
encountered in the unit is an alternative to
the use of a glossary. Some strategies for
constructing glossaries include:
Glossary (cont.)
•Create and use a separate science glossary notebook
•Use a student created spelling or writing dictionary
•Teacher gives words, students adds own picture and definition
(Marzano’s Vocabulary Strategy)
•Copied glossary words from teacher guide and students just
highlight
•Students use real world dictionaries rather than make glossaries
•Teacher creates glossary based on input from children
•Create word wall as class, students add these words to word
bank in their notebooks
•May include scientific terminology and/or words that are
important to know within the context of a test question or
activity (e.g. compare, contrast, formation)
Marzano’s Vocabulary Format
Term/Phrase:
My Understanding: | 1 | 2 | 3 | 4 |
Description:
Drawing:
More ideas:
Definition:___________________
___________________________
___________________________
Vocabulary Strategies on the
District Web Page
• Check out the different Vocabulary strategies
found on the district Web site under
Curriculum and Professional Development.
• My favorite is Jeopardy! (show example)
(Complete instructions are included with each
strategy).
Entry Type: Drawings
• Definition
• Student generated drawings of materials, scientific
investigation set-up, observations, or concepts. Three
common types of drawings used in science notebooks
include:
• Sketches: Informal pictures of objects or concepts
created with little detail.
• Scientific Illustrations: Detailed, accurate, labeled
drawings of observations or concepts.
• Technical Drawings: A record of a product in such
detail that someone could create the product from the
drawings.
Entry Type: Drawings (cont.)
• Purpose
• Students use drawings to make their thinking
and observations of concrete or abstract ideas
visible. Drawings access diverse learning
styles, allow entry to the writing process for
special needs students and emergent writers,
and assist in vocabulary development (e.g.
oral explanations, group discussions, labels).
Type: Drawings
Gradeband: elem
Grades: 3
Discipline: Life
STC - Plant Growth &
Development
Drawing to show labeled parts of
growing Fast Plants. The student
is using the notebook to record
changes over time. (also a table)
Type: Drawings
Gradeband: elem
Grades: 5
Discipline: Life Science
STC - Ecosystems
Scientific illustrations while observing
animals prior to putting them in a
terrarium. Student clearly draws the
side view figure of a cricket, labels
parts, and even denotes a question
about a part, identifying it’s purpose.
The isopod also shows a side view
when curled up.
Type: Drawings
Gradeband: elem
Grades: 5
Discipline: Physical
STC - Motion and Design
Technical drawing where the
image is accurate, labeled
and detailed and could be
duplicated by someone
looking at his drawing.
Entry Type: Tables, Charts, and Graphs
• Definition
• Formats for recording and organizing data,
results, and observations.
• Purpose
• Students use tables and charts to organize
information in a form that is easily read and
understood. Recording data in these forms
facilitates record keeping. Students use graphs
to compare and analyze data, display patterns
and trends, and synthesize information to
communicate results.
Type: Tables, Charts, and
Graphs
Gradeband: elem
Grades: 1
Discipline: Life
STC – Terrarium Habitats
Individual sketches that
actually begin to form a
graph of growth.
Type: Tables, Charts, and Graphs
Gradeband: elem
Grades: 5
Discipline: Life
STC - Ecosystems
Table of data with samples of pH
test strips to show results of the
impact of pollutants on a terrarium
and an aquarium.
Type: Tables, Charts, and
Graphs
Gradeband: high
Grades: 9
Discipline: Life
Other - Not listed
Bar graph of amount of
food energy available in
different foods.
Entry Type: Graphic Organizers
• Definition
• Tools that illustrate connections among and
between ideas, objects, and information.
Examples include, but are not limited to, Venn
diagrams, “Box–and-T” charts, and concept
maps.
• Purpose
• Graphic organizers help students organize ideas
to recognize and to communicate connections
and relationships.
Type: Graphic Organizers Gradeband: elem Grades: 1
Discipline: Physical Science STC - Solids and Liquids
Venn diagram
96
Type: Graphic Organizers
Gradeband: elem
Grades: 2
Discipline: Life Science
STC - The Life Cycles of Butterflies
Box and T chart comparing
caterpillar and student.
Type: Graphic Organizers Grade band: elem Grades: 2 Discipline: Life Science
STC - Balancing and Weighing
This represents a Venn diagram but the comparison could also be set up using a Box & T-Chart.
Type: Graphic Organizers
Gradeband: high
Grades: 9
Discipline: Physical
Stars unit. Learning about stars and displaying info learned graphically
Type: Graphic Organizers
Gradeband: high
Grades: 9,10,11,12
Discipline: Life
-Graphic organizer for eukaryotes,
prokaryotes and the cell cycle.
Entry Type: Notes and Practice
Problems
• Definition
• A record of ideas, observations, or descriptions of
information from multiple sources, including but
not limited to direct instruction, hands-on
experiences, videos, readings, research,
demonstrations, solving equations, responding to
guiding questions, or developing vocabulary.
• Purpose
• Students use notes and practice problems to
construct meaning and practice skills for current
use and future reference.
Type: Notes and Practice Problems
Gradeband: elem
Grades: 1st
Discipline: Life Science
GEMS Terrarium Habitats
Example of using a labeled drawing
to develop vocabulary .
Type: Notes and Practice
Problems
Gradeband: elem
Grades: 2
Discipline: Earth
STC - Weather
Example of notes a child has
created around the
temperature, using words
and drawings. The
thermometer has also been
inserted here.
Type: Notes and Practice
Problems
Gradeband: elem
Grades: 5
Discipline: Earth Science
STC - Land and Water
Shows part of the investigative
design
Type: Notes and Practice Problems
Gradeband: elem
Grades: 5
Discipline: Physical
STC - Motion and Design
The materials list appears just before a
t-chart where the student has set up a
comparison of conditions that make a
vehicle move faster or slower.
Additional notes are present from the
inquiry that has been conducted.
Entry Type: Reflective and Analytical
Entries
• Definition
• A record of a student’s own thoughts and ideas,
including, but not limited to initial ideas, self-generated
questions, reflections, data analysis, reactions,
application of knowledge to new situations, and
conclusions.
• Purpose
• Students use reflective and analytical entries to think
about scientific content from their own perspective,
make sense of data, ask questions about their ideas
and learning processes, and clarify and revise their
thinking.
Type: Reflective and Analytical
Entries
Gradeband: elem
Grades: 1
Discipline: Earth
FOSS - Pebbles Sand and Silt
Kids took pictures that were used
in their notebooks.
Type: Other
Gradeband: elem
Grades: 5
Discipline: Physical
STC - Motion and Design
This is a KWL with a Line of
Learning
Type: Reflective and Analytical
Entries
Gradeband: high
Grades: 9
Discipline: Life
--Publisher: not specified Text: Cells
Questions answered as
conclusion piece of osmosis lab
Entry Type: Inserts
• Definition
• Inserts are artifacts placed within a notebook,
including, but not limited to photographs, materials
(e.g. flower petals, crystals, chromatography
results), supplemental readings (e.g. newspaper
clippings) and foldable’s.
• Purpose
• Students use inserts to document and to enrich
their learning.
Type: Inserts
Gradeband: elem
Grades: 2
Discipline: Earth
STC - Soils
Type: Inserts
Gradeband: elem
Grades: 1,2,3,4,5
Discipline: Life
Teacher Developed - Teacher
Developed
These inserts show research done by
a preservice teacher on roots. This is
part of an inquiry investigation on
the effect of fertilizer on plant
growth.
Type: Inserts
Gradeband: middle
Grades: 7
Discipline: Physical Science
STC - Catastrophic Events
Entry Type: Investigation Formats
• Definition
• Scaffolds to guide students through a controlled
investigation, field investigation, or design process.
Examples include, but are not limited to investigation
planning sheets or science writing heuristics.
• Purpose
• Students use investigation formats to guide their
thinking and writing
• while they design and conduct investigations.
Students also use these formats to reflect on and
discuss their findings and ideas.
Type: Other
Gradeband: middle
Grades: 7
Discipline: Physical
STC/MS - Catastrophic Events
This is an example of a rubric
used to score one student's
assignment. The rubric is pasted
into the student's notebook by
the student.
Type: Investigation Formats
Gradeband: high
Grades: 9
Discipline: Life
--This is really two entries: a
freewrite and brainstorming
of questions students had at
the start of a unit on Plants.
The freewrite was designed
to help the teacher assess the
student's prior knowledge
and misconceptions. The
brainstorming was designed
to generate questions that we
could then use as a launch
pad for student investigation.
We chose two questions as a
class to design investigations
around.
Entry Type: Writing Frames
• Definition
• Writing prompts used to focus a student’s thinking.
Examples include, but are not limited to, “I
smelled…I felt…I observed…”,“My results show…”,
“The variable I will change is…”, or “I think that
because…”.
• Purpose
• Students use frames to organize their ideas, prompt
their thinking, and structure their written response.
Frames help students become more proficient in
scientific writing and less reliant upon the prompts.
Type: Writing Frames
Gradeband: elem
Grades: 3
Discipline: Earth
FOSS - Structures of Life
Observations using writing frame.
Type: Writing Frames
Gradeband: elem
Grades: 6
Discipline: Physical Science
FOSS - Solar Energy
(Note: Page one of two). A final
writing assignment in the form of a
letter, in which the student was to
choose another fellow scientist's (a
classmate) solar oven that involved
similar changes to variables, but
resulted in different outcomes. The
student was asked to describe the
changes they made on their own
solar oven, explain why, and also
discuss how the other oven's results
made them think about their own
results. (Objective: Explore
differences in other’s outcomes and
apply to own outcomes. Build on
conceptual knowledge.)
Type: Writing Frames
Gradeband: middle
Grades: 8
Discipline: Physical
STC/MS - Energy, Machines,
and Motion
Procedure to compare mass
on digital scale and weight on
a spring scale.
Science Probes
• Page Keeley’s Physical, Earth and Space, and
Life Science formative assessment probe
series.
Original Volumes: “Uncovering Student Ideas in
Science: 25 Formative Assessment Probes
(Volumes 1; 2; 3; and 4)
• Newer volumes:
• Volume 1: “Uncovering Student Ideas in
Physical Science.” 45 New Force and Motion
Assessment Probes. (2010)
• Volume 1: “Uncovering Student Ideas in Life
Science.” 25 New Formative Assessment
Probes. (2011)
• “Uncovering Student Ideas in Astronomy.” 45
New Formative Assessment Probes. (2012)
Objectives:
• Understanding of construction of a Science Notebook
with the different entry types.
• To discuss the importance of students understanding
the Standards being taught and the Performance
Expectations for each of them.
• Hands-on lesson with actual note taking strategies and
components.
• To learn about and discuss Common Core Reading,
Writing, and Literacy skills that can be incorporated
into the notebooks.
• Discuss the importance of a student Making Meaning
Conference and continuous Review.
Objectives:
• To introduce participants to the use of foldable’s
in Science Notebooks.
• To give them a web site that shows all the
different types of entries done by students from
the State of Washington.
• To guide teachers through the note-booking
process using as many types of entries as
possible.
• To express the importance of reviewing the
student notebooks at least once a week.