science notebooking in the oc

Science Notebooking In the OC

Presented byBeckman@Science

District Coordinators &Lead Teacher

Science Notebooking

• Characteristics of a scientist’s notebook

• Using science notebooks in the classroom

• How to evaluate science notebooks

• What does the research say?

Characteristics of a Scientist’s Notebook

• Is individual in nature• Includes what works and what does not

work• Includes text, data, drawings, charts,

graphs• Gives information and asks questions• Entries are a record of thoughts at the

time, and are not “corrected” later• Newer ideas are added as another entry

How Scientists Use Their Notebooks

• Scientists record the time as well as the date• Scientists read the notebooks of other scientists• Scientists encourage investigation partners to

read their notebooks• Scientists only write in their own notebooks• Scientists record ideas that they get from others,

but they give credit

Science Notebooks As Legal Documents

• Patents are awarded to the first person to invent, not the first person to file

• To protect against claims of prior invention, good lab notebooks include these qualities:– Dates when an idea was formed, work was begun,

and work that was completed– Initial statements of objectives prior to experiments– Full citations of standard protocols– Every page signed and dated by inventor and a

witness

Notebook samples: Leonardo DaVinci

Galileo

John Muir

Alexander Graham Bell

Important Consideration of the Science Notebook

• Should be students own work

• Is viewed as a record of progress and observation

• Should be thought of as a “rough draft” by the teacher. Selected labs or entries can be rewritten as “final draft” if desired

• Students should create own tables and charts

Student Science Notebook Samples

• Grades 2 to 6

4th Grade

6th Grade

4th Grade

2nd Grade

4th Grade

Science Notebook Components

• Purpose

• Procedure

• Conclusion

Purpose

• Lesson Title

• Date and Time

• Question or Focus Statement

• Prediction (if appropriate)

Procedure

• All steps and observations

• Data is organized on tables or charts

• Labeled pictures or diagrams

• Materials list (if needed)

Conclusion

• What I learned

• Clear, relates to lesson and main objective

• Reflection on data

• Ideas for future research

• May include “Line of Learning”

Evaluating Notebooks

• Rubrics/Scoring

• What to look for in entry – Science Concepts– Scientific Communications– Science Drawings

Main Category Points Possible

Purpose:•Date•Time•Lesson #•Question•Prediction

3 Points

Procedure which includes all necessary:•Procedural Steps•Data•Tables•Diagrams•Charts

3 Points

Conclusion which includes:•Reflection on Question•Interpretation of Data•Future Question

3 Points

Neatness 1 Point

Total Possible Points Per Lesson 10 Points

Rubric 1

2 Points

.5 = Date & Time

1.5 = Question & Prediction

3 Points

1 = Procedure

1 = Data, Chart, Graph

1 = Notes and Summaries

5 Points

Conclusion

Rubric 2 P

urpo

seP

roce

dure

Con

clus

ion

Science Concepts

4 3 2 1 0

The written response

demonstrates an understanding of the science unit

concepts and accurately uses

vocabulary specific to the

unit.

The written response

demonstrates an understanding of

most of the science unit concepts and

accurately uses some vocabulary

specific to the unit.

The written response

demonstrates and

understanding of 2 or more major

parts of the science unit concepts and

accurately uses few of the vocabulary

specific to the unit.

The written response

demonstrates an understanding of

one of the science unit concepts and

accurately uses little or none of the vocabulary specific to the

unit.

The written response

demonstrates no understanding of the science unit

concepts and uses little or no

vocabulary specific to the

unit.

Scientific Communication4 3 2 1 0

The written response

provides a thorough, complete

explanation to the question,

includes accurate detail and correctly

uses the appropriate forms and

conventions of science writing.

The written response

provides a partial

explanation to the question, most of the

detail is accurate and uses some appropriate forms and

conventions of science writing

The written response

provides a fragmentary

explanation to the question, there is little

accurate detail, and few

appropriate forms and

conventions of science writing

are used.

The written response does not answer the question, there is no accurate detail and no appropriate forms and

conventions of science writing

are used.

There is no written

response.

Scientific Drawing

4 3 2 1 0

The drawing is completely and scientifically

labeled, is realistic, not

artistic, and has relevant detail.

Most of the drawing is

scientifically labeled, is

realistic, not artistic, and has some relevant

detail.

The drawing has incorrect labels

or is missing labels, is not

wholly realistic, or partially artistic, and

little detail or extraneous

details.

The drawing is not labeled or the labels are incorrect, is more artistic than realistic,

and has no details.

There is no drawing.

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

improveAdapted from Classroom Instruction that Works-R. Marzano

Five Good Reasons to Use Science Notebooks

1. Notebooks Are Thinking Tools

2. Notebooks Guide Teacher Instruction

3. Notebooks Enhance Literacy Skills

4. Notebooks Support Differentiated Learning

5. Notebooks Foster Teacher CollaborationTaken from Joan Gilbert & Marleen Kotelman

Thank You

Will NeddersenTustin Unified School District

wneddersen@tustin.k12.ca.us

Nita WalkerSanta Ana Unified School District

nita.walker@sausd.us

Becky D’ArrigoFullerton School District

becky_darrigo@fsd.k12.ca.us

Linda BarkerLaguna Beach

Unified School District

lbarker@lagunabeachschools.org

Sandee WilburCapistrano Unified

School Districtsswilbur@capousd.org