Creating the Science Notebook

A Manual for Secondary Teachers of Science

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Table of Contents

1. Why Keep a Science Notebook? What the Research Says ........................................................................... 3

2. Notebooks as an Assessment Tool…………………………………………………..……………………………...4

3. About the Notebook and Writing in Science ................................................................................................... 5

a. Journal vs. Notebook ............................................................................................................................... 5

b. Laboratory Reports for Grade 8 and High School…………………………………………………………….6

c. Extensions for the High School Level Advanced Learner: Abstracts……………………………………….8

d. Designing the Science Notebook……………………………………………………………………………….9

4. Templates and Samples for Creating the Secondary Science Notebook ..................................................... 13

a. Notebook Labels .................................................................................................................................... 13

b. Table of Contents ................................................................................................................................... 14

c. Scientific Processes (for Experimental Investigations) .......................................................................... 15

d. Scientific Processes for Comparative and Descriptive Investigations .................................................... 16

e. Grade 6: Tools I Will Learn How to Use ................................................................................................. 17

f. Grade 7: Tools I Will Learn How to Use ................................................................................................. 19

g. Grade 8: Tools I Will Learn How to Use ................................................................................................. 22

h. Measurement Chart ............................................................................................................................... 24

i. Science Notebook Guidelines ................................................................................................................ 25

j. Sample Safety Contract Grades 6–8 ..................................................................................................... 26

k. Sample Safety Contract High School…………………………………………………………………………27

l. Student Agreement ................................................................................................................................ 29

m. Rubric for Grading (Sample)…………………………………………………………………………………...30

n. Grade 8/High School Laboratory Report Format (Sample)…………………………………………………31

o. Grade 8/High School Laboratory Report Score Sheet (Sample)…………………………………………..32

p. Extensions for High School Advanced Learners: Writing an Abstract on a Science …………………....33

5. References .................................................................................................................................................. 34

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Why Keep a Science Notebook? What the Research Says

Science notebooks are important as reference tools for students to use when recalling what

was learned or recorded in the classroom. By utilizing reflective notebooking, students gain a better

understanding of how one concept affects another, and they begin to see relationships between ideas

across life, Earth, and physical science. Notebooks aid in the improvement of student vocabulary, and

by expressing their thoughts through writing, students learn and understand the material. Science

notebooks also provide information about classroom experiences; they imitate the journals that

scientists use as they explore the world. Through writing in science notebooks, students engage in

authentic scientific thinking as they carry out their own investigations. Science notebooks include a

question to explore, predictions, claims and evidence, a description of what was done, and what

students learned (Klentschy, 2005). In addition, they may incorporate narrative statements and

drawings about students‟ observations, data sets, diagrams, graphs, and tables. They may also

include statements or thoughts of how students could apply what they have learned in another

situation or across content areas. Science notebooks are powerful tools that can be used to help

students develop, practice, and refine their understanding of science, while also enhancing reading,

writing, mathematics, and communications.

Science notebooks/lab books and journals are terms that are often used interchangeably.

Although they do share some common characteristics (for example, both include questions and are

creative), they differ in their format (Campbell and Fulton, 2003). Science notebooks focus on the

more structured type of writing that accompanies an experimental, comparative, or descriptive

investigation and the use of science process skills, whereas journals emphasize a more free-form

type of writing that often expresses feelings and is found in literature reflection, fiction, and poetry.

Therefore, while it is important for students to learn how to use both types of writings, science

notebooks and journals should be distinguished from each other and maintained separately.

The use of science notebooks is based on a model for reflective writing. Engaging in authentic

tasks allows students to connect to their work, making it easier to collaborate with other students to

compare hypotheses and conclusions. Whether this collaboration is done by reading other students‟

notebooks or by discussing scientific phenomena in small groups, communication is clearly

enhanced, and therefore, acquisition of content is increased.

All students, starting in Kindergarten, are expected to “communicate valid conclusions

supported by the data”. In the middle school grades, students are expected to “analyze data to

formulate reasonable explanations, communicate valid conclusions supported by the data, and

predict trends”. By high school, the expectation for communication includes “communicate valid

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conclusions using essential vocabulary and multiple modes of expression such as lab reports, labeled

drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports”.

The science notebook plays a major role in documenting a student‟s thoughts, observations,

reflections, and data collected during scientific research and investigations. It is a recommended and,

with the adoption of the revised TEKS, a specifically listed tool for use in the science classroom.

There are many websites that have suggestions as to the different ways of setting up science

notebooks and types of activities that might be included. Some things to keep in mind include when

deciding on the type of notebook to use in your classroom include: how often you will collect the

science notebook for grading, how you will encourage students to take ownership and responsibility

for their science notebook, and how will students use the science notebook to document their

science class experience. As the classroom teacher, you must consider how you want your students

to document laboratory investigations (data sheets versus formal lab reports) and how you want them

to organize and structure information from their daily lessons.

Notebooks as an Assessment Tool

Standardized tests provide information about what students know and can do at the end of

instruction, but there is also an immediate need to regularly monitor student progress in order to

influence best instructional practices. Science notebooks provide one form of rich assessment data.

Not only do students learn about themselves as scientists, teachers are informed about what and how

students learn and the effectiveness of their instructional practices. These kinds of data allow the

teacher to adapt instruction to what students really need. This ongoing collection of data has become

known as formative assessment. Formative assessment is assessment done within instruction as

opposed to summative assessment (such as testing) that comes at the end of instruction. Unlike

summative assessment, formative assessment happens early in the instructional process so that

information learned from the assessment process can be used to inform instructional decisions.

Formative assessment serves as a diagnostic tool to identify student strengths and weaknesses so a

teacher can determine important next steps. Notebooks can also illuminate student misconceptions

that the teacher can address. Science notebooks expose students' thinking and provide the teacher

with important insights about student understandings.

Formal Lab Report Grading

For purposes of managing the grading of formal lab reports, you may wish to collect the formal

reports separately, in order that students may continue to add to their notebooks while grading of the

lab reports is completed.

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About the Notebook A science notebook is a record of the student‟s thinking. Notebooks house their questions, predictions, claims and evidence, drawings, and reflections. Klentschy and Molina-DeLaTorre (2004) say there are six research-based science notebook components: question, problems and purpose, predicting, planning, observations and claims-evidence, what have you learned, and next steps, new questions. A journal is a record of events, but it is more personal. The diagram below compares the features of the journal and the notebook.

Journal vs. Notebook

Journals

Science

Notebooks

Literature Reflections

Framing Questions

Individual

Thoughts

Creative

Endeavors

Drawings

Dated

Poetry

Free-Form Writing

Fiction

Feelings

Experiences

Recording Data

Plan for Investigation

Modeled after Scientist‟s Notebook

Predictions

Conclusions

Tables, Charts, Graphs

Claims and Evidence

Revisions: New

information

replaces old.

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Laboratory Reports for Grade 8 and High School

General Laboratory Report Guidelines

The laboratory write-up and laboratory score sheet provided in this manual are general. These

guidelines are based on the most accepted and expected aspects found in laboratory reports. Some of the

sections of a laboratory report will be more pronounced in a given investigation than others. There are many

different versions that can be used. Provide students the version that is appropriate for your course and the

level of your students. It is up to the teacher to decide if lab reports are kept in the science notebook, turned in

for grading separately, or kept in a separate lab book.

Model your expectations. Students will most likely need to see a completed laboratory report that clearly

models the teacher‟s expectations. The teacher needs to show the students what is expected from a laboratory

report, and expectations should be set at the beginning of the year. Students generally seem to struggle with

sections of the laboratory report that encompass summarizing, reflecting and application. Students often

want to state only what the data shows them. Some students will need assistance in learning to back up their

claims or statements with evidence and justifications.

If the laboratory report is completed on a computer, some teachers require an easily readable font:

Arial, 11 point or Times New Roman, 12 point as both are both suitable. If the report is hand written, you may

choose to require completion in it ink and using one side of the paper. Collaboration may be required during

the experiment and discussion of data, but all laboratory reports should be written by individual students with

appropriate scaffolding for individual student needs.

Parts of a Laboratory Report

The majority of laboratory reports include the following sections: Date, Title, Description or Goal,

Procedure, Data, Summary and Conclusions, and Reflections and Applications.

The description explains the purpose or objective of the experiment. A hypothesis is

generally included here.

The procedure should be written with clarity and enough detail that it could be repeated. It

is the process that was actually conducted in the laboratory. Safety considerations should

be noted in this section.

Data includes:

Raw data organized into tables or graphs

Important results in written form

Calculations

Conclusions are:

Written in past tense – Example: The mass of the Calcium Carbonate was measured

to be 5.0 g.

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Written without pronouns – (I, me, them, we, us) Example: The volume of the object

was calculated as 45 cubic cm.

Conclusions have three parts:

Paragraph One: Restate the hypothesis and include whether or not the data supported

the hypothesis.

Paragraph Two: Discuss any questionable data or results and any errors that may

have occurred.

Paragraph Three: Discuss what was learned by completing the lab. Include

appropriate vocabulary, and make connections between the concepts learned in class

and the information acquired through completing the lab. Suggest any modifications to

the procedures or additional labs that could be conducted to further understanding of

the concept.

Reflections and applications:

This section demonstrates student understanding of the concept. Students should be

able to compare expected results with actual results. In addition, students should be

able to analyze experimental error. Furthermore, students should be able to discuss

the applications of the information learned to other situations.

Scaffolding Writing

Scaffolding is used to support a student‟s understanding of the written language. Students should have

access to a variety of texts. In addition, discuss appropriate and useful language. Structured outlines, writing

frames, sentence stems, joint construction, cloze procedures, and peer response feedback all provide guided

learning opportunities and appropriate scaffolding for students of all levels.

Outlines, writing frames, and sentence stems: a writing piece where an outline is provided

with sentence prompts, key academic vocabulary, or sentence prearranged paragraphs

on which students can fill in the appropriate content or concepts

Joint construction: students construct the text together. The teacher or another student

acts as a scribe to construct student ideas into a cohesive text.

Cloze procedures: an exercise in which text with missing words, phrases, or sentences is

provided for the student. The missing pieces are completed by the student.

Peer response feedback: Students work in pairs or small groups to respond to each

other‟s writing.

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Extensions for the High School Level Advanced Learner

Abstracts

What is an abstract? An abstract is a self-contained, concise, yet detailed statement that

describes a larger work. An abstract is not a review, nor is it an evaluation of the information in the

science journal. An abstract contains key words and information that allow a reader to decide if they

want to read the original article. There are two types of abstracts: descriptive and informative. A

descriptive abstract indicates the type of information found in the work. It makes no judgments about

the work. It does not provide results or conclusions of the research. A descriptive abstract is usually

short, about 100 words. An informative abstract does not review the work, but instead presents the

main ideas, results, evidence, and recommendations of the author.

The teacher may use a format of their choosing, however some common components would

include: the reason for writing the abstract (why would a reader be interested in reading the original

article), problem (argument or claim), methodology used, results, and implications. Writing an abstract

helps students improve their technical writing in the science classroom.

It is up to the teacher as to exactly when and how often the students should complete an

abstract. The course or grade level of your students should dictate exactly what types of articles the

students should be reading. The higher level the student, the more technical the material that should

be required.

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Designing the Science Notebook

As the trend of keeping science notebooks grows, teachers have given feedback on „what works best‟. Although styles and methodologies vary by teacher and course, these suggestions for setting up the secondary notebook are summarized below:

1. The hard cover composition books seem to work the best and last a longer period of time without falling apart. Spirals can also be used, but the ones with perforated pages are not effective, as the pages tear out easily. A label template for notebook covers has been included.

2. Instruct students to take out their notebooks and write their name, class period, and the date on

the front cover of the notebook, or give students a label to fill in and affix to the cover.

3. On the inside front cover, glue Safety Contracts/Rules. These contract/rules should be modified to reflect campus/district guidelines and procedures. You may wish to detach student signature sections or give students a separate copy of laboratory safety rules and keep original signed contracts on file.

4. On the inside of the back cover, glue a copy of “Science Notebook Guidelines”. The template

provided is only an example of expectations for the science notebook and will need to be modified for your classroom expectations.

5. The first blank page is often used as a title page. Students have the opportunity to use some creativity on this page. At a minimum, it should have the student‟s name, class (example: Biology), and class period. Some teachers utilize the completion of this page as an opening activity to have students predict topics to be studied throughout the year.

6. Students should construct a Table of Contents on the next 2–3 pages (See the template below for clarification.). Plan for two or three pages for the Table of Contents, depending on the amount of material that will be included in the notebook.

7. Instruct students to number each page in the top right hand corner. Page 1 should be the first page after “Table of Contents”. Pages may be numbered on front and back, in order to save paper.

8. Some teachers require students to use only black or blue ink and never to erase anything. If they make a mistake, they can simply put a strike-through across a word, sentence, or paragraph that they do not want.

9. Page 1 and 2 are where many teachers have students glue a copy of Scientific Processes for

descriptive, comparative, and experimental investigations.

10. Pages 3/4 can be reserved for handouts, or listings, of the tools students will learn how to use during the course. This page would be specific to the tools required for each grade level or course, but there are sample templates for middle school provided.

11. Page 5 is for information about measurement and will also be specific to grade level or course.

12. Pages at the back can be used to create a resources section. Other pages could be used for

grading rubrics or reference materials. It is highly recommended that students affix STAAR

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Reference Materials specific to their course in the back sections of the notebooks. A personal glossary or index of science vocabulary can also be created in the back of the book. Grade 6 and 7 students may benefit from including portions of the Grade 8 STAAR Reference Materials, such as the Periodic Table of the Elements.

13. Students will add information to the following pages as content is presented in class. You may decide to keep all students on the same numeric page or may allow students to vary the page numbers and record their individual page numbers in the Table of Contents.

14. Some teachers copy handouts on half sheets of paper in order to expedite affixing the handouts in the notebooks, but some teachers simply have students fold the handouts and staple or glue to affix.

15. When class begins, introduce your expectations for the notebook set-up. Examples of pages to include are shown in the diagram that follows.

16. If following this type of set up, you will need to make copies or download and print the following materials as pertain to your course:

Cover labels

Safety Contract or Safety Rules

Science Notebook Guidelines

Scientific Process Skills

Grade level/course tools lists

Measurement Handouts

Laboratory Report Format

Laboratory Report Score Sheet

STAAR Reference Materials

Notebook Grading Rubrics

(Title Page)

Student‟s Name

Class

Class Period/Section

School Year

(Inside Cover)

Safety Rules and Contract

Note: You may wish to provide a

separate listing of rules and keep

contracts filed separately

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Page 1

Scientific Processes for

Experimental Investigations

Problem

Hypothesis

Materials

Procedure

Data

Results

Conclusions

Applications

Table of Contents

Date Activity Title Page

Table of Contents

Date Activity Title Page

Table of Contents

Date Activity Title Page

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Resource Section (back pages)

Laboratory Report Format

Laboratory Report Scoring Sheet

Notebook Grading Rubrics

STAAR Reference Materials or other reference materials

Page 2

Processes for

Comparative and Descriptive Investigations Ask questions

Make inferences

Select and use appropriate tools

Observe

Describe

Compare and contrast

Graph

Illustrate

Measure

Investigate

Page 5

Measurement Information

This is used as an ongoing reference

for measurement.

Pages 3/4

Grade or Course Tools

Students have pictures or listings of the

tools they will learn to use in their grade

level/course. This can be used

throughout the year for reference.

(Inside Back Cover)

Science Notebook Guidelines

and Expectations

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Templates and Samples for Creating the Secondary Science Notebook

Notebook Labels

Science Notebook

Name

School Year

Science Notebook

Name

School Year

Science Notebook

Name

School Year

Science Notebook

Name

School Year

Science Notebook

Name

School Year

Science Notebook

Name

School Year

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Table of Contents

Date

Activity

Page Grade

(Optional)

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Scientific Processes (for Experimental Investigations)

Problem

The question we want to investigate

Problem

The question we want to investigate

Hypothesis

One possible answer to the problem or question

A statement about the expected outcome based on observation, knowledge, and experience

Written as an “If…then…” statement

Hypothesis

One possible answer to the problem or question

A statement about the expected outcome based on observation, knowledge, and experience

Written as an “If…then…” statement

Materials

The equipment or tools needed to test the hypothesis and answer the problem or question.

Materials

The equipment or tools needed to test the hypothesis and answer the problem or question

Procedure

The steps you will follow to do your investigation

The method you will use to gather and record your data

Procedure

The steps you will follow to do your investigation

The method you will use to gather and record your data

Data

Gather data. Observe and measure carefully.

Record and organize your data so that you can learn from it.

Display data in tables, charts, or graphs. Use clear labels.

Data

Gather data. Observe and measure carefully.

Record and organize your data so that you can learn from it.

Display data in tables, charts, or graphs. Use clear labels.

Results

Record the results of the investigation using pictures and words.

Results

Record the results of the investigation using pictures and words.

Conclusions

Write a conclusion.

Describe the claims and evidence you used to determine whether your test supported your hypothesis.

Conclusions

Write a conclusion.

Describe the claims and evidence you used to determine whether your test supported your hypothesis.

Applications

How could the information be

applied in another situation?

Applications

How could the information be

applied in another situation?

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Scientific Processes for Comparative and Descriptive Investigations

Ask questions

Use charts and graphs to display data

Make inferences

Describe in pictures, numbers and words

Select and use appropriate tools

Observe and compare

Investigate

Illustrate and label

Measure

Provide claims and evidence

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Grade 6: Tools I Will Learn How to Use

Microscope

Celsius thermometer

Computer

Graduated cylinder

Triple beam balance

Beaker

Hot plate

Meter stick

Notebook

Timing devices

Test tubes

Calculator

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Grade 6: Tools I Will Learn How to Use (cont’d)

Petri dishes

Chemical splash

goggles

Gloves

Apron

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Grade 7: Tools I Will Learn How to Use

Microscope

Camera

Computer

Hand lens

Metric ruler

Celsius thermometer

Calculator

Stereoscope

Balance

Graduated cylinder

Beaker

Triple beam balance

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Grade 7: Tools I Will Learn How to Use (cont’d)

Hot plate

Meter stick

Test tube

Petri dishes

Microscope slides

Notebook

Timing device

Gloves

Apron

Chemical splash goggles

Metric tape measure

Collecting net

Water test kit

Temperature and pH probes

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Grade 7: Tools I Will Learn How to Use (cont’d)

Insect trap

Globe

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Grade 8: Tools I Will Learn How to Use

Microscope

Notebook

Computer

Hand lens

Beaker

Celsius thermometer

Calculator

Meter stick

Balance

Graduated cylinder

Triple beam balance

Spring scale

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Grade 8: Tools I Will Learn How to Use (cont’d)

Hot plate

Test tubes

Anemometer

Psychrometer

Timing device

Spectroscope

Gloves

Apron

Chemical splash goggles

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Measurement Chart

We can measure… Using these tools… Customary units Metric units

time

temperature

volume

capacity

weight

mass

area

linear measurement:

length, width,

height, perimeter

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Science Notebook Guidelines

Scientists use notebooks in the ways listed below:

Write down information and questions.

Record data from investigations.

Make drawings of investigations.

Make graphs, tables, and charts to organize information.

Reflect on experiences and identify new concepts.

The following rules will help you create an interesting and informative notebook to show

what you have experienced and learned in science:

Write or print neatly and legibly.

Title and date each entry to help remind you of the topic.

Keep a table of contents.

Number the pages (top, bottom, centered, corners- your choice).

Erase mistakes or mark through them with one line- do not scribble or scratch out.

Label all drawings clearly.

Use sentences to communicate your observations, plans, explanations, and conclusions.

Create a „resources‟ section (optional).

Create a glossary.

Do not tear out pages from your science notebook.

Some sentence starters you may want to try:

I wonder…

I was really surprised when…

This relates to…

What if…

This reminds me of…

Could the outcome be changed if…

I expect to see…

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Safety Contract Grades 6–8 1. Conduct yourself in a responsible manner at all times in the laboratory. 2. Follow all written and verbal instructions carefully. If you do not understand a

direction or part of a procedure, ask the teacher before proceeding. 3. Never work alone. No student may work in the laboratory without a teacher present. 4. Do not touch any equipment, chemicals, or other materials in the laboratory area until

you are instructed to do so. 5. Do not eat food, drink beverages, or chew gum in the laboratory. 6. Carefully follow all instructions, both written and oral. 7. Unauthorized experiments are prohibited. 8. Read all procedures thoroughly. 9. Behave responsibly around in the laboratory. Horseplay, practical jokes, and pranks

are dangerous and prohibited. 10. Work areas should be kept clean and tidy at all times. 11. Know the locations and operating procedures of all safety equipment including

eyewash station, fire extinguisher, and fire blanket. Know where the fire alarm and exits are located.

12. Tell the teacher immediately of any unsafe conditions you observe. 13. Dispose of all materials properly. 14. Keep hands away from face, eyes, mouth, and body while using laboratory materials.

Wash your hands, work surfaces, and apparatus at the end of the experiment. 15. Return all equipment clean and in working order to the proper storage area. 16. You will be assigned an area at which you will work. Do not wander around the room,

distract other students, or interfere with the laboratory experiments of others. 17. Students are never permitted in the science storage rooms or preparation areas

unless given specific permission by their teacher. 18. Handle all living organisms used in a laboratory activity in a humane manner. 19. If you have a medical condition, such as allergies, tell your teacher. 20. Any time chemicals, heat, or glassware are used, students will wear laboratory

goggles. There will be no exceptions to this rule! 21. Dress properly during a laboratory activity. Long hair, dangling jewelry, and loose or

baggy clothing are a hazard in the laboratory. Long hair must be tied back. 22. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the teacher

immediately, no matter how trivial it may appear. 23. If a chemical splashes in your eye(s) or on your skin, immediately flush with running

water. 24. Do not touch, taste, or smell any chemicals unless specifically instructed to do so. 25. Never handle broken glass with your bare hands. Use a brush and dustpan to clean

up broken glass. 26. If you do not understand how to use a piece of equipment, ask the instructor for help.

Do you have allergies? ___ YES ___ NO If so, list the specific allergies: __________________________________________________________

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Safety Contract1

General Rules

1. Act appropriately at all times in the laboratory. The same high level of care and attentiveness is required as might be found in a wood working shop or any place where there are potential hazards. The laboratory is not the place for horseplay, jokes, or pranks. In other words, think before acting. And perform procedures with deliberation; do not rush.

2. Follow all written and verbal instructions carefully. If you do not understand a direction or part of the procedure, ask the teacher before proceeding.

3. When first entering a science room, do not touch any equipment, chemicals, or other materials in the laboratory area until you are instructed to do so.

4. Do not eat or drink in a science classroom. 5. Do not drink from containers used in the laboratory. 6. Be prepared for your investigation. Read all procedures carefully before doing experiments. 7. Keep the work area clear of everything except for materials, data sheets, and instruction sheets. Keep book

bags stored away from the work area. 8. Keep aisles clear. Do not crowd around hot plates, balances, or laboratory stations. 9. Your teacher will describe the location of exits and all safety equipment. Know where the closest fire alarm is

located. 10. Notify the teacher immediately of any unsafe conditions you observe. 11. Labels and equipment instructions must be read carefully before use. Set up and use the prescribed

equipment as directed in the laboratory instructions or by your instructor. 12. When using chemicals or preserved specimens, keep hands away from face, eyes, mouth and body. Wash

your hands with soap and water after performing all experiments. Clean all work surfaces and equipment at the end of the experiment, and return all equipment to the proper storage area.

13. Do not leave an experiment unattended. For example, do not wander from your assigned area to talk with friends.

14. Students are not to enter science storage areas except under the direct supervision of their teacher. 15. If you have a particular allergy or sensitivity to chemicals, please inform your teacher.

Clothing

1. Any time chemicals, heat, or glassware are used, students, teachers, and visitors will use laboratory goggles. There are no exceptions to this rule. (Eyeglasses or contact lenses are not substitutes for goggles.)

2. Proper dress is important. Long hair must be tied back, and dangling jewelry and baggy clothing are not appropriate. Shoelaces must be tied, and sandals are not allowed.

3. Lab aprons should be used when there is the danger of chemical spills or biological contamination.

Accidents and Injuries

1. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the teacher. 2. If a chemical splashes in your eye(s) or on your skin, flush with water. Inform the instructor immediately.

Handling Chemicals

1. All chemicals in the laboratory are to be considered dangerous. Do not touch, taste, or smell any chemicals unless specifically instructed to do so.

2. Check the label on chemical bottles before using. 3. Never return unused chemicals to their original containers. 4. When transferring chemicals from one container to another, hold the containers away from your body. 5. Acids require special care. You will be shown the proper way to dilute acids, but you will always add acid TO

water. 6. Never dispense flammable liquids anywhere near an open flame or source of heat. 7. Dispose of all chemical waste properly. Your instructor will tell you what materials can be poured down the

drain and what materials must be placed in a waste container. In general, solid chemicals, metals, matches, filter paper, and all other insoluble materials are to be disposed of in the proper waste containers, not in the sink.

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Handling Glassware and Electrical Equipment

1. Never handle broken glass with your bare hands. Use a brush and dustpan to clean up broken glass. Place broken or waste glassware in the designated glass disposal container.

2. When working with glass tubing, follow the specific instructions of your teacher. Puncture wounds by broken glass are some of the most common laboratory injuries.

3. Examine glassware before each use. Never used chipped or cracked glassware. Never use dirty glassware. 4. Do not immerse hot glassware in cold water; it may shatter. 5. When removing an electrical plug from its socket, grasp the plug, not the electrical cord. Hands must be

completely dry before touching an electrical switch, plug, or outlet. 6. Report damaged electrical equipment immediately. Look for things such as frayed cords, exposed wires, and

loose connections. Do not use damaged electrical equipment. 7. If you do not understand how to use a piece of equipment, ask the instructor for help. There is no shame in

asking for an explanation.

Heating Substances

1. Be careful around any heating device, but be especially cautious around open flames. Take care that hair, clothing, and hands are a safe distance from the flame.

2. Do not put any substance into a flame unless specifically instructed to do so. 3. Do not reach over any heating device. 4. Do not leave a heating device unattended, and turn off a heating device when not in use. 5. You will be instructed in the proper method of heating and boiling liquids in test tubes. Do not point the open

end of a test tube being heated at yourself or anyone else. 6. Heated metals and glass remain very hot for a long time. They should be identified as being hot and set aside

to cool. 7. Never look into a container that is being heated. 8. Be careful not to place hot equipment on flammable material. 9. Use tongs or heat-protective gloves if necessary.

Additional precautions may be given at the beginning of laboratory activities.

1 Adapted from "Flinn Scientific's Student Safety Contract"

http://www.flinnsci.com/teacher-resources/safety/general-laboratory-safety/flinn-scientific's-ideal-student-safety-

contract.aspx

©2012, TESCCC 05/17/12 page 29 of 34

Student Agreement

I, __________________________, (student‟s name) have read and agree to follow all of the safety rules set forth in this contract. I realize that I must obey these rules to ensure my own safety and that of my fellow students and teachers. I will cooperate to the fullest extent with my teacher and fellow students to maintain a safe lab environment. I will also closely follow the oral and written instructions provided by the teacher. I am aware that any violation of these science safety rules that result in unsafe conduct in the laboratory or misbehavior on my part may result in being removed from the laboratory, detention, and/or receiving a failing grade. Student Signature __________________________________ Date_________________

Dear Parent or Guardian: We feel that you should be informed regarding the school‟s effort to create and maintain a safe science classroom/laboratory environment.

With the cooperation of the teachers, parents, and students, a safety instruction program can eliminate, prevent, and correct possible hazards.

You should be aware of the safety instructions your son/daughter will receive before engaging in any laboratory work. Please read the list of safety rules above. No student will be permitted to perform laboratory activities unless this contract is signed by both the student and parent/guardian and is on file with the teacher.

Your signature on this contract indicates that you have read this Student Science Safety Code of Conduct, are aware of the measures taken to ensure the safety of your son/daughter in the science laboratory, and will instruct your son/daughter to uphold his/her agreement to follow these rules and procedures in the laboratory.

Parent/Guardian Signature ___________________________________________

Date_________________________

©2012, TESCCC 05/17/12 page 30 of 34

Rubric for Grading (Sample)

Scoring Rubric for Science Notebooks

Proficient 4

Competent 3

Emerging 2

Beginning 1

Demonstrates understanding of

unit/lesson concepts

Demonstrates understanding of most unit/lesson concepts

Demonstrates partial understanding of

unit/lesson concepts

Demonstrates no understanding of unit or

lesson concepts

Demonstrates understanding of unit or

lesson vocabulary

Demonstrates understanding of most

unit or lesson vocabulary

Demonstrates partial understanding of unit or

lesson vocabulary

Demonstrates no understanding of unit or

lesson vocabulary

Provides complete explanation of question

Provides partial explanation of question

Provides fragmentary explanation of question

No response to question

Drawing is complete and labeled with relevant

detail

Drawing is scientifically

labeled with some relevant detail

Drawing has incorrect, missing, or incomplete labels and little detail

No drawing

Instructor’s Comments:

Student’s Comments:

©2012, TESCCC 05/17/12 page 31 of 34

Grade 8/High School Laboratory Report Format (Sample) Cut-out one per student and to glue into science notebook

Laboratory Report Format

Title:

Creative

Informative

Appropriate

Purpose/Problem:

Complete Sentence

Appropriate punctuation

Clear

Introduction:

Introduce topic

Define terms

State hypothesis

Materials:

Listed in columns

Procedures:

Numbered

Complete Sentences

Short, direct, one-step procedures

Results/Analysis:

Data tables

Graphs

Calculations

Discussion:

Interpretation of data, graphs, results, and analysis

State findings and related to introduction

Support findings with data, graphs, and/or analysis

Conclusion:

Short – 2 to 3 sentences

Refer back to purpose/problem

Concisely state findings

*Do not write in first person!

Laboratory Report Format

Title:

Creative

Informative

Appropriate

Purpose/Problem:

Complete Sentence

Appropriate punctuation

Clear

Introduction:

Introduce topic

Define terms

State hypothesis

Materials:

Listed in columns

Procedures:

Numbered

Complete Sentences

Short, direct, one-step procedures

Results/Analysis:

Data tables

Graphs

Calculations

Discussion:

Interpretation of data, graphs, results, and analysis

State findings and related to introduction

Support findings with data, graphs, and/or analysis

Conclusion:

Short – 2 to 3 sentences

Refer back to purpose/problem

Concisely state findings

*Do not write in first person!

©2012, TESCCC 05/17/12 page 32 of 34

Grade 8/High School Sample Laboratory Report Score Sheet (Sample) Cut-out one per student and to glue into science notebook

Laboratory Report Score Sheet

Point Value Score

Title: Report has no title

Title is incomplete or inappropriate

Title is complete and appropriate

0

3

5

______

Purpose/Problem: None stated

Incomplete sentence

Complete sentences with appropriate punctuation

0

3

5

______

Introduction: No introduction

Incomplete introduction

Complete introduction

0

5

10

______

Materials and Procedures: Materials not listed/procedures lacking

Materials listed/procedures incomplete

Materials and procedures complete

0

10

15

______

Results and/or Analysis: No graphs or data

Improperly labeled graphs/some data

Graphs complete/data incomplete

Complete results with analysis if appropriate

0 5

10

20

______

Discussion: No discussion

Relates to introduction, no interpretation of data

Interpretation of data, data not used to support statements

Complete discussion

0

5

10

20

______

Conclusion: No conclusion

Incomplete conclusion

Complete conclusion

0

3

5

______

Participation: Very little participation

Full participation with inadequate report

Full participation with adequate report

5

10

20

______

Lab Report Score ______

Laboratory Report Score Sheet

Point Value Score

Title: Report has no title

Title is incomplete or inappropriate

Title is complete and appropriate

0

3

5

______

Purpose/Problem: None stated

Incomplete sentence

Complete sentences with appropriate punctuation

0

3

5

______

Introduction: No introduction

Incomplete introduction

Complete introduction

0

5

10

______

Materials and Procedures: Materials not listed/procedures lacking

Materials listed/procedures incomplete

Materials and procedures complete

0

10

15

______

Results and/or Analysis: No graphs or data

Improperly labeled graphs/some data

Graphs complete/data incomplete

Complete results with analysis if appropriate

0 5

10

20

______

Discussion: No discussion

Relates to introduction, no interpretation of data

Interpretation of data, data not used to support statements

Complete discussion

0

5

10

20

______

Conclusion: No conclusion

Incomplete conclusion

Complete conclusion

0

3

5

______

Participation: Very little participation

Full participation with inadequate report

Full participation with adequate report

5

10

20

______

Lab Report Score ______

©2012, TESCCC 05/17/12 page 33 of 34

Extensions for High School Advanced Learners

Writing an Abstract on a Science Journal Article (Sample)

Writing an Abstract on a Science Journal Article

1. Choose an article of interest from an appropriate science journal. The article must be a

minimum of two pages in length.

2. Copy or print the article.

3. Write the bibliographic information at the top of the page.

4. The abstract should include four paragraphs with the following information:

What is the article about? Please include the purpose of the research and problem the researchers were attempting to solve.

How was the research conducted? What research methods or techniques were used?

What did the research findings indicate? What was the final outcome of the research? Is more research planned for the future?

Give your evaluation of the article. What is your opinion of the piece?

5. Explain your evaluation.

6. Staple the abstract to the top of the article.

Writing an Abstract on a Science Journal Article

1. Choose an article of interest from an appropriate science journal. The article must be a

minimum of two pages in length.

2. Copy or print the article.

3. Write the bibliographic information at the top of the page.

4. The abstract should include four paragraphs with the following information:

What is the article about? Please include the purpose of the research and problem the researchers were attempting to solve.

How was the research conducted? What research methods or techniques were used?

What did the research findings indicate? What was the final outcome of the research? Is more research planned for the future?

Give your evaluation of the article. What is your opinion of the piece?

5. Explain your evaluation.

6. Staple the abstract to the top of the article.

©2012, TESCCC 05/17/12 page 34 of 34

References

Dolphin, W. (1999). In Biological investigations: form, function, diversity, and process (5th ed.).

New York: McGraw-Hill. Retrieved June 1, 2011, from http://www.studygs.net/labreports.htm Fulton, L., & Campbell. (2005). Creating student-centered science notebooks. Retrieved June 1,

2011, from http://www.esiponline.org/csl/presentations/lorifulton.pdf

Klentschy, M. (2005, November/December). Science notebook essentials: A guide to effective notebook components. Science and Children, 43(3), 24–27. Retrieved June 1, 2011, from http://notebooksfrsd.wikispaces.com/file/view/Science+Notebook+Essentials.pdf

North Cascades and Olympic Science Partnership (2001). Notebook Organization. Retrieved

June 1, 2011, from http://www.sciencenotebooks.org/notebookFeatures/organization.php