Jenny Gammill

Director of 21St Century Learning, FPS

CMASE, U of A

July 13, 20097/13/09 J Gammill

Today’s Objectives• Identify need for science notebooks

• Examine examples of notebooks

• Consider ways in which the teacher can provide structure to enhance student-centered science notebooks

• Consider ways in the science notebook may be used in classrooms

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"To raise new questions, new possibilities, to regard old problems from a new angle, requires creative imagination and marks real advance in science."

— Albert Einstein7/13/09 J Gammill

Zach Hill Comic Strip

Arkansas Democrat-Gazette, 2-21-077/13/09 J Gammill

Why use science notebooks?

“People don’t learn from their experiences; they learn from processing their experiences.”

-Bob Garmston

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Early Efforts to Keep a Science Notebook

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Da Vinci’s Notebook Entry

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Alexander Graham Bell’s Notebook Entries

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Thomas Edison’s Notebook Entry

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John Muir’s Notebook Entry

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Science notebooks are…

• “…tools for STUDENTS to grapple with and make sense of THEIR understandings using recording and organizing strategies that are PERSONALLY meaningful.”

-Fulton and Campbell, 2004

• NOT strictly a journal• NOT strictly a logbook

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Purpose

• Build conceptual knowledge and understanding

• Enhance literacy skills• Support differentiated learning• Tool for formative assessment• Foster teacher collaboration

Science and Children, Nov/Dec 2005

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“Science Notebook Essentials”By Michael Klentschy

• Read Introduction and assigned component

• Summarize important points on chart paper in small groups

• Share out with whole group

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•My question: _________________ (Question)

•Today I (or we) want to find out_______ (Problem)

•I think ________will happen because (Prediction)

•I noticed (or observed) ___________ (Observation)

•Today I learned ____________ (Conclusion)

•I wonder ________________ (Reflection)•Questions I have now are _______________ (Next Steps/New Questions)

Sentence Stems

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Formatting Notebooks*

• Useful elements: Date, Time, Subject• “Codes” (see handout- “

Science Notebooking Components”)• Front/Back of each sheet• Glossary (tabbed)• Tabs for strands of science• Remember…this is the student’s notebook!

*(see handout- “Notebook Organization”)

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Notebook Entry Types*

• Drawings• Tables, Charts, Graphs• Graphic Organizer• Notes and Practice Problems• Reflective and Analytical Entries• Inserts• Investigation• Writing Frames

* (See handout-“Notebook Entry Types”)7/13/09 J Gammill

Examine Notebook Entries

• What type of entry is it?

• What details do you notice?

• Appoint a reporter to share observations

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Assessing Notebooks

• Acquiring knowledge related to student’s level of understanding

• Sticky notes versus writing in student’s notebook

• Use a rubric

• Self-assessment

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Potential Problems of Notebooks

• Motivating students

• Special Needs students

• Absent students

• Lost notebooks

• Contracts

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Reflect

• How will I use science notebooks in my classroom?

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Resources

• Using Science Notebooks in the Elementary Classroom by Michael Klentschy

• Science Notebooks: Writing About Inquiry by Brian Campbell & Lori Fulton

• http://www.sciencenotebooks.org/

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Contact Information

Jenny Gammill

jenny.gammill@fayar.net

479-466-4641