Scientist’s Notebook

Each scientist’s notebook is unique to that person, that experiment, that situation

The notebook is a collection of thoughts, ideas, sketches, data, equations – a running record of the scientist’s thoughts

It is not necessarily organized or neat

There is no “right way” or format

Students Model the way that a Scientist Works

Researchers of any age need to keep track Researchers of any age need to keep track of their activities. of their activities. They need a place to record their They need a place to record their observations and questions; to reflect on observations and questions; to reflect on their experiences; to record the data from their experiences; to record the data from their investigations and from other their investigations and from other information sources. information sources. Maintaining an organized record is a way Maintaining an organized record is a way to look back, revise, and plan for the next to look back, revise, and plan for the next steps.steps.

Why Do Researchers Keep a Notebook?

SCIENTIST’S NOTEBOOKS

The following slides show real notebooks from scientists who work at Battelle – Pacific Northwest National Laboratory in Richland, Washington.

Watch carefully as important parts to a scientist’s notebook are shared.

Computational Chemist

“Something wrong with this”

Computational Chemist

“will have all of these checked for instability and optimize”

Materials ScientistReference graphs and tables pasted into notebook

Materials ScientistSample

sketch

Materials Scientist

Results (crossed out)

ECOLOGIST

Describing the problem – the purpose of the study

ECOLOGIST

Identifying the site including selection criteria

ECOLOGIST

Specifications regarding the Elk Enclosures

What is the purpose Scientists’ Notebooks?

1. Means for students to think scientifically – content, skills and thinking.

2. Learn expository writing structures.

3. Communicate scientific thinking and understanding.

4. Formative assessment.

Who is the Audience for the Science Notebook?TeacherParentsStudentsPrincipalOther Scientists

LET’S GET STARTED…

Cover or Title Page Give your science notebook a title.

This should give the reader an idea of what this notebook will be about.

Organization Of Science Notebooks

Table of Contents Numbered Pages Documentation of

Work Glossary and/or Index Appendix for inserts

or rubrics to be used for assessment

TABLE OF CONTENTS

Use the first 1-5 pages for the Table of Contents…

DATE ACTIVITY/TITLE PAGE #

How to set up a science notebook.

Number your pages

1

Number through 10

32

Index: References Vocabulary

Example:

Word Bank

Use Word Cards (rather than a chart) Place a word card in the science “word

bank” after students have had a concrete experience with something and have a need to know the appropriate term.

Inquiry based science – students scientific vocabulary AFTER they have had concrete experiences.

Use of Words in Bank

Organize words conceptually rather than alphabetically or randomly

Words can be reorganized as concepts grow. Anticipate words and prepare cards ahead of

time plus have blank word cards ready. Generic terminology: Primary – I predict, I

observe, I notice, because, evidence, and fair test. Intermediate predict/prediction, observe/observation, investigate/investigation, infer/inference, controlled investigation, variable

Color code words by unit Include icons with words

More on Vocabulary

For younger students – tape an example of the word on the card

Accessible for young students – make multiple small word cards for students to manipulate and use for writing

Hang low and make large Life Science – labeling illustrations with

words is more effective than work banks. Use different colors for form and function.

Generic Notebook Requirements: Date in numerals, the first page of the

entry. Focus or investigative question for each

lesson. How can matter be changed? Give examples.

Write something about each science lesson.

Write legibly (not necessarily “best handwriting”) the notebook is a running rough draft.

Pencil Observation Activity

In science, we need to document and record our observations. Using diagrams and scientific illustrations are great ways to capture what you see.

Title your page Pencil Observation Activity

Don’t forget the date!

Betsy Rupp Fulwiler

OBSERVATI ONS ORGANI ZER

Writing Frame

Think of properties you can see such as size, shape, color, lines, texture, pattern, behavior…

I observed

Think of the other senses of smell, sound, touch, and perhaps taste!

I noticed

Connect it with something that you already know.

I t reminds me of

Add more detail as needed.

This is so because

Be curious and ask questions you could investigate.

I am curious about I t surprised me that I wonder what would happen if

Move from Sketch to Scientific Illustration

•Go back and label the parts using the information your teacher gives you.

•Add any detail to enhance the realism of your drawing.

•Your drawing now is detailed, accurate, and labeled

ANATOMY OF A PENCIL

Example of a Scientific Illustration

ANATOMY OF A SHOE

Example of a Scientific Illustration

ANATOMY OF A SHOE

Example of a Scientific Illustration

Example: Scientific Illustration

Make a BOX & T-CHART on the next page

OBJECT #1 OBJECT #2

Similarities

Differences

Betsy Rupp Fulwiler

Compare and Contrast

Now we can create a comparison in the form of a paragraph.

Write down at least two things that are similar and two things that are different between your drawing and your table partners drawing.

Update Your Table of Contents

Turn back to your Table of Contents. Add the Pencil Observation Activity

with the corresponding page numbers and date. You might make a note of the charts if needed.

Now that you have had a basic experience in using your science notebook you are ready to record your experiences while at work in your science class!

How to be Organized

Do not tear pages out of your notebook Use only pencil and/or colored pencil to

write on the pages. Colored pencils should be used for

graphs and diagrams. Use only a glue stick or staples to

attach your pages…unless you are adding a page of notes to an existing page.

Observation Frame

Think of the four senses (not taste)Size, shape, color, lines,

patterns, texture, weight, smell/odor, sound, behavior

I observed ________________ I noticed __________________

Developing the focus question Students ask themselves:

What do I want to find out?What is the reason for my question?What problem am I addressing?TEACHER asks:

What is our problem?What do we want to know or find out?

Creating & Using Tables

Students create own rather than using black-line masters – develops valuable scientific skill of organizing

Do not use a laborious measuring process Model folding the paper vertically so creases

form columns. Can draw lines by using creases or straight edge.

Use questioning to develop what data is to be collected in the table.

Use Box and T-Chart for Comparisons (may need a shared mini writing lesson.

Prediction

A statement about something that will occur in the future that is related to the focus question.

A statement that is based upon prior knowledge or experience.

I think_____________ will happen because………

Use drawings and illustrations

Hypothesis

Statement based on an analysis of data or events that have occurred in the past. Example: An examination of past

weather patterns with an analysis of temperature changes over a period of time and the factors that may have contributed to such change. From this a scientists can make a hypothesis about global warming.

If…then…because….

Planning

Planning Step General Plan Steps to follow:

1. What should be changed?

1. The kind of black (A & B)

1. Find the temperature of each block.

2. What should be kept the same?

2. Mass of ice cube, timer, thermometer, room temperature, and temperature of the blocks

2. Mass ice cubes, place one cube on each block, start timer, record data, take temperature of blocks when ice is melted.

3. How will differences be observed or measured?

4. The time that is takes for energy transfer.

3. Chart the data for each block.

Line of LeaningThis strategy allows students to add to their

written ideas with additional ideas generated in class.

After writing their own ideas in their notebooks, students draw a line underneath their work.

During class discussion, students add new ideas below their line of learning.

The Line of Learning gives students the opportunity to continue to construct a concept through the discussion and ideas of other students.

Students use notebooks during class

As a guide and/or reference As a place to record

data, observations, illustrations, reflections questions,ideas while working

As a place to collect and record claims and evidence to support their inquiry

To make thinking visible To document their organizational

growth over time

Notebooks make

students accountabl

e for

their learning

Using the Scientists’ Notebook

Thinking strategies

Before……….

Entries from the notebook template

During…….

After……..Content reading and writing related to inquiryMaking connections

Activating prior knowledgeAsking question

BEFORE…..

I Know/ I Wonder chart

Visualizations

Formative Assessment ProbesFQR

Quick writes

Anticipation guide

KWL KLEW

Concept maps

During

DURING…Implementing the scientists’ notebook template

Focus questions Predictions Planning (not detailed or copied) Data/observations Claims and evidence Making Meaning Conference Conclusions

5

After

AFTER …..

Summarizing Reflections Making connections Note taking from a reading Key word/key idea drawings Compare/contrast charts VIP/MVP Information circles Revisit KWL and I wonder charts

8

Next

Goals for Assessment

Help Students Learn

Improve instruction

For Assessment feedback to be effective:For Assessment feedback to be

effective Provide non judgmental remarks

without grades or rubric scoresUse only for formative

assessment

Audience: Other Scientists

Example: Another scientist would value this entry because you clearly have described what you have observed about __________________________ and

the results of your tests. For example, you included the following

scientific details ________________

Research by Black and Wiliam 1998

If pupils are given only marks or grades, they do not benefit from feedback.

Feedback improves learning when it gives each pupil specific guidance on strengths and weaknesses

Formative assessment benefits all students but increase in levels of achievement is particularly marked for lower achieving students.

When to assess Science Notebooks During each lesson, check that all

students are writing in their notebooks After a series of 3-4 lessons that have

been developing students’ understanding of certain concepts or skills (making and writing observations).

Skim through first few entries to get a general idea then carefully read the last entry and provide constructive feedback.

What to assess?

Conceptual understanding of the science content or “big ideas” of the unit.

Think scientifically, apply critical thinking skills in solving problems and developing conceptual understanding.

Use scientific skill successfully Communicate scientific thinking and

science concepts through expository writing.

How to Assess

Address specific strengths first Never use the word “but” in

constructive feedback Address weaknesses by asking

questions. Example: What do you think another scientist might be interested in knowing about your investigation?

With struggling students who have low skills and self-esteem, address only the strengths.

Assessing Student Progress

Use entries in science notebook as a formative assessment tool What should all students learn in this unit? (content

skills and/or process skills) How do the student science notebooks reflect

student learning? What evidence should support their understandings?

(criteria) What are the implications for further instruction?

Student self-assessment Next-Step Strategies

What are the differences?

Journals Reflections of student learning Used after work is done

Logs Books where students record data Used during an investigation

Notebooks Records planning, thinking, data and

reflections A tool to use before, during, and

after an investigation

The Notebook

Determine the type of notebook Composition book A spiral notebook A three prong paper folder

What type of notebook will you use?Use what works in your classroom

Notebook tips

Paper clip all the pages reserved for the Table of Contents

Paste an envelope in the back of the notebook so students can collect pictures from the real world that apply to each unit of study.

At the end of the school year, decorate the notebook in collage fashion with the pictures.

What do you want on the supply list for start of year?

More tips

Highlight the vocabulary words so they can be easily found on the page.

Make a science word wall Instruct students to write complete

sentences when writing conclusions Tools of science – develop a chart for

the notebook which includes: Tool, Measuring, and Unit of measure.

Using Science Notebooks in the Elementary ClassroomBy: Michael P. KlentschyNSTA Press

References

Writing in Science

Betsy Rupp Fulwiler Heinemann Press

References Teaching Science with Interactive Notebooks

by Kellie Marcarelli c. 2010, Corwin A Sage Company

Linking Science & Literacy in the K-8 Classroom by Rowena Douglas, Michael Klentschy and Karen Worth, c. 2006, NSTA Press

Using Science Notebooks in Middle School, by Michael Klentschy, c. 2010, NSTA Press