Science Note-booking Training, December 7th, 2013. Timeline: 8:00 to 9:00 am Science Note-booking 9:00 to 9:10 am Break 9:10 to 11:00 am “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
8:00 to 9:00 am Science Note-booking
9:00 to 9:10 am Break
9:10 to 11:00 am “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
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.
Type: Notebook OrganizationGradeband: elemGrades: 2Discipline: LifeSTC – Life Cycle of the Butterfly
Type: Graphic OrganizersGradeband: elemGrades: K-1Discipline: Physical ScienceSTC – Measuring and Comparing
Type: Notebook OrganizationGradeband: middleGrades: 7Discipline: Life- - -Table of Contents - this helps students to find and use earlier notes, vocabulary, assignments, etc.
(Marzano’s Vocabulary Strategy)
bank in their notebooks
important to know within the context of a test question or
activity (e.g. compare, contrast, formation)
Term/Phrase: My Understanding: | 1 | 2 | 3 | 4 |
Drawing: More ideas:
Type: DrawingsGradeband: elemGrades: 3Discipline: LifeSTC - Plant Growth & DevelopmentDrawing to show labeled parts of growing Fast Plants. The student is using the notebook to record changes over time. (also a table)
Type: DrawingsGradeband: elemGrades: 5Discipline: Life ScienceSTC - EcosystemsScientific 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: DrawingsGradeband: elemGrades: 5Discipline: PhysicalSTC - Motion and DesignTechnical drawing where the image is accurate, labeled and detailed and could be duplicated by someone looking at his drawing.
Type: Tables, Charts, and GraphsGradeband: elemGrades: 1Discipline: LifeSTC – Terrarium HabitatsIndividual sketches that actually begin to form a graph of growth.
Type: Tables, Charts, and GraphsGradeband: elemGrades: 5Discipline: LifeSTC - EcosystemsTable 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 GraphsGradeband: highGrades: 9Discipline: LifeOther - Not listedBar graph of amount of food energy available in different foods.
Type: Graphic Organizers Gradeband: elem Grades: 1Discipline: Physical Science STC - Solids and LiquidsVenn diagram
96Type: Graphic OrganizersGradeband: elemGrades: 2Discipline: Life ScienceSTC - The Life Cycles of ButterfliesBox and T chart comparing caterpillar and student.
Type: Graphic Organizers Grade band: elem Grades: 2 Discipline: Life ScienceSTC - Balancing and WeighingThis represents a Venn diagram but the comparison could also be set up using a Box & T-Chart.
Type: Graphic OrganizersGradeband: highGrades: 9Discipline: PhysicalStars unit. Learning about stars and displaying info learned graphically
Type: Graphic OrganizersGradeband: highGrades: 9,10,11,12Discipline: Life- -
Graphic organizer for eukaryotes, prokaryotes and the cell cycle.
Type: Notes and Practice ProblemsGradeband: elemGrades: 1stDiscipline: Life ScienceGEMS Terrarium HabitatsExample of using a labeled drawing to develop vocabulary .
Type: Notes and Practice ProblemsGradeband: elemGrades: 2Discipline: EarthSTC - WeatherExample of notes a child has created around the temperature, using words and drawings. The thermometer has also been inserted here.
Type: Notes and Practice ProblemsGradeband: elemGrades: 5Discipline: Earth ScienceSTC - Land and WaterShows part of the investigative design
Type: Notes and Practice ProblemsGradeband: elemGrades: 5Discipline: PhysicalSTC - Motion and DesignThe 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.
Type: Reflective and Analytical EntriesGradeband: elemGrades: 1Discipline: EarthFOSS - Pebbles Sand and SiltKids took pictures that were used in their notebooks.
Type: OtherGradeband: elemGrades: 5Discipline: PhysicalSTC - Motion and DesignThis is a KWL with a Line of Learning
Type: Reflective and Analytical EntriesGradeband: highGrades: 9Discipline: Life- - -Publisher: not specified Text: Cells Questions answered as conclusion piece of osmosis lab
Type: InsertsGradeband: elemGrades: 1,2,3,4,5Discipline: LifeTeacher Developed - Teacher DevelopedThese 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: InsertsGradeband: middleGrades: 7Discipline: Physical ScienceSTC - Catastrophic Events
Type: OtherGradeband: middleGrades: 7Discipline: PhysicalSTC/MS - Catastrophic EventsThis 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 FormatsGradeband: highGrades: 9Discipline: 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.
Type: Writing FramesGradeband: elemGrades: 3Discipline: EarthFOSS - Structures of LifeObservations using writing frame.
Type: Writing FramesGradeband: elemGrades: 6Discipline: Physical ScienceFOSS - 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 FramesGradeband: middleGrades: 8Discipline: PhysicalSTC/MS - Energy, Machines, and MotionProcedure to compare mass on digital scale and weight on a spring scale.
Original Volumes: “Uncovering Student Ideas in Science: 25 Formative Assessment Probes (Volumes 1; 2; 3; and 4)