Scientist’s Notebook

1. Scientist’s Notebook

2. 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

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

4. 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.

5. Computational Chemist “Something wrong with this”

6. Computational Chemist “will have all of these checked for instability and optimize”

7. Reference graphs and tables pasted into notebook Materials Scientist

8. Sample sketch Materials Scientist

9. Materials Scientist Results (crossed out)

10. ECOLOGIST Describing the problem – the purpose of the study

11. ECOLOGIST Identifying the site including selection criteria

12. ECOLOGIST Specifications regarding the Elk Enclosures

13. What is the purpose Scientists’ Notebooks? • Means for students to think scientifically – content, skills and thinking. • Learn expository writing structures. • Communicate scientific thinking and understanding. • Formative assessment.

14. Who is the Audience for the Science Notebook? • Teacher • Parents • Students • Principal • Other Scientists

15. 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.

16. 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

18. TABLE OF CONTENTS Use the first1-5 pages for the Table of Contents… DATE ACTIVITY/TITLE PAGE # How to set up a science notebook.

19. Number your pages 1

20. Number through 10 2 3

21. Index: References Vocabulary Example:

22. 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.

23. 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

24. 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.

25. 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.

26. 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!

27. Betsy Rupp Fulwiler

28. 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

29. ANATOMY OF A PENCIL Example of a Scientific Illustration

30. ANATOMY OF A SHOE Example of a Scientific Illustration

31. ANATOMY OF A SHOE Example of a Scientific Illustration

32. Example: Scientific Illustration

33. Make a BOX & T-CHART on the next page Similarities Differences OBJECT #1 OBJECT #2 Betsy Rupp Fulwiler

34. 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.

35. 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!

36. 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.

37. Observation Frame • Think of the four senses (not taste) • Size, shape, color, lines, patterns, texture, weight, smell/odor, sound, behavior • I observed ________________ • I noticed __________________

38. 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?

39. 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.

40. 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

41. 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….

42. Planning

43. Line of Leaning • This 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.

44. 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 accountable for their learning Students use notebooks during class

45. Using the Scientists’ Notebook • Thinking strategies Activating prior knowledge Asking question Before………. During……. • Entries from the notebook template After…….. • Content reading and writing related to inquiry • Making connections

46. BEFORE….. Concept maps KWL KLEW Anticipation guide Quick writes Visualizations I Know/ I Wonder chart Formative Assessment Probes FQR During

47. DURING…Implementing the scientists’ notebook template • Focus questions • Predictions • Planning (not detailed or copied) • Data/observations • Claims and evidence • Making Meaning Conference • Conclusions After 5

48. 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 Next 8

49. Goals for Assessment • Help Students Learn • Improve instruction

50. For Assessment feedback to be effective: • For Assessment feedback to be effective Provide non judgmental remarks without grades or rubric scores • Use only for formative assessment