This powerpoint needs student work to go along with each of the categories of entry types, etc.

1. This powerpoint needs student work to go along with each of the categories of entry types, etc. • Please scan copies of your own students’ work and place them into the powerpoint where appropriate.

2. Powerful Learning Experiences • ·First Hand (the real thing) • oHANDS-ON EXPERIENCE THROUGH THE SENSES • ·Second Hand (representational) • oVIDEO/PICTURES/MODELS/SIMULATIONS • ·Third Hand (symbolic) • oBOOKS Most Powerful Least Powerful

3. Science Acrossthe Curriculumthrough…NOTEBOOKS This presentation, created by Peggy Harris Willcuts, shares information about notebook strategies and lessons learned from school districts including Seattle, El Centro, Gilbert, Pasadena, and those in the WA ST LASER ALLIANCES .

4. THINKING ABOUT NOTEBOOKS… WHAT IS IT THAT YOU THINK SHOULD BE INCLUDED IN A SCIENCE NOTEBOOK? When you have finished your response, draw a line of learning!

5. THINKING ABOUT NOTEBOOKS… Share out with your table group…

6. LET’S GET STARTED… Spine Using the white marking pen, give your notebook a name. Cover or Cover Page This needs to name the context of the experience. But… let it reflect your PERSONALITY

7. TABLE OF CONTENTS P Use the first2 pages for the Table of Contents… DATE ACTIVITY PAGE #

8. WHY KEEP ASCIENCE NOTEBOOK?

9. Examples of Science Notebooks from the REAL WORLDOF“SCIENTISTS” The scientists’ notebooks featured in this section come from those working at Battelle Pacific NW National Labs.

10. Early Efforts to Keep a Science Notebook

11. In the spring of 1869, a young amateur naturalist named John Muir visited what was to become Yosemite National Park. He kept a daily journal that summer, excerpts of which eventually made it into The Atlantic Monthly in 1911, shortly before the entire journal was published under the title My First Summer in the Sierra.                                                         

12. In between musings about the diverse environment around him, Muir contemplates the tiny ecosystem that exists on the clothing of his companion, the shepherd: “His trousers in particular have become so adhesive with the mixed fat and resin, that pine-needles, thin flakes and fibers of bark, hair, mica-scales, and minute grains of quartz, hornblende, etc.,…”

13. “feathers, seed, wings, moth and butterfly wings, legs and antennae of innumerable insects, or even whole insects such as the small beetles, moths, and mosquitoes, with flower-petals, pollen dust, and indeed bits of all plants, animals, and minerals of the region, adhere to them, and are safely imbedded, so that, though far from being a naturalist, he collects fragmentary specimens of everything, and becomes richer than he knows”…

14. “The man is a microcosm; at least our shepherd is, or rather his trousers. These precious overalls are never taken off, and nobody knows how old they are, though one may guess by their thickness and concentric structure. Instead of wearing thin they wear thick, and in their stratification have no small geological significance.”

15. Computational Chemist “Something wrong with this”

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

17. Reference graphs and tables pasted into notebook Materials Scientist

18. Sample sketch Materials Scientist

19. Materials Scientist Results (crossed out)

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

21. ECOLOGIST Identifying the site including selection criteria

22. ECOLOGIST Specifications regarding the Elk Enclosures

23. Ecologist Setting up and Monitoring a Field Study • Describing the problem (purpose of study) • Identifying the site (including selection criteria) • Specifications (elk exclosure) • Describing experimental & control plots • Record of site visits (e.g., observations, sketches, reference to photo and GPS measurements taken)

24. Characteristics of a scientist’s notebook Is individual in nature Includes what works and what does not work Includes text, data, drawings, charts, graphs Gives information and asks questions Entries are a record of thoughts at the time, and are not “corrected” later Newer ideas are added as another entry How scientists use their notebooks Scientists record the time as well as the date Scientists read notebooks of other scientists Scientists only write in their own notebooks Scientists encourage investigation partners to read their notebooks Scientists record ideas they get from others – but they give credit Summary P

25. ENTRIES Cognition • KWL sheets • Scientific Illustrations or Diagrams • Observations and discussion of those observations (perhaps done with writing frame) • Student record sheets • Routines (date, page number) • Charts, diagrams, graphs • Responses to questions and … • LINE OF LEARNING to honor the wisdom of the group • Procedures of a Fair Test (remember moderation!) • Prediction/hypothesis • Lists of materials • Manipulated variable (changed variable) • Responding variable (measured variable) • Data table and graph of that data • Summary and conclusion

26. ENTRIES Metacognition • The affective/reflective information • What worked and what didn’t work. • How the experience went – how’d we get along? • Thoughts about the lesson in general, reflections. • The ULTIMATE end-product to inquiry = Further questions: • Researchable ones: go find out • Testable: let’s do an experiment

27. ENTRIES • Don’t forget • scoring rubrics • critical feedback • newspaper or magazine articles • digital pictures of projects • notes from a guest speaker

28. GLOSSARY • Save pages for A-Z Glossary that is student generated. • Paste program generated Glossary in the back • highlight a word as it is encountered • add a sentence using the word in context

29. Let’s talk about Assessment (FORMATIVE)

30. Opportunities for Assessment Teacher’s Opportunities to Score: • “Drive-Bys” • Data sheets scored before attaching to notebook • Quizzes scored independently • Weekly if possible for critical comments

31. Opportunities for Assessment • Self assessment or teacher assessment • Scoring Rubrics (primary and intermediate) • Student scores self • Teacher scores student • Student and teacher score student • Notebook Reflections

32. CRITICAL FEEDBACK IS CRITICAL P • Writing on pages • Post-It Notes • Oral Commentary • Scoring Rubric P

33. Research IF WE GIVE MORE: appropriate feedback to students about targets hit and missed make it ongoing assessment by teachers in a wide variety of ways = Positive Effects on Student Learning Black & Wiliam, 1998 Classroom Assessment Pg 12 & 13

34. Student Benefits • Reinforces student understanding of a subject. • Helps develop clear thinking. • Encourages and illustrates importance of writing across the curriculum. • Allows for their self expression.

35. Student Benefits • Provides open and risk-free communication with the teacher. • Emphasizes importance of writing now and in the real world. • Can be used as a resource in an open notebook test and a great opportunity to practice for the WASL! • Gives students an exciting reason to write.

36. Science IS Real Writing P • Writing to Inform: comparing and contrasting; analysis of a subject; using descriptive text to share the characteristics or properties of objects; • Writing to Explain: cause and effect; • Writing to Persuade: focusing on an issue; supporting your statements with data; • Writing to Explore: identifying a problem, investigating the problem, identifying possible solutions, finding the best solution, listing the necessary steps, providing support with evidence, evaluating your evidence.

37. Teacher Benefits • Provides insight into students as individuals and their understanding of content and skills (science, math, language arts). • Provides “active” teaching, and forces teachers to examine their own teaching more closely.

38. Teacher Benefits • If dialogue exists, it builds rapport between teacher and student; makes learning a joint effort. • Provides a future resource of information for teacher, students, parents, and classmates. • Provides accountability for teacher assessment of individual students and the entire class.

39. Personal Reflection • Using your science notebook, take a few minutes alone to QUIETLY write what your expectations for your STUDENTS’ science notebooks will be.

40. Table Reflection • Draw a LINE OF LEARNING • Hold a table discussion about what you have each written. • Jot down for yourself, some of the table groups’ wisdom.

41. Group Report • Draw another LINE OF LEARNING • Each table group shares one thing. • Jot down for yourself, some of the whole groups’ wisdom.

42. FINAL THOUGHTS… • The laboratory notebook is: • a place to record what you see and do • a place to record what you THINK about what you see and do • a place to ask questions about experiences • your silent partner, “on the bench”, open and ready, before work can begin.

43. FINAL COMMENTS… • From the teacher who has read the notebook, the student can learn to do better; and from the students’ work the teacher can learn to do better. • The notebook is thus a powerful aid for improving teaching and learning in the classroom. JERRY PINE, 1996 CAL-TECH