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Science Notebooks: Enhancing Student Learning Through Structured Entries

Learn how to create effective science notebooks for students, featuring various components such as questions, predictions, data, and reflective learning. Discover the importance of organization and content in student notebooks.

stephanie-gutierrez
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Science Notebooks: Enhancing Student Learning Through Structured Entries

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  1. Science Notebooks: An Instructional/ Assessment Tool NHCS

  2. What should a science notebook contain?

  3. Title Page

  4. Table of Contents • Make columns for: • Date • Entry • Page

  5. Table of Contents for Younger Students

  6. Organizational Features • These features also assist teachers in assessing student understanding. Common organizational features include: • Page numbers • Date • Activity title • Headings • Time • Appendix

  7. Components of Notebook • Question/Problem • Prediction • Planning/Procedures (WID) • Data/Observation • What have you learned? (LOL) • Next steps/Next Questions

  8. 1. Question/Problem • Student generated • Relates to the purpose (Big Idea) • Clear and concise • Investigable

  9. Possible Questions How many…? How long…? How often…? How are ___and ___ the same (different)? Which object is ____? What would happen if? What happens to ___ if we change __? How can we ___?

  10. 2. Prediction/Hypothesis • Connects to prior experiences • Is clear and reasonable • Relates to the question • Gives an explanation/reason

  11. 3. Planning • Relates to investigable question • Has a clear sequence (Verbal or nonlinguistic) • Identifies variables and control (3-5) • Includes a data organizer • States materials needed

  12. 4. Data/Observations • Relates to the question and plan • Includes student generated narrative, drawings, charts, and graphs • Organized • Accurate

  13. 5. What have you learned? (Line of Learning) • Student generated, in own words • Clear statement of what was learned • Based upon question/planning/evidence • Reflective • Revised based on group discussions and/or additional “content blasts.” • Shows rigor in thinking

  14. 6. Next Steps/Next Questions • Student generated • Extensions of original question or new application of question • Researchable or investigable • WOW factor • Can be recorded throughout notebook

  15. Sentence Stems 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)

  16. Process Q P WID LOL Materials, Procedure, Data Conclusion & New Questions Question Prediction Line of Learning

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