Table of Contents

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• Table of Contents
• Powerful Learning
• Observations Organizer
• Box T-Chart
• Compare Contrast
• Scoring rubric for intermediate and primary
• Science notebooks empty
• Science notebook samples of student work
• Marker/pencil
• Handlenses
• Drawing paper
• Colored pencils
• Highlighters
• Post-it notes
• Chart paper
• Overhead transparencies

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Science Acrossthe CurriculumthroughNOTEBOOKS
This presentation, created by Peggy 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 .
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Powerful Learning Experiences
   First Hand (the real thing) o    HANDS-ON
EXPERIENCE THROUGH THE SENSES        Second Hand
(representational) o    VIDEO/PICTURES/MODELS/SIMU
LATIONS      Third Hand (symbolic) o     BOOKS
Most Powerful Least Powerful
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LETS GET STARTED

• Size and Shape
• Common 8 ½ X 11 - elementary grades
• Composition books - secondary
• Outside Cover and Inside Title Page
• Create a Title Page
• Include yourself as the author of the work
• AND let it reflect some serious personality

SCIENCE
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TABLE OF CONTENTS

• First 1-2 pages
• OPPOSING PAGES FOR EASY REFERENCE
• Use professional judgment as to format
• DATE ACTIVITY
  PAGE

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NUMBER YOUR PAGES

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NUMBER YOUR PAGES THROUGH 10

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THINKING ABOUT NOTEBOOKS
On page 1

• What is it that you think should be included in a
  science notebook
• kept by students?
• When you have finished your response, draw a
• under what you wrote

line of learning!
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THINKING ABOUT NOTEBOOKS
Share out with your table group
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WHY KEEP ASCIENCE NOTEBOOK?

• 
  

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• Examples of
• Science Notebooks
• from the
• REAL WORLD OF SCIENTISTS

The scientists notebooks featured in this
section come from those working at Battelle
Pacific NW National Labs.
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Early Efforts to Keep a Science Notebook
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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.
                                                  
      
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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.,
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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
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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.
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Computational Chemist
Something wrong with this
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Computational Chemist
will have all of these checked for
instability and optimize
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Materials Scientist
Reference graphs and tables pasted into notebook
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Materials Scientist
Sample sketch
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Materials Scientist
Results (crossed out)
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ECOLOGIST
Describing the problem the purpose of the study
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ECOLOGIST
Identifying the site including selection criteria
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ECOLOGIST
Specifications regarding the Elk Enclosures
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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)

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Summary

• Characteristics of a scientists 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

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How mightstudentnotebooks lookin
yourCLASSROOM ?
This presentation shares information about
notebook strategies from school districts
including Seattle, El Centro, Gilbert, Pasadena,
and those in the WA ST LASER ALLIANCES .
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From Novice to Expert
Expert Novice
C o m p e t e n c y
Reflecting Renewing the Commitment Routinely
Teaching with Notebooks Translating into Practice
the Use of Notebooks Building Knowledge about
Using Notebooks Developing Awareness of the Use
of Notebooks
Designing Professional Development for Teachers
of Science and Mathematics, Susan Loucks-Horsley,
et.al., Corwin Press, Inc., Thousand Oaks, CA
1998, 0-8039-6661-X (cloth), 0-8039-6662-8 (paper)
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WELCOME TO MY CLASSROOM!
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First Hand Learning
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ENTRY TYPE ScientificIllustrations Images
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SCIENTIFIC ILLUSTRATIONS
Model first describing what you are
doing Outside shape Split object into
parts Label the parts Add color and dimension
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Now its your turn Labeled Detailed Accurate
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Scientific Illustrations

• FIRST GRADE

• EIGHTH GRADE

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ENTRY TYPE WritingFramesObservationsOrganizer
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Observations Organizer
I observed my plant is fat. I noticed that my
plant is getting skinnier. It reminds me of a
tree because its long and has a flower. I am
curious to know how the roots grow.
The object I am choosing to write about is the
marker. When written with, it provides a bold
red color. As I remove the cap, it gives off a
strong and potent scent
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Second Hand Learning
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ANATOMY OF A PENCIL
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• Incense-cedar logs are cut into "Pencil Blocks.
• Pencil Blocks are cut into "Pencil Slats.
• Pencil Slats are treated with wax and stain.
• A machine cuts grooves into the slats to accept
  the writing core (or "lead").
• Writing cores -- made from a mixture of graphite
  and clay -- are placed into the grooves.
• A second grooved slat is glued onto the first --
  making a "sandwich.
• The sandwich is machined into pencil shapes.
• Individual pencils are cut from the sandwich and
  are sanded smooth.
• Each pencil is painted.
• A recess is cut to accept the ferrule. The
  ferrule and eraser are crimped into place on each
  pencil.

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Third Hand Learning
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The Anatomy Of A Pencil Body Most often made of
wood, however it can be made of other materials
including cotton scraps from blue jeans. Wooden
bodied pencils are often made from incense cedar
slats. A second grooved slat is glued on top of
the graphite core filled slat the slats are then
cut and shaped into individual pencils. According
to the Dixon Ticonderoga Company, the reason why
pencils are often painted yellow is because,
during the 1800s, the best graphite came from
China, and because yellow was the color of the
Imperial Chinese Emperor and stood for royalty
and respect by painting the pencil yellow,
people would recognize that their pencil
contained the finest graphite available.
Eraser The eraser is also known as the rubber,
(it used to be made from rubber), it is actually
a plastic or sometimes vinyl compound. Ferrule
The ferrule is the metal band that's located at
the end of the pencil body and holds a eraser
which has been glued into it. Graphite Also
known as the writing core. The writing cores are
glued into grooves that have been cut into the
wooden slats. The writing core is made from
graphite and clay. The more graphite in a pencil
- the darker the mark. The more clay in a pencil
- the lighter the mark.  
 
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The Anatomy Of A Pencil Body Most often made of
wood, however it can be made of other materials
including cotton scraps from blue jeans. Wooden
bodied pencils are often made from incense cedar
slats. A second grooved slat is glued on top of
the graphite core filled slat the slats are then
cut and shaped into individual pencils. According
to the Dixon Ticonderoga Company, the reason why
pencils are often painted yellow is because,
during the 1800s, the best graphite came from
China, and because yellow was the color of the
Imperial Chinese Emperor and stood for royalty
and respect by painting the pencil yellow,
people would recognize that their pencil
contained the finest graphite available.
Eraser The eraser is also known as the rubber,
(it used to be made from rubber), it is actually
a plastic or sometimes vinyl compound. Ferrule
The ferrule is the metal band that's located at
the end of the pencil body and holds a eraser
which has been glued into it. Graphite Also
known as the writing core. The writing cores are
glued into grooves that have been cut into the
wooden slats. The writing core is made from
graphite and clay. The more graphite in a pencil
- the darker the mark. The more clay in a pencil
- the lighter the mark.  
 
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Now add a colored marker
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THE BOX T-CHART
Similarities Differences
PENCIL MARKER
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Box T-Chart
Box T-Chart with lines
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ENTRY TYPE WritingFramesCompare Contrast
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Comparison
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Please note

• These writing frames should be used for initial
  scaffolding.
• Students should be moved to more fluent writing
  once they have experienced these simple frames.
• Betsy Rupp Fulwiler

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ResearchHOW PEOPLE LEARNPrinciple I
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HOW PEOPLE LEARN Principle I

• New knowledge is built on a foundation of
  existing knowledge and experience
• Everyday conceptions are resilient
• Student preconceptions must be actively engaged
  to support learning with understanding

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ResearchHOW PEOPLE LEARNPrinciple II
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HOW PEOPLE LEARN Principle II

• Learning for understanding requires
• A deep foundation of factual knowledge
• Understanding facts and ideas in the context of a
  conceptual framework.
• Organized knowledge for effective retrieval.

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ResearchHOW PEOPLE LEARNPrinciple III
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HOW PEOPLE LEARN Principle III

• Metacognitive Strategies help students to learn
  and to take control of their own learning.
• They can be taught effectively in the context of
  a subject matter.

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Metacognitive Strategies

• Predicting outcomes
• Explaining to oneself
• Noting comprehension failures
• Activating background knowledge

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So what is the conventional wisdom
WA ST LASER ALLIANCES around the state combine
thinking for this portion of the presentation.
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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

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ENTRIES

• Metacognition
• The affective/reflective information
• What worked and what didnt work.
• How the experience went howd we get along?
• Thoughts about the lesson in general,
  reflections.
• The ULTIMATE end-product to inquiry Further
  questions
• Researchable ones go find out
• Testable lets do an experiment

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ENTRIES

• Dont forget
• scoring rubrics
• critical feedback
• newspaper or magazine articles
• digital pictures of projects
• notes from a guest speaker

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GLOSSARY

• LOTS OF OPTIONS
• Paste program generated Glossary in the back of
  the book LEFT SIDE
• highlight a word as it is encountered
• add a sentence using the word in context on the
  right side! Do a sample so you remember!
• Pages for A-Z Glossary that is student generated.
• Other suggestions?

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Lets talk about Assessment (FORMATIVE)
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Opportunities for Assessment

• Teachers Opportunities to Score
• Drive-Bys
• Data sheets scored before attaching to notebook
• Quizzes scored independently
• Weekly if possible for critical comments

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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
• 
  

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CRITICAL FEEDBACK IS CRITICAL

• Writing on pages
• Post-It Notes
• Oral Commentary
• 
  

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• Lets examine this practice
• What target was hit?
• What could have been done better?

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CRITICAL FEEDBACK IS CRITICAL

• Look at how you wrote about each of the soil
  components. Another scientist would be impressed
  with how much information you included.
• Now, what do you want to explore next?

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Critical Feedback
You described the two strategies you used
(moving the weight and the fulcrum) to balance
your mobile. Many 2nd graders only write about
one strategy which doesnt help other scientists
understand what youve discovered. This is
great! Could you explain WHY you moved the
paper clips to the middle and to the heavier
side?
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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

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So lets review
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WHEN DOES THE SCIENCE NOTEBOOK GET USED?

• It is the FIRST thing that goes onto the
  students desk.
• Then
• the date
• the page number
• the focus question OR title of the lesson
• A discussion of the data table that should be
  created
• ?In fact, no materials are distributed until
  these things are done! ?

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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.

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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.

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WA ST EALRs in WRITING!!!

• THE STUDENT WRITES CLEARLY AND EFFECTIVELY
• Develops concept and design
• Using style appropriate to the audience and
  purpose
• With writing conventions such as spelling,
  grammar, etc.
• THE STUDENT WRITES IN A VARIETY OF FORMS
• For different audiences, purposes, forms,
  applications
• THE STUDENT UNDERSTANDS AND USES THE STEPS OF THE
  WRITING PROCESS
• Prewrite / draft / revise / edit / publish
• THE STUDENT ANALYZES AND EVALUATES THE
  EFFECTIVENENSS OF WRITTEN WORK
• Assess own strengths and needs for improvement
• Seek and offer feedback

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Teacher Benefits

• Provides insight into students as individuals and
  their understanding of content and skills
  (science, math, language arts).
• Provides an opportunity
• for active research .
• It forces you to
• examine your teaching, more closely.

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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.

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Personal Reflection

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

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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.

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Group Report

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

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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.

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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