Scientist s Notebook

1. East Bay Educational Collaborative 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 Scientists� Notebooks?

4. Support a variety of literacy skills in the science classroom Comprehension strategies Written and Oral Communication skill Vocabulary development (glossary) Expository reading skills Sharing thinking (Making Meaning Conference) Supporting ideas with evidence  (Claims and Evidence)

5. A vehicle to drive scientific inquiry Moves the focus away from the traditional experiment/ lab report format

6. Ultimate Teach  Re-teach Situation Drives instruction by monitoring student performance:

7. Students use notebooks during class 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 ResourceResource

8. Using the Scientists� Notebook Thinking strategies

9. BEFORE�..

10. DURING�Implementing the scientists� notebook template Focus questions Predictions Planning Data/observations Claims and evidence Making Meaning Conference Conclusions

11. AFTER �.. Summarizing 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

12. TITLE OF LESSON FOCUS QUESTION* (Big Idea) What do you have to investigate or figure out in this lesson that is related to the big idea? What will be the main question that will guide your learning? What�, How�, Does� are good beginnings PREDICTION/ HYPOTHESIS* What do you think will happen (USING PRIOR KNOWLEDGE) If I do � then� will happen because� I think � because PLANNING (Don�t rewrite procedures- use if you need to design a procedure) DATA* Record the data in a way that will make sense to you later Paragraph, Bullets, Table/Chart, Drawings, Graphs, etc. Title and label diagrams and pictures Measurements should be specific, accurate, and units labeled NEVER erase your work: Simply cross out any errors CLAIMS AND EVIDENCE* State your claim based on your evidence (data collected from observations) What do you claim to be true? How can you prove what you are stating? (Back it up) �..I know this to be true because I observed��� �.I claim that when ���, then ���.. (happens) Student�s Guide to Scientists� Notebook MAKING MEANING CONFERENCE* Make your thinking public in a class discussion Turn and Talk CONCLUSION/REFLECTION* Restate the focus question as a topic sentence In this investigation� In this inquiry�. I (we) learned that�.. Use details from your claims and evidence (data) chart to answer the focus question. Every claim must be supported by evidence. I (we) liked/did not like�� because My (our) prediction that�..was�..because�. This reminds me (us) of�.. because�. I (we) discovered that�.. Now I (we) think that�.because Refer back to your hypothesis My hypothesis was correct/incorrect because� Record your thoughts after the experiment (Understandings, Likes, Related Thinking, Connections) Include a summative sentence that can be a restatement in different words of the topic sentence. Questions What new questions do you have to extend your learning?

13. THE FOCUS QUESTION What will be the main focus of the inquiry? What�, How� and Does�are good beginnings Students may need to be prompted or given an example or a list to chose from. or Showing the materials to students and asking questions like:" What can we find out about��.�.by using these materials�? or Ask questions like : �What might we want to find out about��..�? or An engaging scenario

14. THE PREDICTION/ HYPOTHESIS What you think will happen (USING PRIOR KNOWLEDGE) If I do � then� will happen because� I think � because Students will need some prior knowledge to make a meaningful prediction. If not: Readings Video segments Demonstrations Students work in collaborative groups to develop sound and well written hypothesis based on their prior knowledge Not all activities will need this entry

15. THE PLANNING The Materials List: What you will need to conduct the experiment The Procedure: Tell what you will do with the material List the steps: PLANNING (Don�t rewrite procedures- use if you need to design a procedure) Not necessary for activities that have a procedure in the student guides May be essential if students are creating a plan to carry out an experiment in order to address their focus questions

16. THE DATA Record the data in a way that will make sense to you late Paragraph, Bullets, Table/Chart, Drawings, Graphs, etc. NOTE: Title and label diagrams and pictures Measurements should be specific, accurate, and units labeled NEVER erase your work: Simple cross out any errors *Work toward student generated data tables However: Have a model data chart on the overhead Have graph and chart templates available for pasting into notebooks (if needed) Copy and reduce size of the templates from student worksheets Give students more complex illustrations and have them label key parts or create a key

17. THE CLAIMS AND EVIDENCE What do you claim to be true? How can you prove what you are stating? (Back it up) I know this to be true because I observed��� I claim that when ���, then ���.. (happens)

18. THE MAKING MEANING CONFERENCE Make your thinking public Class discussion Turn and Talk Discussions can be small group or whole class Students should revisit and revise their claims and evidence

19. CONCLUSION/REFLECTION Refer to the focus question to create a topic sentence Use the claims and evidence chart as a graphic organizer to write your conclusion. If students made a prediction have them determine its validity: were they correct or incorrect and why. Extend learning with �after reading� strategies Make connections to real world applications

20. What are the differences? Journals Reflections of student learning Used after work is done Logs Books where students record data Used during an investigation Notebooks Records planning, thinking, data and reflections A tool to use before, during, and after an investigation

21. The Notebook Determine the type of notebook Composition book A spiral notebook A three ring binder A three prong paper folder What type of notebook will you use? Use what works in your classroom

22. Reference