Adapted from: Malcolm B. Butler, Ph.D. University of South Florida St. Petersburg Florida National Geographic Universit

1. Students’ Science Notebooks Adapted from: Malcolm B. Butler, Ph.D.University of South Florida St. Petersburg Florida National Geographic University Training of Trainers Orlando, Florida April 7, 2011

2. “…where students can document their scientific experiences in ways they think are important to them….the consistency in recording information in the science notebooks adds more rigor for students as they consider how the recorded information accents their thoughts.” The Science Notebook – Malcolm B. Butler, Ph.D. Motivating Young Students to be Successful in Science: Keeping it Real, Relevant and Rigorous

3. Writing improves understanding of science content and process • Improves reading comprehension • Provides opportunities to record observational data and develop inquiry skills • Emulates how scientists work and share data Why Science Notebooks??

4. How Do I Begin?

5. Let’s Make Our Own Science Notebooks

6. Question / Problem / Purpose Student generated in own words Relates to purpose / Big Idea Clear and concise Investigable Prediction Connects to prior experience Is clear and reasonable Relates to a question Gives an explanation / reason Components of a Science Notebook

7. Planning Relates to investigable question Has clear sequence / direction Identifies variables / control States materials needed Data / Observations Relates to question and plan Includes student generated drawings, charts, graphs, narrative Organized Accurate Components of a Science Notebook

8. What Have You Learned? Student generated; in own words Clear statement of what was learned Based on question / planning / evidence Next Steps / New Questions Student generated Extension / new application of original question Researchable or investigable Wow factor Can be recorded throughout Components of a Science Notebook

9. Recording of the Big Idea

10. A vocabulary list

11. Use Blackline Masters for Review or Introduction of Vocabulary

12. You have to read this one aloud!

13. Scientific Methods and Processes

14. You have to read this one aloud!

15. You have to read this one aloud!

16. National Geographic Science Sample Inquiry/Notebook Rubric

17. Conclusions Notebook recording was a consistent feature of the classroom learning activities. Some aspects of writing were closely monitored by teachers, while other aspects were given little attention, especially in the form of teacher feedback in the students’ notebooks. The notebooks seem to be an accurate reflection of those aspects of inquiry that teachers attend to (promoted by the teacher). In teacher feedback, little indication is given of the quality of student thinking or understanding.

18. SAMPLES

19. A few examples… Setting up your Science Notebooks

20. What’s in a Science Notebook? Big Ideas

21. What’s in a Science Notebook? Science Process Science Content Vocabulary

22. Content Notes and Review What’s in a Science Notebook?

23. Inquiry and Observations What’s in a Science Notebook?

24. Model, Model, Model Teach students how to think & record (e.g., write and draw) in their Science Notebooks.