SCIENCE NOTEBOOKS and ACADEMIC VOCABULARY

Carol Wooten, M.Ed., NBCT

Hunter GT/AIG Magnet Elementary, STEAM Teacher

Kenan Fellow

Presidential Awardee for Excellence in Math and Science Teaching

www.carolwooten.net

GOALS

1. Gain an understanding of how to implement science notebooks in K-5 classrooms
2. Utilize a variety of methods to review science content with academic vocabulary

AGENDA

• 1. Overview of science notebook components through hands-on modeling and student explanations
• 2. Discussion of engaging methods to enrich science academic vocabulary

SCIENCE NOTEBOOK COMPONENTS

• Throughout the presentation, we will discuss how to implement science notebooks at various grade levels.
• Each investigation will vary with the components needed in the notebook. For example, an ecosystems lesson may only include data/observation of the model ecosystem.
• If you are just starting science notebooks, you can focus on a component and then work on including additional components in the notebook.

IMPLEMENTATION OF�SCIENCE NOTEBOOKS

National Research Council, National Science Education Standards

• An important stage of inquiry and of student science learning is the oral and written discourse that focuses the attention of the students on how they know what they know and how their knowledge connects to larger ideas, other domains, and the world beyond the classroom.

LEONARDO DA VINCI’S �SCIENCE NOTEBOOKS

ORGANIZATION IDEAS

• The type of notebook used is your choice. Kindergarten may have a class notebook. Grades 1-2 may use a binder while grades 3-5 may use marble composition notebooks.

ORGANIZATION IDEAS

• In upper grades, you can have students write on the right-hand side of the page only. Then, the left side can be used for content handouts or teacher comments.
• Write the date and time of the investigation in the top right hand corner.

ORGANIZATION IDEAS

• You may store your notebooks in the classroom.

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• A science notebook poster helps students remember the components.

ORGANIZATION IDEAS

• You may also begin with a KWLH chart by completing the K (what I think I Know) and W (what I Want to know) portions.
• This chart can be completed as the first part of the notebook or placed on note cards to display as a working bulletin board.
• It is an excellent pre-assessment of students’ prior knowledge.

FOCUS QUESTION

FOCUS QUESTION

• The focus question begins an investigation and relates to the investigation.
• It usually starts with HOW or WHY.
• Avoid questions that can be answered with a “yes” or “no” response.
• Teacher may provide the focus question. In upper grades, students may be able to develop their own focus question when given an overview of the investigation.

FOCUS QUESTION �EXAMPLE

First Grade

• This student writes the focus question and also includes a clarifying illustration.
• What is the best way to roll the marble down the ramp?

FOCUS QUESTION: �STUDENT WORK SAMPLE

• How can we design a vehicle that will travel at least 100 cm? (fifth grade)

PREDICTION

PREDICTION EXAMPLE

FOSS Landforms Kit

• Prediction: “I think that if we use directions and materials provided then we can successfully build a model because we have analyzed the school yard.”

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PREDICTION : �STUDENT WORK SAMPLE

• This student makes a connection between friction and riding a bike on the grass.

PREDICTION : �STUDENT WORK SAMPLE

• This student made a connection between using the rubber band to power the vehicle and playing with a toy car.

PREDICTION : �STUDENT WORK SAMPLE

• “I think the nervous system works by sending messages to your brain to let you think or feel a certain way that happened.”
• This student is still working on the “because” portion, but includes an illustration for clarification.

DATA AND OBSERVATIONS

DATA AND OBSERVATIONS

• Data and observations can be in the form of a table, graph, chart, picture, or other graphic organizer.
• The data and observations sections may be provided in a handout form for students to complete or students may create their own data collection tool.

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DATA AND OBSERVATIONS �EXAMPLE

First Grade

• This first grade example shows how the student created an illustration for the data and observations section of the science notebook.
• The data shows where clips and cups were placed on the ramp to make the marble travel the greatest distance.

DATA AND OBSERVATIONS: �STUDENT WORK SAMPLE

First Grade

• This student used illustrations to record her observations about the ramp. She noted the different ramps created for marble rolling. She notes that the data labeled “low” worked for her cooperative team.

DATA AND OBSERVATIONS: �STUDENT WORK SAMPLE

Genetics Bar Graph

DATA AND OBSERVATIONS: �STUDENT WORK SAMPLES

Data Charts

DATA AND OBSERVATIONS: �STUDENT WORK SAMPLES

Observation with Data Table

and Graphic

Data Table Provided and Glued in Notebook

DATA AND OBSERVATIONS: �STUDENT WORK SAMPLES

Graph Based on Data Table

Venn Diagram

DATA AND OBSERVATIONS: �STUDENT WORK SAMPLES

Student Generated Graphic

Graphics with Data Table

MAKING MEANING CONFERENCE

MAKING MEANING CONFERENCE

• The investigation does not end with the collection of data.
• Instead, each team will share findings from the investigation with the class.
• The teacher will discuss observations he/she made during investigation time.
• Introduce new vocabulary, show a review video, and/or take care of any misconceptions at this time.

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COOPERATIVE TEAM �MAKING MEANING CONFERENCE

• Science teams will share findings from the investigation.
• Use data to support discussion comments.
• What did you discover during the investigation? What would the Making Meaning Conference look like for this investigation?
• Based on your grade level, what type of content and vocabulary would you introduce following the investigation?

CLAIMS, EVIDENCE, and REASONING

CLAIMS EXAMPLE

First Grade

• This student wrote,

“I learned that if you roll it down it will go. But do not put the ramp straight.”

• The student can verbally use the data illustration as evidence and reasoning.

STUDENT WORK SAMPLE

• Graphics were included with the claims statements to clarify understanding.

CONCLUSION

CONCLUSION

• The conclusion can take several forms.
• Students look back to their prediction. They write if their prediction was correct, incorrect, or partially correct. Then, students will use specific data and observations as support.
• In younger grades, students can summarize the lesson in a sentence or create an illustration as a summary. Non-writers may either draw or respond verbally.

CONCLUSION EXAMPLE

Landforms

• The student stated the prediction was correct. She then elaborated on why her prediction was correct by describing specific data events from the investigation.

CONCLUSION

• Look back to your prediction and complete the conclusion component of the notebook.
• Share your conclusion with a table partner.
• We will also share several conclusions with the whole group.

CONCLUSION : �STUDENT WORK SAMPLE

Motion and Design

• “I conclude that my prediction was correct. After finding the amount of washers, we were able to move our vehicle the length of the desk in 4-6 seconds.”

REFLECTION

REFLECTION

• In the reflection section, students explore next steps and new questions from the investigation.
• What questions do you still have about the content?
• If you were to continue the investigation, what else would you do to further investigate?

REFLECTION EXAMPLE

• This student highlighted key vocabulary terms throughout the entire investigation.
• The student used the “I wonder…” sentence starter.

�MODELING A REFLECTION

• Based on the investigation, complete the conclusion component.
• What questions do you still have about the lesson?
• How would you further extend the lesson?

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• Share reflections with your table partner. We will share several reflections with the whole group.

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REFLECTION : �STUDENT WORK SAMPLE

Use of “What Would Happen If…” Sentence Starter

• What would happen if the sand and clay mixture were just clay?
• What would happen if only clay was in the vial?
• What would happen if the sand and clay mixture was just sand?
• What would happen if there was no hole in the stream table tray?

REFLECTION : �STUDENT WORK SAMPLE

Reflection on Utilizing Different Types of Materials

Examples:

• I wonder what would happen if the string was a rubber band.
• I wonder what would happen if we used different pieces for the car.

FEEDBACK

FEEDBACK

• Throughout the investigations, the teacher circulates and listens to group discussions. He/she notes excellent points to discuss as well as misconceptions to address in the Making Meaning Conference.
• Notebooks can be graded using rubrics that are provided or teacher created.
• Comments can be made on Post-It notes in the notebook or written on the left hand side. Idea: Write positive comments in the notebook and areas for improvement on Post-It notes.

FEEDBACK

• Feedback should be specific to help the student improve and/or maintain a high quality science notebook.
• For example, rather than always writing, “Great job!,” the teacher can write “Your data is well organized and used to support your claims, evidence, reasoning statements.” ☺ (varies by grade level)
• Questions can be used to promote improvement. For instance, “What other information could be in your data table?”

SAMPLE RUBRICS

K-3 and 4-5

Science Notebook Rubrics

STRATEGIC PLANNING

• With your grade level or specialist team, plan your next steps for implementing science notebooks.

• What notebook components will you focus on for your science unit?
• How will you provide feedback and assess notebooks?

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• Be prepared to share your ideas.

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ACADEMIC

VOCABULARY BUILDING

WORD WALL AND REALIA WALL

Word Wall

Realia Wall

ACADEMIC VOCABULARY CHOICE BOARD

• Academic Vocabulary Choice Board

QUIZLET

• There are visuals included to help solidify the terms.
• There is a virtual flashcard option for students who need the practice.
• The "Matching" game is engaging because it shows the meaning with a graphic. You move the meaning card over the top of the term--then it vanishes. There are 30 total terms, so they can play the game several times and get different words/meanings.
• Quizlet Live is exciting for the entire class or small groups--just click on "Classic Live" and you can choose to play as individuals or groups. If you have not played Quizlet Live previously, there are some great (and short) You Tube tutorials.

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BLOOKET

• This Blooket is highly engaging and can be assigned as independent homework or played with the class.
• There are many options for the entire class Blooket game. There are fewer options if you want to assign the Blooket individually (homework mode).
• The max time for a homework Blooket is 14 days.

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QUIA

• Go to http://carolwooten.weebly.com and scroll to “Wooten’s Quick Links” for 5th grade science Quia games.
• You can also go to www.quia.com and search thousands of free games.

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DRAMA AND MUSIC �INTEGRATION

• Students develop skits related to the science concepts. The teacher will provide guidelines and content to be covered in the skit. Record the skits to show to the class.
• Create your own “Science Idol” competition where students use an appropriate song and change the lyrics to relate to the science unit.

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RESOURCE SITES

• For teachers:
• Science Notebooks: Writing About Inquiry by Brian Campbell and Lori Felton
• Science Formative Assessment by Page Keeley
• Active Assessment for Active Science by George E. Stein and Sabra Price

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THANK YOU!

• Thank you for attending the Science Notebook and Academic Vocabulary presentation.
• If you have questions or need anything, feel free to contact me at cwooten@wcpss.net.

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