What are science notebooks?

Science notebooks are a place for students to record questions, predictions, data, conclusions, and visuals such as charts and diagrams. They also provide a place for students to link prior knowledge with the new information gained in an investigation. Notebooks are a permanent record of what students actually learn. They can be used throughout an inquiry-based unit, from vocabulary terms to conclusions at the end of a lesson or unit.

What types of information belong in science notebooks?

As described by Klentschy, a science notebook contains seven essential components:

• Question, Problem, Purpose
  
  Student-generated, investigable questions serve as the starting point.

• Prediction
  
  A prediction tells what the student thinks will happen. A good prediction relates to the question, connects to prior knowledge, and provides an explanation or reason.

• Developing a Plan
  
  This often occurs in two stages: a general plan that identifies variables and controls and an operational plan that clearly describes the procedure for the investigation and the materials needed. Plans could be developed as a class and posted for reference. At this time, students also create data collection devices such as T-charts or tables.

• Observations, Data, Charts, Graphs, Drawings, and Illustrations
  
  Students collect data in devices such as T-charts or tables. They might draw an illustration or create a graph. Students also record observations in a narrative that accompanies their data.

• Claims and Evidence
  
  Students use their data to make meaning from the investigation. A T-chart often helps students clearly link their claims to the evidence from their investigation.

• Drawing Conclusions
  
  Students record what they have learned from the investigation as a whole.

• Reflection - Next Steps and Next Questions
  
  Students have an opportunity to reflect on what they have learned, make personal connections, and record questions for further exploration.

Klentschy devotes a chapter to each component, providing explanations and samples of student work to clearly illustrate what a notebook should look like. It is also important to note that students progress in their ability to effectively use each of the seven components. Practice, class discussions, and written feedback help students improve over time.

How can science notebooks serve as a form of assessment?

Student notebooks provide a clear picture of student understanding and are an excellent formative or summative assessment tool.

As teachers read and evaluate student entries using a criterion-based rubric, gaps between the desired learning and actual student learning may emerge. These gaps can be addressed through guiding questions, repetition of investigations, or follow-up lessons. Rubrics can also assist teachers in assessing science process skills and supporting student development. Finally, the use of rubrics as formative assessment also provides an opportunity for metacognitive thinking - students reflecting on their own work.

When used as formative assessment, feedback becomes extremely important. Teachers can use guiding questions to support students as they link claims to evidence. Timely feedback can also help to correct the many misconceptions that may emerge from inquiry-based investigations.

Notebooks can also serve as summative assessment at the end of a unit. Again, rubrics are the suggested tool for assessing student understanding. By assigning point values to each criterion, teachers can convert a formative assessment to a numeric grade.

Klentschy provides examples of rubrics that can be used for formative and summative assessment in a chapter devoted to assessment.

How do students improve in their ability to use notebooks and think scientifically?

Students develop critical thinking skills and writing abilities through continued practice, timely feedback, and class discussions. Klentschy suggests that teachers use sticky notes to provide quick feedback. Class discussions also provide high levels of support throughout an investigation. A discussion may be used to help students generate investigable questions, develop a plan, or make meaning from data.

How do science notebooks fit into existing curricula?

Notebooks can be used in conjunction with any textbook, kit, or curriculum. Both the Valle Imperial Project in Science and the Scientist's Notebook Toolkit web sites include information about specific kits.

How can I learn more about science notebooks?

These resources provide more information about using science notebooks.

Science Notebook Essentials

http://www.ebecri.org/media/Science%20Notebook%20Essentials%20by%20Klentschy.pdf This article from Science and Children discusses the components of a science notebook.

Scientist's Notebook Toolkit

http://www.ebecri.org/custom/toolkit.html This site includes links to a wide variety of articles, presentations, lesson planning guides, kit-related resources, and much more.

Using Science Notebooks in Elementary Classrooms by Michael Klentschy

http://www.nsta.org/store/product_detail.aspx?id=10.2505/9781933531038 This book discusses in detail the components of a science notebook and provides examples of student work, rubrics, and strategies for teachers.

How can science notebooks help fulfill standards?

National Council of Teachers of English and International Reading Association Standards for English Language Arts

Integrating science and literacy through the use of notebooks fulfills the following NCTE/IRA Standards:

Standard 4: Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and for different purposes.

Standard 5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Standard 6: Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Standard 7: Students conduct research on issues and interests by generating ideas and questions and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience.

Standard 9: Students develop an understanding of a respect for diversity in language use, patterns and dialects across cultures, ethnic groups, geographic regions, and social roles.

Standard 10: Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of contents across the curriculum.

Standard 11: Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Standard 12: Students use spoken, written, and visual language to accomplish their own purposes.

National Science Education Standards Content Standards

In addition, the inquiry-based science related to the use of science notebooks fulfills the Science as Inquiry Content Standard for grades K-4 and 5-8.

As a result of activities in grades K-4 [and 5-8], all students should develop:

• Abilities necessary to do scientific inquiry
• Understanding about scientific inquiry

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