Creating the Science Notebook: A Tool for Evaluating Student Work

Transcription

1 Creating the Science Notebook: A Tool for Evaluating Student Work Secondary 2012, TESCCC

2 Table of Contents Designing the Science Notebook...3 Possible Templates for Science Notebooks.7 a. Scientific Processes (for Comparative and Descriptive Investigations). 7 b. Scientific Processes (for Experimental Investigations).8 c. Grade 6: Tools. 9 d. Grade 7: Tools...10 e. Grade 8: Tools...12 f. IPC: Tools g. Biology: Tools. 16 h. Chemistry: Tools i. Physics: Tools j. Measurement Chart. 23 k. Science Notebook Guidelines l. Sample Scoring Rubric for Student Understanding m. Sample Grade 8/High School Formal Laboratory Report Format n. Sample Grade 8/High School Formal Laboratory Report Score Sheet o. Experimental Design Guide p. Experimental Design Approval Form Why Keep a Science Notebook? What the Research Says Evaluating Student Work References Image Credits , TESCCC 03/25/13 page 2 of 37

3 Designing the Science Notebook As the trend of keeping science notebooks grows, teachers have given feedback on what works best. Although styles and methodologies vary by teacher and course, these suggestions for setting up the secondary notebook are summarized below: 1. The hard cover composition books seem to work the best and last a longer period of time without falling apart. Spirals can also be used, but the ones with perforated pages are not effective, as the pages tear out easily. Some teachers allow students to personalize covers in order to assist with student pride of ownership. You may wish to require students to include their full name, class period, and the date in their cover designs. 2. On the inside front cover, glue Safety Contracts/Rules. These contract/rules should be chosen to reflect campus/district guidelines and procedures. You may wish to detach student signature sections or give students a separate copy of laboratory safety rules and keep original signed contracts on file. 3. On the inside of the back cover, glue a copy of Science Notebook Guidelines (see p. 24). The template provided is only an example of expectations for the science notebook and will need to be modified for your classroom expectations. 4. The first blank page is often used as a title page. Students have the opportunity to use some creativity on this page. Some teachers may choos to utilize the completion of this page as an opening activity to have students predict topics to be studied throughout the year. 5. Students should construct a Table of Contents on the next 2 3 pages (see the template below for clarification). Plan for two or three pages for the Table of Contents, depending on the amount of material that will be included in the notebook. 6. Instruct students to number each page. Page 1 should be the first page after Table of Contents. Pages may be numbered on front and back, in order to save paper. For ease of grading, you may wish to have all students number pages in the same location on each page. 7. Page 1 and 2 are where many teachers have students glue a copy of Scientific Processes for descriptive, comparative, and experimental investigations (see p. 7, 8). 8. Pages 3 and 4 can be reserved for handouts, or listings of the tools students will learn how to use during the course. This page would be specific to the tools required for each grade level or course, but there are sample templates provided (see pages 9 22). 9. Page 5 is for information about measurement and will also be specific to grade level or course (see page 23). 10. The last 5 pages at the back can be used to create a resources section. Other pages could be used for grading rubrics or reference materials (see pages 25 27). 2012, TESCCC 03/25/13 page 3 of 37

4 11. It is highly recommended that students affix STAAR Reference Materials specific to their course in the back sections of the notebooks. A personal glossary or index of science vocabulary can also be created in the back of the book. Grade 6 and 7 students may benefit from including the Grade 8 STAAR Reference Materials. If copied on legal-sized paper, the reference materials can be opened while the notebook is closed (helpful during quizzes). 12. Students will add information to the following pages as content is presented in class. You may decide to keep all students on the same numeric page or may allow students to vary the page numbers and record their individual page numbers in the Table of Contents. If students vary page numbers, you can have them insert a sticky note when grading a specific item. 13. Some teachers copy handouts 2 per page in order to expedite affixing the handouts in the notebooks, but some teachers simply have students fold the handouts and staple or glue to affix. 14. When class begins, introduce your expectations for the notebook set-up. Examples of pages to include are shown in the diagram that follows below. 15. If following this type of set up, you will need to make copies or download and print the following materials as they pertain to your course: District or Campus Safety Contract or Safety Rules Science Notebook Guidelines Scientific Process Skills (1/2 sheet per student of pages 7 and 8) Grade level/course tools lists Measurement Handouts Laboratory Report Format (1/2 sheet per student) Laboratory Report Score Sheet (1/2 sheet per student) STAAR Reference Materials Notebook Grading Rubrics (Inside Cover) (Title Page) District or Campus Safety Rules and/or Contract Note: You may wish to provide a separate listing of rules and keep contracts filed separately. Student s Name Class Class Period/Section School Year 2012, TESCCC 03/25/13 page 4 of 37

5 Table of Contents Date Activity Title Page Table of Contents Date Activity Title Page Table of Contents Date Activity Title Page Page 1 Scientific Processes for Experimental Investigations Problem Hypothesis Materials Procedure Data Results Conclusions Applications Page 2 Processes for Comparative and Descriptive Investigations Ask questions Make inferences Select and use appropriate tools Observe Describe Compare and contrast Graph Illustrate Measure Investigate Pages 3/4 Grade or Course Tools Students have pictures or listings of the tools they will learn to use in their grade level/course. This can be used throughout the year for reference. 2012, TESCCC 03/25/13 page 5 of 37

6 Page 5 Measurement Information Resource Section (Back Pages) Notebook Grading Rubrics Laboratory Report Format This can be used as an ongoing reference for measurement. Laboratory Report Scoring Sheet STAAR Reference Materials or other reference materials (Inside Back Cover) Science Notebook Guidelines and Expectations 2012, TESCCC 03/25/13 page 6 of 37

7 Scientific Processes for Comparative and Descriptive Investigations Ask questions Use charts and graphs to display data Scientific Processes for Comparative and Descriptive Investigations Ask questions Use charts and graphs to display data Make inferences Describe in pictures, numbers, and words Make inferences Describe in pictures, numbers and words Select and use appropriate tools Observe and compare Select and use appropriate tools Observe and compare Investigate llustrate and label Investigate Illustrate and label Measure Provide claims and evidence Measure Provide claims and evidence 2012, TESCCC 03/25/13 page 7 of 37

8 Scientific Processes (for Experimental Investigations) Problem The question we want to investigate Scientific Processes (for Experimental Investigations) Problem The question we want to investigate Hypothesis One possible answer to the problem or question A statement about the expected outcome based on observation, knowledge, and experience Written as an If then statement Hypothesis One possible answer to the problem or question A statement about the expected outcome based on observation, knowledge, and experience Written as an If then statement Materials The equipment or tools needed to test the hypothesis and answer the problem or question. Materials The equipment or tools needed to test the hypothesis and answer the problem or question Procedure The steps you will follow to do your investigation The method you will use to gather and record your data Procedure The steps you will follow to do your investigation The method you will use to gather and record your data Data Results Gather data. Observe and measure carefully. Record and organize your data so that you can learn from it. Display data in tables, charts, or graphs. Use clear labels. Record the results of the investigation using pictures and words. Data Results Gather data. Observe and measure carefully. Record and organize your data so that you can learn from it. Display data in tables, charts, or graphs. Use clear labels. Record the results of the investigation using pictures and words. Conclusions Write a conclusion. Describe the claims and evidence you used to determine whether your test supported your hypothesis. Conclusions Write a conclusion. Describe the claims and evidence you used to determine whether your test supported your hypothesis. Applications How could the information be applied in another situation? Applications How could the information be applied in another situation? 2012, TESCCC 03/25/13 page 8 of 37

9 Grade 6: Tools Microscope Celsius thermometer Computer Graduated cylinder Triple beam balance Beaker Hot plate Meter stick Notebook Timing devices Test tubes Calculator Petri dishes Chemical splash goggles Gloves Apron 2012, TESCCC 03/25/13 page 9 of 37

10 Grade 7: Tools Microscope Camera Computer Hand lens Metric ruler Celsius thermometer Calculator Stereo microscope Temperature and ph probes Graduated cylinder Beaker Triple beam balance Insect trap Globe 2012, TESCCC 03/25/13 page 10 of 37

11 Grade 7: Tools (cont d) Hot plate Meter stick Test tube Petri dishes Microscope slides Notebook Timing device Gloves Apron Chemical splash goggles Metric tape measure Collecting net Water test kit 2012, TESCCC 03/25/13 page 11 of 37

12 Grade 8: Tools Timing device Notebook Computer Spectroscope Beaker Celsius thermometer Calculator Meter stick Chemical splash goggles Graduated cylinder Triple beam balance Spring scale 2012, TESCCC 03/25/13 page 12 of 37

13 Grade 8: Tools (cont d) Hot plate Test tubes Anemometer Psychrometer Gloves Apron Microscope 2012, TESCCC 03/25/13 page 13 of 37

14 IPC: Tools Timing device Notebook Computer Test tubes Beaker Celsius thermometer Calculator Meter stick Magnet Graduated cylinder Triple beam balance Spring scale 2012, TESCCC 03/25/13 page 14 of 37

15 IPC: Tools (cont d) Chemical splash goggles Test tubes Gloves Apron Water test kit 2012, TESCCC 03/25/13 page 15 of 37

16 Biology: Tools (List is not exhaustive per TEKS.) Microscope Camera Computer Hand lens Metric ruler Celsius thermometer Calculator Stereo microscope Probes Graduated cylinder Beaker Electronic balance Microscope slides Notebook 2012, TESCCC 03/25/13 page 16 of 37

17 Biology: Tools (cont d) (List is not exhaustive per TEKS.) Timing device Meter stick Test tube Petri dishes Apron Chemical splash goggles Pipettes Dissecting Tools Gloves Hot plate 2012, TESCCC 03/25/13 page 17 of 37

18 Chemistry: Tools (List is not exhaustive per TEKS.) Erlenmeyer flask Notebook Computer Volumetric flask Beaker Celsius thermometer Graphing calculator Burette Electronic balance Graduated cylinder Hot plate Test tubes 2012, TESCCC 03/25/13 page 18 of 37

19 Chemistry: Tools (cont d) (List is not exhaustive per TEKS.) Timing device Chemical splash goggles Gloves Apron Pipette 2012, TESCCC 03/25/13 page 19 of 37

20 Physics: Tools (List is not exhaustive per TEKS.) Triple beam balance Notebook Computer Probes Beaker Celsius thermometer Graphing calculator Meter stick Multimeters Graduated cylinder Hot plate Spring scale 2012, TESCCC 03/25/13 page 20 of 37

21 Physics: Tools (cont d) (List is not exhaustive per TEKS.) Magnet Plane mirror Bar magnet Convex lens Timing device Spectroscope Gloves Apron Chemical splash goggles Protractor 2012, TESCCC 03/25/13 page 21 of 37

22 Physics: Tools (cont d) (List is not exhaustive per TEKS.) Compass Prism Metric rulers Tuning fork Photogate 2012, TESCCC 03/25/13 page 22 of 37

23 Measurement Chart You can measure Using these tools Customary units Metric units time temperature volume capacity weight mass area linear measurement: length, width, height, perimeter 2012, TESCCC 03/25/13 page 23 of 37

24 Scientists use notebooks in the following ways: Science Notebook Guidelines Record information and questions Record data from investigations Make drawings of investigations Construct graphs, tables, and charts to organize information Reflect on experiences and identify new concepts These rules will help you create an interesting and informative notebook to demonstrate your understandings of science concepts: Write or print neatly. Title and date each entry. Keep a table of contents. Number the pages. Erase mistakes. Label all drawings clearly. Use complete sentences to communicate your observations, plans, explanations, and conclusions. Do not tear out pages from your science notebook. Here are some sentence starters that may benefit when describing your observations: I wonder I was really surprised when This relates to What if? This reminds me of Could the outcome be changed if? I expect to see 2012, TESCCC 03/25/13 page 24 of 37

25 Scoring Rubric for Student Understanding Proficient 4 Competent 3 Emerging 2 Beginning 1 Demonstrates understanding of unit/lesson concepts Demonstrates understanding of most unit/lesson concepts Demonstrates partial understanding of unit/lesson concepts Demonstrates no understanding of unit or lesson concepts Demonstrates understanding of unit or lesson vocabulary Demonstrates understanding of most unit or lesson vocabulary Demonstrates partial understanding of unit or lesson vocabulary Demonstrates no understanding of unit or lesson vocabulary Provides complete explanation of question Provides partial explanation of question Provides fragmentary explanation of question No response to question Drawing is complete and labeled with relevant detail Drawing is scientifically labeled with some relevant detail Drawing has incorrect, missing, or incomplete labels and little detail No drawing Instructor s Comments: Student s Comments: 2012, TESCCC 03/25/13 page 25 of 37

26 Grade 8/High School Formal Laboratory Report Format (Sample) Laboratory Report Format Laboratory Report Format Title: Creative Informative Appropriate Title: Creative Informative Appropriate Purpose/Problem: Complete Sentence Appropriate punctuation Clear Introduction: Introduce topic Define terms State hypothesis Materials: Listed in columns Procedures: Numbered Complete Sentences Short, direct, one-step procedures Results/Analysis: Data tables Graphs Calculations Discussion: Interpretation of data, graphs, results, and analysis State findings and related to introduction Support findings with data, graphs, and/or analysis Conclusion: Short 2 to 3 sentences Refer back to purpose/problem Concisely state findings Purpose/Problem: Complete Sentence Appropriate punctuation Clear Introduction: Introduce topic Define terms State hypothesis Materials: Listed in columns Procedures: Numbered Complete Sentences Short, direct, one-step procedures Results/Analysis: Data tables Graphs Calculations Discussion: Interpretation of data, graphs, results, and analysis State findings and related to introduction Support findings with data, graphs, and/or analysis Conclusion: Short 2 to 3 sentences Refer back to purpose/problem Concisely state findings 2012, TESCCC 03/25/13 page 26 of 37

27 Grade 8/High School Formal Laboratory Report Score Sheet (Sample) Laboratory Report Score Sheet Laboratory Report Score Sheet Title: Report has no title Title is incomplete or inappropriate Title is complete and appropriate Point Value Score Title: Report has no title Title is incomplete or inappropriate Title is complete and appropriate Point Value Score Purpose/Problem: None stated Incomplete sentence Complete sentences with appropriate punctuation Introduction: No introduction Incomplete introduction Complete introduction Purpose/Problem: None stated Incomplete sentence Complete sentences with appropriate punctuation Introduction: No introduction Incomplete introduction Complete introduction Materials and Procedures: Materials not listed/procedures lacking Materials listed/procedures incomplete Materials and procedures complete Materials and Procedures: Materials not listed/procedures lacking Materials listed/procedures incomplete Materials and procedures complete Results and/or Analysis: No graphs or data Improperly labeled graphs/some data Graphs complete/data incomplete Complete results with analysis if appropriate Results and/or Analysis: No graphs or data Improperly labeled graphs/some data Graphs complete/data incomplete Complete results with analysis if appropriate Discussion: No discussion Relates to introduction, no interpretation of data Interpretation of data, data not used to support statements Complete discussion Discussion: No discussion Relates to introduction, no interpretation of data Interpretation of data, data not used to support statements Complete discussion Conclusion: No conclusion Incomplete conclusion Complete conclusion Conclusion: No conclusion Incomplete conclusion Complete conclusion Participation: Very little participation Full participation with inadequate report Full participation with adequate report Participation: Very little participation Full participation with inadequate report Full participation with adequate report Lab Report Score Lab Report Score 2012, TESCCC 03/25/13 page 27 of 37

28 Experimental Design Guide (See Grade 8 Unit 13 for full document) 2012, TESCCC 03/25/13 page 28 of 37

29 Experimental Design Guide (See Grade 8 Unit 13 for full document) 2012, TESCCC 03/25/13 page 29 of 37

30 Experimental Design Approval Form (See Grade 8 Unit 13 for full document) 2012, TESCCC 03/25/13 page 30 of 37

31 Experimental Design Approval Form (See Grade 8 Unit 13 for full document) 2012, TESCCC 03/25/13 page 31 of 37

32 Why Keep a Science Notebook? What the Research Says Science notebooks are important as both organizational and reference tools for students. Through consistent use of a science notebook, students gain a better understanding of how one concept affects another. Furthermore, they begin to see the connections and relationships between the different science strands and between science, math, literature, social studies, and art. Science notebooks improve students vocabulary and communication skills. As thoughts are expressed through writing and/or illustrations, students learn, reflect upon, and understand science concepts and processes more clearly. Science notebook entries also provide both the student and the teacher with information about classroom experiences. Students science notebooks mirror the notebooks that scientists in the field use. Through writing and drawing in science notebooks, students engage in authentic scientific thinking as they carry out their own investigations. In addition, they may incorporate narrative statements and drawings about students observations, data sets, diagrams, graphs, and tables. They may also include statements or thoughts of how students could apply what they have learned in another situation or across content areas. Science notebooks are powerful tools that can be used to help students develop, practice, and refine their understanding of science, while also enhancing reading, writing, mathematics, and communications. Notebooks versus Journals Science notebooks and science journals are terms that are often used interchangeably. Notebooks and journals do share some common characteristics, for example, both include questions and are creative; however, they differ in their format (Campbell and Fulton, 2003). Science notebooks focus on a more structured writing that follows an experimental, comparative, or descriptive investigation and the use of scientific process skills, whereas journals emphasize a more narrative form of writing that often expresses feelings. This writing is generally found in literature reflection, fiction, and poetry. Therefore, while it is important for students to learn how to use both types of writings, science notebooks and journals should be distinguished from each other and are usually maintained separately. 2012, TESCCC 03/25/13 page 32 of 37

33 The science notebook plays a major role in documenting a student s thoughts, observations, reflections, and data collected during scientific research and investigations. It is a recommended and, with the adoption of the revised TEKS (implemented ), a specifically listed tool for use in the science classroom. There are many websites that have suggestions as to the different ways of setting up science notebooks and the types of activities that might be included. Some things to keep in mind include when deciding on the type of notebook to use in your classroom include: how often you will collect the science notebook for grading, and how you will encourage students to take ownership and responsibility for their notebook. As the classroom teacher, you must consider how you want your students to document laboratory investigations (data sheets versus formal lab reports) and how you want them to organize and structure information from their daily lessons. TEKS Requirements As stated in the TEKS, all students, beginning in Kindergarten, are expected to communicate valid conclusions supported by the data (2010, p. 10). In the middle school grades, students are expected to analyze data to formulate reasonable 2012, TESCCC 03/25/13 page 33 of 37

34 explanations, communicate valid conclusions supported by the data, and predict trends (2010, p. 3). By high school, the expectation for communication includes communicate valid conclusions using essential vocabulary and multiple modes of expression such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports (Texas Education Agency, 2010, p. 2). Evaluating Student Work Science notebooks can have a positive impact on writing achievement. When science notebooks are used regularly to record reflections and personal records of work, then writing time in an authentic setting is increased. While these gains can be attributed in part to increased practice, much of the progress has to do with the type of writing in which students are engaged. Use of science notebooks is based on a model for reflective writing. Hampton (2012) states that reflective writing is evidence of reflective thinking. Students reflect on and communicate about an investigation, a demonstration, or other instructional information and consider the connections to their own lives and experiences. Engaging in authentic tasks allows students to connect to their work. Communication, whether written, drawn, or spoken, makes it easier to collaborate with other "scientists" in the class. The comparison of claims, evidence and conclusions allow students exposure to other points of view. Whether collaboration is done by reading other students notebooks or by discussing scientific information and investigations in small groups, communication is clearly enhanced. Some reflective writing questions could include: What happened? What is being investigated? What is the most interesting (or important, or useful) about the investigation or activity? What have I learned from this? In what ways does this connect to my life? Notebooks as an Assessment Tool Standardized tests provide information about what students know and can do at the end of instruction (usually at the end of the school year), but there is also an immediate need to regularly monitor student progress in order to drive best instructional 2012, TESCCC 03/25/13 page 34 of 37

35 practices. Science notebooks provide one form of formative assessment data. Science notebooks expose students' thinking and provide the teacher with important insights about students understanding, possible gaps, and misconceptions. Effective teachers continually assess their students understanding of concepts; the Scoring Rubric for Student Understanding (p. 25) provides a sample template for teachers and students to assess learning. The information learned from using rubrics provides both teachers and students the opportunity to modify their work (Black, 1998). Rubrics can be effective teaching and learning tools if they are used in a timely manner; generally as the lessons on a concept are progressing. The feedback provided on the rubric by the teacher and the student allows both to reflect on the content understanding. Sadler (1989) suggests that the feedback on the rubric should include three components: the standard for achievement, the actual level of the student s achievement, and what the student needs to do in order to close any gaps. Formal Lab Report Grading The laboratory write-up and laboratory score sheet provided in this manual are general in nature. These guidelines are based on the most accepted and expected aspects found in laboratory reports. Some of the sections of a laboratory report will be more pronounced in a given investigation than others. There are many different versions that can be used. Provide students the version that is appropriate for your course and the level of your students. Most teachers have students keep formal lab reports in a separate book or binder to facilitate grading of the lab reports while allowing students to continue to utilize their science notebooks each day. Model your expectations. Students will most likely need to see a completed laboratory report that clearly models the teacher s expectations. It may be helpful to show students what is expected from a laboratory report, and to set your expectations at the beginning of the year. Students generally seem to struggle with sections of the laboratory report that encompass summarizing, reflecting and application. Students often want to state only what the data shows them. Some students will need assistance in learning to back up their claims or statements with evidence and justifications. Collaboration may be required during the experiment and discussion of data, but all laboratory reports should be written by individual students with appropriate scaffolding for individual student needs. 2012, TESCCC 03/25/13 page 35 of 37

36 References Black, P. (1998). Formative assessment: Raising standards inside the classroom. school. School Science Review, 80(291), Campbell, B., & Fulton, L. (2003). Science notebooks: Writing about inquiry. Portsmouth, New Hampshire: Heinemann. Hampton, M. (2012). Reflective writing: A basic introduction. Department for Curriculum and Quality Enhancement, University of Portsmouth. Retrieved from nassignments/filetodownload,73259,en.pdf Nelson, G. (2008, November). North cascades and olympic science partnership. Retrieved from Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, Texas Education Agency. (2010). Texas Administrative Code (TAC), Title 19, Part II Chapter 112. Texas essential knowledge and skills for science. Retrieved from Image Credits Aney. (Photographer). (2006). Bar magnet. [Print Photo]. Retrieved from CrossFit. (Producer). (2010). Composition book [Web Photo]. Retrieved from Diablo. (Photographer). (2006). Lab mass balance. [Print Photo]. Retrieved from Helihark. (Photographer). (2012). Tuning fork. [Web Photo]. Retrieved from Lehle, E. (Photographer). (2008). Messkolben. [Print Photo]. Retrieved from Lilly, M. (Photographer). (2011). Disposable plastic droppers. [Print Photo]. Retrieved from Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from Used with permission from Microsoft. Mysid. (Photographer). (2007). Burette. [Print Photo]. Retrieved from , TESCCC 03/25/13 page 36 of 37

37 Ricce. (Photographer). (2008). Stereo microscope. [Print Photo]. Retrieved from Straume, H. (Photographer). (2005). Multimeter. [Print Photo]. Retrieved from TraderCity. (Producer). (2010). Spring scale [Web Photo]. Retrieved from Toba. (Photographer). (2011). Convex lenses. [Print Drawing]. Retrieved from Venegas, A. (Photographer) (2010). Stop watch [Print Photo]. Used with permission. Venegas, A. (Photographer) (2010). Hot plate [Print Photo]. Used with permission. Venegas, A. (Photographer) (2010). Triple beam balance [Print Photo]. Used with permission. Venegas, A. (Photographer) (2010). Mirror [Print Photo]. Used with permission. Venegas, A. (Photographer) (2010). Compass [Print Photo]. Used with permission. 2012, TESCCC 03/25/13 page 37 of 37