Science Notebooks in the Classroom. Notebook Criteria

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1 presentapresents Presents Science Notebooks in the Classroom kdkrifr Notebook Criteria This document was developed by Bay Area Schools for Excellence in Education (BASEE) a local systemic change project supported by the National Science Foundation. BASEE is also supported by its industry partner, Hewlett Packard Company, with additional funding from the William and Flora Hewlett Foundation, The Noyce Foundation, The Packard Foundation, and Stanford Linear Accelerator.

2 Table of Contents pages Introduction... 1 Guidelines...1 Observations... 2 Scientific Drawing...4 Note Taking...6 Procedures...8 Charts and Tables...10 Bar Graphs...12 Line Graphs...15 Pie Graphs...17 Summary and Conclusions Analogies... 22

3 General Criteria Entries in a science notebook can take a variety of forms. It is not the intent of this workshop to dictate the one and only method, which there is none, but to provide teachers with the tools to recognize the value of the various ways of data entry. Although your students notebooks may all look different, there are some common elements that are essential to every notebook entry. Date of notebook entry Title of the task, activity, or experiment Subheadings to organize the work The ten notebook skills depicted in this workshop have their own unique set of criteria. It is recommended that the three listed above be included in every notebook entry.

4 Introduction Science Notebook Faire B is the second of the BASEE Notebook Faire series. This staff development workshop is based on the original Science Notebook Faire. It is recommended that participants be familiar with the 10 tasks offered in the first workshop. The Science Notebook Faire activities were designed with the adult learner in mind. The skills represented in the criteria and samples illustrate the ideal and may not necessarily reflect the level of performance for the grade levels of your students. It is not expected that every skill should or can be taught at every grade level. Some skills may not be appropriate at the primary grades. It is important for teachers not only to understand what the ideal goals are, but also to realize that achieving these will only take place over years of instruction and student practice. Our final goal for this workshop is to begin the discussion of student work. These discussions will help us define what teachers might look for and expect in the classrooms. They will also lay the foundation for the third workshop, Science Notebook Faire C, where we begin to assess student understanding through notebooks. The use of a science notebook strengthens student learning not only in the important scientific concepts you teach but also in the skills required for math and literacy - essential skills in life. We hope you'll enjoy this opportunity to observe your students growth through the use of science notebooks. Guidelines Entries in a science notebook can take a variety of forms. It is not the intent of this workshop to dictate the one and only method, but to provide teachers with the tools to recognize the value of the various ways of recording information. Although your students notebooks may all look different, there are some common elements that are essential to every notebook entry. Date of notebook entry Title of the task, activity, or experiment Subheadings to organize the work The ten notebook skills depicted in this workshop have their own unique set of criteria and are included for EACH task. It is recommended that the date, title, and subheadings listed above be included in every notebook entry. Page 1

5 Materials: bottle of yellow liquid bottle of green liquid 4 magnifiers toothpicks sheets of waxed paper Observations Task Card Instructions: 1. Place a few drops of yellow liquid on waxed paper. Find out all you can about this yellow liquid. List and/or illustrate your observations. 2. Use a new sheet of waxed paper and repeat the observation process with the green liquid. 3. Record a prediction: What do you think will happen if you add just a little green liquid to the yellow drop. 4. Repeat your observation process with the resulting combo liquid. What is the value of this activity and making critical comparisons? Observation Criteria Purpose: An observation utilizes the five senses to gather detailed information. Essential Elements: Title: Identifies what is being observed Body: Accurately documents the information Variations: Drawings Phrases Charts Graphs Webs Integrated Notebook Skills: A conclusion may be present and is based on documented observations. Page 2

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7 Scientific Drawings/Diagrams Task Card Materials: critter 4 magnifiers 4 petri dishes Ruler Colored pencils Instructions: Use scientific drawings and labels to record your critter observations. Extension: Draw or describe the behavior (movement) of your critter. Purpose: Scientific Drawings Criteria Scientific drawings are used to realistically and pictorially record information. They become permanent records of an observation. Essential Elements: Title: Describes the specimen or object Drawings: Are clear, clean and simple Are appropriately sized to show detail Are drawn to scale (parts are proportional) Labels:: Identify the parts Are horizontal and should not overlap or touch the drawing Lines:: Connect the labeled names to the parts on the drawing Variations: Simple oval, box, and line drawings may be used in primary grades to show gross structures Drawings may include close-ups to show specific details Drawings may include different perspectives (side, top, underside, magnified views, etc.) Integrated Notebook Skills: Written information may include qualitative information (color, odor, etc.), conditions when the observations were made (time, temperature, location, etc), and/or behavioral notes. Summary and/or conclusion statements can be made from drawings. Page 4

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9 Note Taking Task Card Materials: 4 copies of Earth s Land and Water text Instructions: 1. Read Earth s Land and Water. 2. Determine the key understandings. 3. Present these understandings using a variety of notetaking techniques (sentences, phrases, bullets, drawings, webs, charts, graphs, analogies, etc.) Note Taking Criteria Purpose: Note Taking is a method of recording information. The goal is to make the information memorable. Essential Elements: Title: Identifies the topic Body: Includes the key understandings and important information Variations: Drawings Bulletted or numbered phrases/statements Charts T-Charts Flow Charts Tables Webs Page 6

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11 Procedures Task Card Materials: Sheets of paper Paper Clips Tape Ruler Instructions: 1. Divide your group into two subgroups. 2. Write and/or illustrate a precise procedure for folding a paper air plane that will glide 5 meters. 3. Exchange your procedure with the other subgroup. 4. Following the new instructions, fold and test your airplane. What modifications (if any) would you suggest? Why? How does this activity apply to your classroom? Procedures Criteria Purpose: Procedures document the steps taken to complete an investigation or task. They communicate clearly so that others may accurately replicate the task. Essential Elements: Title: Explains the purpose of the procedure Procedure: Includes sequential steps Uses precise language Uses precise measurements Variations: Drawings Flow Charts Page 8

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13 Charts/Data Tables Task Card Physical Properties of Materials Materials: bag of materials ruler Instructions: 1. Observe and list the properties/characteristics of each item. 2. Design a chart/data table to organize your information. What is the purpose of expressing data using charts and tables? Discuss the design of YOUR chart. Does your chart reflect the data that you are trying to collect? Charts and Tables Criteria Purpose: Charts and tables logically organize data and/or information into groups for comparison and evaluation. Essential Elements: Title: Explains the organization of the data Headings: Identify the type of information/data in each column and/or row Data: Show the connection between row and/or column Conclusion: Is based on collected data Variations: Charts can take on a variety of forms. T - Charts Labeled Lists Spreadsheets Integrated Notebook Skills: Data can be collected through observation. Charts are a method of note taking. Page 10

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15 Bar Graph Task Card How do different wind up toys compare in the distance they can travel? Materials: 4 wind up toys 1 tape measure Instructions: 1. Wind up each toy and measure the distance they travel on three full winds. 2. Design a bar graph that best illustrates your results. 3. Explain your graph. Based on your graph, what conclusions can be made about your wind-up toys? Purpose: Bar Graph Criteria Bar Graphs are used to show how much or how many. Essential Elements: Title: Explains what the graph is about Labels: Identify the type of information/data in each column and row Units of measure are used when appropriate Bars: Show the amount for each entry Conclusion: Is based on collected data Variations: Individual pictures may be used in place of bars (pictogram). Geometric shapes may be used in place of bars (histogram). Integrated Notebook Skills: A chart is used for collecting data. Math computations are present when appropriate. Keys are available to assist in determining information portrayed in the graph. Page 12

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18 Line Graph Task Card Materials in Kit: paper clips washer stopwatch Instructions: 1. Make a chain of paper clips (with a washer at the end) to swing like a pendulum. Count the number of swings in 15 seconds. 2. Change the number of paper clips in your chain and count the number of swings in 15 seconds. 3. Repeat with different chain lengths and record your results on a data table. 4. Design a line graph that best illustrates your results. What conclusions can you draw from the data represented in your line graph? Line Graph Criteria Purpose: Line graphs are used to show how things change over time, size, or value. Essential Elements: Title: Explains what the graph is about Labels: Identifies the type of information/data for each axis Units of measure are used Axis: Horizontal axis illustrates the manipulated (independent) variable Vertical axis shows the results (dependent variable) Line: Data points are plotted correctly Conclusion: Is based on the collected data. Integrated Notebook Skills: Charts are used for collecting the data. Multiple trials are used and averages graphed. Keys are used when appropriate Page 15

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20 Pie Graph Task Card As a field biologist, you might be asked to take a random sample to estimate relative numbers and total populations of certain organisms. Design and construct a pie graph to show the distribution of the different beans (organisms) and give an estimate of the total number for each kind of bean in your bag. Materials: Bag of beans 30mL medicine cup Protractor Set of colored pencils Set of circle templates Calculator Instructions: 1. Use a 30mL medicine cup to remove a random sample of beans. 2. Tally and record the number of each type of bean in your sample. 3. Draw a pie graph that illustrates your results. 4. Estimate the total number of each type of bean in your bag Describe your procedure. Page 17

21 Pie Graphs Criteria Purpose: Pie graphs show the relationships of sections or parts to the whole thing and are used to analyze and interpret information. Essential Elements: Title: Explains what the graph is about Labels: Describes the numerical data of each section. Labels may be inside each section or connected by straight lines Sections: Demonstrate accurate representation of parts or a fraction of the whole Integrated Notebook Skills: A chart is used to collect the data. Math computations are present. Keys are available to assist reader in determining information portrayed in the graph. The conclusion is based on collected data. Construction of the Pie Graph Step 1 Step 2 Find the Whole The entire circle represents the total population of organisms (beans) in a defined area or space. Determine the Parts Each kind of bean represents a part of the whole. To complete this pie graph, find what fraction or percentage each kind of bean represents in relation to the total number of beans in the cup. Fraction or Decimal: Part Pinto Bean Example: 17 Whole 157 =.11 Percentage: (Part Whole) X 100 ( ) X 100 = 11% Hundreds Chart Example: 17% (Color 17 of the hundred squares) Step 3 Calculate the Degrees for Each Part Every circle is made up of 360 degrees. Use the following equation to determine the angle measurement for each kind of bean. (Fraction or Decimal) x 360 degrees = angle measurement Pinto Bean Example:.11 x 360 = 40 Step 4 Step 5 Step 6 Draw the Pie Graph Draw a circle with one radius. Use a protractor to determine the correct angle measurement for each bean type. Begin your first measurement at the radius. Label Each Part of the Graph Select different colors for each bean type and provide a color key. Labels may include the percentage and relative numbers of each bean type. Title the Graph Give the pie graph a title that reflects the information. Page 18

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23 Summary/Conclusion Task Card An object s ability to sink or float is dependent on its relative density. Materials: Sand Timer Stopwatch Instructions: 1. Observe the sand timer. 2. List all your observations. 3. Based on your observations, what conclusions can you make? What questions do you have? What other information about the sand or liquid might you need? Summary/Conclusion Criteria Purpose: Summary: Conclusion: Summaries capture the relevant outcomes of an investigation. After careful analysis, the conclusion answers the question investigated. Essential Elements: Title: Identifies the investigation or topic Body: Includes observations Conclusion: Uses complete sentences Uses succinct statements Is based on observations and/or investigations Integrated Notebook Skills: Observations Charts/Tables Graphs Drawings Page 20

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25 Analogy Task Card Materials: Leaves 4 Private Eye Loupes Instructions: 1. Observe the leaves using the Private Eye loupe. 2. What does this remind me of? List your analogies in your lab notebook. 3. Compare your analogies with others in your group and see what they have in common. Why is it like that? 4. Could you devise a test that might provide an answer to the question? Describe. How does its form reflect its function? Analogy Criteria Purpose: An analogy is an inference that if two or more things agree with one another in some respect they will probably agree in others eg. form follows function. Analogies can be compressed to become metaphors or similies. Extended, they become parables or allegories. Analogies can strengthen scientific literacy and deepen our understanding of the natural and manmade world. Essential Elements: Title: Identifies the object Body: Includes a list of what the object reminds me of... Analysis: Identifies the similarities in the list Experimental Design: Reflects the purpose of the investigation Conclusion: Answers the question investigated Page 22

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