Ms science notebook_folio

MIDDLE SCHOOL

SCIENCE NOTEBOOKS
INTRODUCTION
Science is an outlandishly large body of knowledge. Its domain is
the natural world—the things in it, the principles that govern their
behavior, and the concepts that make it more comprehensible. The
process of acquiring this knowledge is complex and time-consuming.
It involves observing objects, organisms, and systems; recording and
organizing data; and transforming those data into ideas and models
that explain how things work.

S
SCIENCE NOTEBOOKS
I
Introduction ................................ 1
W
Why Use Science Notebooks in
F
FOSS? ........................................... 2
W
What Is a Middle School Science
N
Notebook? ................................... 7
N
Notebook Entries:
O
Overview .................................. 14
Focusing the Investigation ..... 16
F
Student notebook for D
Data Acquisition and
Weather and Water Organization ............................. 18
Scientists keep notebooks. The scientist’s notebook is a detailed Making Sense of Data ............. 20
record of his or her engagement with scientific phenomena. It is a Reflection and
personal representation of experiences, observations, and thinking— Self-Assessment ....................... 24
an integral part of the process of doing scientific work. A scientist’s Using Notebooks to Improve
notebook is a continuously updated history of the development of Student Learning ..................... 28
scientific knowledge and reasoning. The notebook organizes the huge Derivative Products................. 33
body of knowledge and makes it easier for a scientist to work. As Bibliography ............................. 34
developing scientists, FOSS students are encouraged to incorporate
notebooks into their science learning. First and foremost, the
notebook is a tool for student learning.

Copyright The Regents of the University of California 1

SCIENCE NOTEBOOKS IN MIDDLE SCHOOL

WHY USE SCIENCE NOTEBOOKS IN
FOSS?
Engaging in active science is one part experience and two parts
making sense of the experience. The science notebook helps students
with sense making by providing two major beneﬁts: documentation
and cognitive engagement.

DOCUMENTATION: AN ORGANIZED RECORD
The science notebook centralizes the student’s data. When data are
displayed in functional ways, students can think about the data more
effectively. A well-kept notebook is a useful reference document.
When students have forgotten a fact or relationship that they learned
earlier in their studies, they can look it up. Learning to reference
previous discoveries and knowledge structures is important.

From Weather and Water

2 FULL OPTION SCIENCE SYSTEM

As students become more accomplished at keeping notebooks,
their work will become better organized and efﬁcient. Tables,
graphs, charts, drawings, and labeled illustrations will become
standard means for representing and displaying data. A complete
and accurate record of learning allows students to reconstruct the
sequence of learning events to relive the experience. Discussions
about science between students, students and teachers, or students,
teachers, and parents, have more meaning when they are supported
by authentic documentation in students’ notebooks. Questions and
ideas generated by experimentation or discussion can be recorded for
future investigation.

Brain d
From Human Brain and Senses

3


COGNITIVE ENGAGEMENT: CONSTRUCTING CONCEPTS AND
BUILDING EXPLANATIONS
Once data are recorded and organized in an efﬁcient manner in
science notebooks, students can think about the data and draw
conclusions about the way the world works. Their data are the raw
materials that students use to forge concepts and relationships from
their experiences and observations.
Writing stimulates active reasoning. There is a direct relationship
between the formation of concepts and the rigors of expressing
them in words. Writing requires students to impose discipline on
their thoughts. When you ask students to generate derivative
products (summary reports, detailed explanations, posters, oral
presentations, etc.) as evidence of learning, the process will be much
more efﬁcient and meaningful because they have a coherent, detailed
notebook for reference.

From Planetary Science


When students use notebooks as an integral part of their science
studies, they think critically about their thinking. This reﬂective
thinking can be encouraged by notebook entries that present
opportunities for self-assessment. Self-assessment motivates students
to rethink and restate their scientiﬁc understanding. Revising their
notebook entries helps students clarify their understanding of the
science concepts under investigation. By writing explanations,
students clarify what they know and expose what they don’t know.


5


BENEFITS TO TEACHERS AND STUDENTS
From the assessment point of view, a science notebook is a collection
of student-generated artifacts that exhibit learning. You can
informally assess student skills, such as using charts to record data, in
real time while students are working with materials. At other times,
you might collect student work samples and review them for insights
or errors in conceptual understanding. This valuable information
helps you plan the next steps of instruction. Students’ data analysis,
sense making, and reflection provide a measure of the quality and
quantity of student learning. The notebook itself should not be
graded, though certain assignments may be graded and placed in the
notebook.
The science notebook provides an excellent medium for providing
feedback to individual students regarding their work. Productive
feedback calls for students to read a teacher comment, think
about the issue it raises, and act on it. The comment may ask for
clarification, an example, additional information, precise vocabulary,
or a review of previous work in the notebook. In this way, you
can determine whether the problems with the student work relate
to flawed understanding of the science content or a breakdown in
communication skills.
The student notebook also acts as a focal point for discussion about
student learning at several levels. First, a student’s work can be the
subject of a conversation between you and a student. By acting as a
critical friend, you can call attention to ways a student can improve
the notebook, and help him or her learn how to use the notebook
as a reference source. You can also review and discuss the science
notebook during parent conferences. Science notebooks shared
among teachers in a study group or other professional development
environment can effectively demonstrate recording techniques,
individual styles, various levels of quality work, and so on. Just as
students can learn notebook strategies from one another, teachers can
learn notebook skills from one another.


WHAT IS A MIDDLE SCHOOL SCIENCE
NOTEBOOK?
A middle school science notebook is more than just a collection of
science work, notes, field-trip permission slips, and all the other types
of documents that tend to accumulate in a middle school student’s
three-ring binder or backpack. By organizing the science work
systematically into a bound composition book, students create a
thematic record of their experiences, thoughts, plans, reflections, and
questions as they work through a topic in science.
The science notebook is more than just formal lab reports; it is
a record of a student’s entire journey through a progression of
science concepts. Where elementary school students typically need
additional help structuring and organizing their written work, middle
school students should be encouraged to develop their organizational
skills and take some ownership in creating deliberate records of their
science learning, even though they may still require some pointers
and specific scaffolding from you.
In addition, the science notebook provides a personal space where
students can explore their understanding of science concepts by
writing down ideas and being allowed to “mess
around” with their thinking.
Students are encouraged to look
back on their ideas throughout the
course to self-assess their conceptual
development and record new
thoughts. With this purpose of the
science notebook in mind, you may
need to refine your own thinking
around what should or should not
be included as a part of the science
notebook, as well as expectations aboutt
grading and analyzing student work.

7


RULES OF ENGAGEMENT
Teachers and students should be clear about the conventions
students will honor in their notebook entries. Typically, the rules of
grammar and spelling are fairly relaxed so as not to inhibit the flow of
expression during notebook entries. This also helps students develop
a sense of ownership in their notebooks, where they are free to write
in their own style. When students generate derivative products
using information in the notebook, such as reports, you might require
students to exercise more rigorous language-arts conventions.
In addition to written entries, students should be encouraged to
use a wide range of other means for recording and communicating,
including charts, tables, graphs, drawings, graphics, color codes,
numbers, and artifacts attached to the notebook pages. By expanding
the options for making notebook entries, each student will find
his or her most efficient, expressive way to capture and organize
information for later retrieval.

ENHANCED CLASSROOM DISCUSSION
One of the benefits of using notebooks is that you will elicit responses
to key discussion questions from all students, not just the handful of
verbally enthusiastic students in the class. When you ask students
to write down their thoughts after you pose a question, all students
have time to engage deeply with the question and organize their
thoughts. When you ask students to share their answers, those who
need more time to process the question and organize their thinking
are ready to verbalize their responses and become involved in a class
discussion.
When students can use their notebooks as a reference during the
ensuing discussion, they won’t feel put on the spot. At some points,
you might ask students to share only what they wrote in their
notebooks, to remind them to focus their thoughts while writing.
As the class shares ideas during the discussion, students can add
new ideas to their notebooks under a line of learning (see page 25).
Even if some students are still reticent, having students write after
a question is posed prevents them from automatically disengaging
from conversations.


NOTEBOOK STRUCTURE
FOSS recommends that students keep their notebooks in 8” ✕ 10”
bound composition books. At the most advanced level, students
are responsible for creating their entire science notebook from blank
pages in their composition book. Experienced students determine
when to use their notebook, how to organize space, what methods of
documentation to use, and how to flag important information. This
level of notebook use will not be realized quickly; it will likely require
systematic development by an entire teaching staff over time.
Often, beginning notebook practice is highly structured, using
prepared sheets from the FOSS Lab Notebook. You can photocopy
and distribute these sheets to students as needed during the
investigations. Sheets can be reduced to fit in the composition book
(about 80%). If that makes the print, figures, or space for writing
too small, copy full size and fold the sheet in half. Students glue
or tape the sheets into their notebook. This allows some flexibility
between glued-in notebook sheets and blank pages where students
can do additional writing, drawings, and other er
documentation. Prepared notebook sheets are e
helpful organizers for students with challenges es
such as learning disabilities or who are
developing English skills. This model is the
most efficient means for obtaining the most
productive work from inexperienced middle
school students.

From Earth History

9


Each FOSS Lab Notebook is a bound set of the notebook sheets for the
course plus extra blank sheets throughout the notebook for students
to write focus or inquiry questions, record and organize data, make
sense of their thinking, and write summaries. There are also blank
pages at the end to develop an index/glossary of science vocabulary.
The questions, statements, and graphic organizers on the notebook
sheets provide guidance for students and scaffolding for teachers.
When the notebook sheets are organized as a series, they constitute
a highly structured precursor to an autonomously generated science
notebook.
To make it easy for new FOSS teachers to implement a beginning
student notebook, Delta Education sells copies of the printed FOSS
Lab Notebook in English for all FOSS Middle School courses. Electronic
versions of the Lab Notebooks can be downloaded for free at
www.FOSSweb.com. Lab notebooks for some courses are also
available online in Spanish.


DEVELOPING NOTEBOOK SKILLS
If you decide not to use the FOSS Lab Notebook, students will initially
need more guidance from you. You will need to describe what and
when to record, and to model organizational techniques. As the
year advances, the notebook work will become increasingly student-
centered. As the body of work in the notebook grows, students will
have more and more examples of useful techniques for reference.
This self-sufficiency reduces the amount of guidance you need to
provide and reinforces students’ appreciation of their own record of
learning.
This gradual shift toward student-centered use of the notebook
applies to any number of notebook skills, including developing
headers for each page (day, time, date, title, etc.); using space
efficiently on the page; preparing graphs, graphic organizers, and
labeled illustrations; and attaching artifacts (sand samples, dried
flowers, photographs, etc.). For instance, when students first display
their data in a two-coordinate graph, the graph might be completely
set up for them, so that they simply plot the data. As the year
progresses, they will be expected to produce graphs with less and less
support, until they are doing so without any assistance from you.

11


ORGANIZING SCIENCE NOTEBOOKS
Four organizational components of the notebook should be planned
right from the outset.

• A table of contents
• Page numbering
• Entry format
• Index/glossary
Table of Contents. Students should reserve the first three to five
pages of their notebook for the table of contents. They will add to
it systematically as they proceed through the course. The table of
contents should include the date, title, and page number for each
entry. The title could be based on the names of the investigations in
the course, the specific activities undertaken, the concepts learned,
a focus question for each investigation, or some other schema that
makes sense to everyone.
Page Numbering. Each page should have a number. These are
referenced in the table of contents as the notebook progresses.

T bl of C t t
Table f Contents


Entry Format. During each class session, students will document
their learning. Certain information will appear in every record,
such as the date and title. Other forms of documentation will vary,
including different types of written entries and artifacts, such as a
multimedia printout. Some teachers ask their students to start each
new entry at the top of the next available page. Others simply leave
a modest space before a new entry. Sometimes it is necessary to leave
space for work that will be completed on a separate piece of paper
and glued or taped in later. Students might also leave space after a
response, so that they can add to it at a later time.
Index/Glossary. Scientific academic language is important. We strive
to have students use precise, accurate vocabulary at all times in their
writing and conversations. To help them learn scientific vocabulary,
students should set up an index at the end of their notebook. It is not
usually possible for students to enter the words in alphabetical order,
as they will be acquired as the course advances. Instead, students
could use several pages at the end of the notebook blocked out in
24 squares, and assign one or more letters to each square. Students
write the new vocabulary word or phrase in the appropriate square
and tag it with the page number of the notebook on
which the word is defined. By developing vocabulary ry
in context, students construct meaning through the
inquiry process, and by organizing the words in an
index, they strengthen their science notebooks as
a documentary tool of their science learning. As
another alternative, students can also define the
word within these squares with the page references.

Index/Glossary

13


NOTEBOOK ENTRIES: OVERVIEW
Four general types of notebook entries, or components, give the
science notebook conceptual shape and direction. These structures
don’t prescribe a step-by-step procedure for how to prepare the
notebook, but they do provide some overall guidance. The general
arc of an investigation starts with a question or challenge, proceeds
with an activity and data acquisition, continues to sense making, and
ends with reflection and self-assessment.
All four components are not necessary during each class session, but
over the course of an investigation each component will be visited at
least once. It may be useful to keep these four components in mind as
you systematically guide students through their notebook entries.
• Focusing the investigation
• Data acquisition and organization
• Making sense of data
• Reflection and self-assessment
Focusing the Investigation. You may want to start each part of each
investigation with a focus question which students transcribe into
their notebooks. Focus questions are included in the investigations
but they are embedded in the teacher step-by-step instructions and
not explicitly labeled. The focus question establishes the direction
and conceptual challenge for that part of the investigation. For
instance, when students investigate the origins of sand and sandstone
in the Earth History Course, they might start by writing,
• Which came first, sand or sandstone?
The question focuses students and the teacher on the learning goals
for the activity. Students may start by formulating a plan, formally
or informally, for answering the focus question. The goal of the plan
is to obtain a satisfactory answer to the focus question, which will be
revisited and answered later in the investigation.


Data Acquisition and Organization. After students have
established a plan, they collect data. Students can acquire data from
carefully planned experiments, accurate measurements, systematic
observations, free explorations, or accidental discoveries. It doesn’t
matter what process produces the data; the critically important point
is that students obtain data and record them. It may be necessary
to reorganize and display the data for efficient analysis, often by
organizing a data table. The data display is key to making sense of
the science inquiry.
Making Sense of Data. Once students have collected and displayed
their data, they need to analyze them to learn something about the
natural world. In this component of the notebook, students write
explanatory statements that answer the focus question. You can
formalize this component by asking students to use an established
protocol like a sentence starter, or the explanation can be
purely a thoughtful effort by each student. Explanationsons
may be incorrect or incomplete at this point, but
students can remedy this during the final notebook entry try
when they have an opportunity to continue processing g
what they’ve learned. Unfortunately, this piece is often n
forgotten in the classroom during the rush to finish
the lesson and move on. But without sense making
and reflection (the final phase of science inquiry),
students might see the lesson as a fun activity without
connecting the experience to the big ideas developing
in the course.
Reflection and Self-Assessment. At the end of an
investigation, students come back to their notebooks
as part of engaging in reflection and self-assessment.
This component is the capstone on a purposeful
series of experiences designed to guide students
to understand the concept originally presented in
the investigation. After making sense of the data,
and making new claims about the topic at hand,
students should go back to their earlier thinking
and note their changing ideas and new findings.
This reflective process helps students cement the organizes
A student organizes and
g
new ideas. makes sense of data in
Chemical Interactions

15


FOCUSING THE INVESTIGATION
Focus Question. The first notebook entry in most investigations is
the focus question. Focus questions are included in the investigations
but they are embedded in the teacher step-by-step instructions and
not explicitly labeled. The question can be written on the board or
projected for students to transcribe into their notebooks. The focus
question serves to focus students and you on the inquiry for the day.
It is not answered immediately, but rather hangs in the air while the
investigation goes forward.
Quick Write. A quick write can be used in addition to a focus
question. Quick writes can be completed on a quarter sheet of
paper or an index card so you can collect, review, and return them to
students to be taped or glued into their notebooks and used for self-
assessment later in the investigation.
In the Diversity of Life Course, students are asked
• What is life?
They write an answer immediately, before instruction occurs. The
quick write provides insight into what students think about certain
phenomena before you begin instruction. When responding to
the question, students should be encouraged to write down their
thoughts even if they don’t feel confident in knowing the answer.
Knowing students’ preconceptions will help you know what concepts
need the most attention during the investigation. Make sure students
date their entries for later reference. Read through students’ writing
and tally the important points to focus on. Quick writes should not
be graded.
Planning. After students enter the focus question or complete a
quick write in their notebooks, they plan their investigation. (In some
investigations, planning is irrelevant to the task at hand.) Planning
may be detailed or intuitive, formal or informal, depending on the
requirement of the investigation. Plans might include lists (including
materials, things to remember), step-by-step procedures, and
experimental design. Some FOSS Lab Notebook sheets guide students
through a planning process specific to the task at hand.
Lists. Science notebooks often include lists of things to think about,
materials to get, or words to remember. A materials list is a good
organizer that helps students anticipate actions they will take. A list
of variables to be controlled clarifies the purpose of an experiment.
Simple lists of dates for observations or of the people responsible for
completing a task may be useful.

Step-by-Step Procedures. Middle school students need to develop
skills for writing sequential procedures. For example, in the
Chemical Interactions Course, students write a procedure to answer
these questions.
• Is there a limit to the amount of substance that will dissolve in a
certain amount of liquid?
• If so, is the amount that will dissolve the same for all substances?
Students need to recall what they know about the materials, develop
a procedure for accurately measuring the amount of material that is
added to the water, and agree on a deﬁnition of “saturated.” To check
a procedure for errors or omissions, students can trade notebooks and
attempt to follow other students’ instructions to complete the task.
Experimental Design. Some work with materials requires a
structured experimental plan. In the Planetary Science Course,
students pursue this focus question.
• Are Moon craters the result of volcanoes or impacts?
Students plan an experiment to determine what affects the size and
shape of craters on the Moon. They use information they gathered
during the open exploration of craters made in ﬂour to develop
a strategy for evaluating the effect of changing the variable of a
projectile’s height or mass. Each lab group agrees on which variable
they will change and then designs a sound experimental procedure
that they can refer to during the active investigation.

17


DATA ACQUISITION AND
ORGANIZATION
Because observation is the starting point for answering the focus
question, data records should be
• clearly related to the focus question;
• accurate and precise;
• organized for efﬁcient reference.
Data handling can have two subcomponents: data acquisition and
data display. Data acquisition is making and recording observations
(measurements). The data record can be composed of words, phrases,
numbers, and drawings. Data display reorganizes the data in a
logical way to facilitate thinking. The display can be a graph, chart,
calendar, or other graphic organizer.
Early in a student’s experience with notebooks, the record may be
disorganized and incomplete, and the display may need guidance.
The FOSS Lab Notebook is designed to help students with data
collection and organization. You may initially introduce conventional
data-display methods, such as those found in the FOSS Lab Notebook,
but soon students will need opportunities to independently select
appropriate data displays. As students become more familiar with
collecting and organizing data, you might have them create their own
records. With practice, students will become skilled at determining
what form of recording to use in various situations, and how best to
display the data for analysis.
Narratives. For most students, the most intuitive approach to
recording data is narrative—using words, sentence fragments, and
numbers in a more or less sequential manner. As students make a
new observation, they record it below the previous entry, followed
by the next observation, and so on. Some observations, such as a
record of weather changes in the Weather and Water Course or the
interactions of organisms in mini-ecosystems in the Populations and
Ecosystems Course are appropriately recorded in narrative form.


Drawings. A picture is worth a thousand words, and a
labeled picture is even more useful. When students use a
microscope to discover cells in the Elodea leaf and observe
and draw structures of microorganisms in the Diversity of
Life Course, a labeled illustration is the most efficient way
to record data.
Charts and Tables. An efficient way to record many kinds
of data is a chart or table. How do you introduce this skill
into the shared knowledge of the classroom? One way is to
call for attention during an investigation and demonstrate
how to perform the operation. Or you can let students
record the data as they like, and observe their methods.
There may be one or more groups that invent an appropriate
table. During processing time, ask this group to share
its method with the class. If no group has spontaneously
produced an effective table, you might challenge the class
to come up with an easier way to display the data, and turn
the skill-development introduction into a problem-solving
session.
With experience, students will recognize when a table or Drawings and artifacts from
chart is appropriate for recording data. When students make similar the Earth History Course
observations on a series of objects, such as rock samples in the Earth
History Course, a table with columns is an efficient way to organize
observations for easy comparison.
Artifacts. Occasionally an investigation will produce two-
dimensional artifacts, which students can tape or glue directly into a
science notebook. The mounted flower parts in the Diversity of Life
Course and the sand samples card from the Earth History Course can
become a permanent part of the record of learning.
Graphs and Graphic Tools. Reorganizing data into logical, easy-
to-use graphic tools is typically necessary for data analysis. Graphs
allow easy comparison (bar graph), quick statistical analysis of
frequency data (histogram or line plot), and visual confirmation of
a relationship between variables (two-coordinate graph). The Force
and Motion Course offers many opportunities for students to collect
data and organize the data into graphs. Students collect data from
cars rolling down ramps, graph the data, and use the resulting graph
to discuss whether cars traveling downhill maintain a constant
velocity or accelerate. Other graphic tools, such as Venn diagrams,
pie charts, and concept maps, help students make connections.

19


MAKING SENSE OF DATA
After collecting and organizing data, the student’s next task is to
answer the focus question. Students can generate an explanation
as an unassisted narrative, but in many instances you might need
to use supports such as the FOSS Lab Notebook sheets to guide the
development of a coherent and complete response to the question.
Several other support structures for sense making are described
below.
Development of Vocabulary. Vocabulary is better introduced after
students have experienced the new word(s) in context. This sequence
provides a cognitive basis for students to connect accurate and precise
language to their real-life experiences. Lists of new vocabulary words
in the index/glossary reinforce new words and organize them for easy
reference.
Data Analysis. Interpreting data requires the ability to look
for patterns, trends, outliers, and potential causes. Students
should be encouraged to develop a habit of looking for patterns
and relationships within the data collected. Frequently, this is
accomplished by creating a graph with numerical data. In the
Populations and Ecosystems Course, students review ﬁeld data
acquired by ecologists at Mono Lake to determine how biotic and
abiotic factors affect the populations of organisms found in the lake.
Graphic Organizers. Students can beneﬁt from organizers that help
them look at similarities and differences. A compare-and-contrast
chart can help students make a transition from their collected data
and experiences to making and writing comparisons. It is sometimes
easier for students to use than a Venn diagram, and is commonly
referred to as a box-and-T chart (as popularized in Writing in
Science: How to Scaffold Instruction to Support Learning, listed in the
Bibliography section).


In this strategy, students draw a box at the top of the notebook page
and label it “similar” or “same.” On the bottom of the notebook
page, they draw a T. They label each wing of the T at the top with
the objects being compared. Students look at their data, use the T
to identify differences for each item, and use the box to list all the
characteristics that two objects have in common. For example, a box-
and-T chart comparing North and Nankoweap Canyons in the Grand
Canyon might look like this.

Similar

North Canyon Nankoweap Canyon

Students can use the completed box-and-T chart to begin writing
comparisons. It is usually easier for students to complete their
chart on a separate piece of paper, so they can ﬁll it in as they refer
to their data. The completed chart can be taped or glued into their
notebooks after they have made their comparisons.
Claims and Evidence. A claim is an assertion about how the
natural world works. Claims should always be supported by
evidence—statements that are directly correlated with data. The
evidence should refer to speciﬁc observations, relationships that are
displayed in graphs, tables of data that show trends or patterns, dates,
measurements, and so on. A claims-and-evidence construction is a
sophisticated, rich display of student learning and thinking. It also
shows how the data they collected is directly connected to what they
learned.

21


Frames and Prompts. One way to get students to organize their
thinking is by providing sentence starters, or frames, for them to
complete.
• I used to think but now I think .
• The most important thing to remember about Moon phases is .
• One new thing I learned about .
Prompts also direct students to the content they should be thinking
about, but provide more latitude for generating responses. For
students who are learning English or who struggle with writing,
assistive structures like sentence frames can help them communicate
their thinking while they learn the nuance of science writing. The
prompts used most often in the FOSS Lab Notebook sheets take the
form of questions for students to answer. In the Weather and Water
Course, students answer the quick-write question,
• What causes seasons?
After modeling a Sun/Earth system and reviewing solar angle and
solar concentration, students revisit their quick write and revise and
expand on their original explanations.
• I used to think seasons were caused by , but now I know
.
Careful prompts scaffold students by helping them communicate
their thinking but do not do the thinking for them. As students
progress in their communication ability, you might provide frames
less frequently.
Conclusions and Predictions. At the end of an investigation (major
conceptual sequence), it might be appropriate for students to write a
summary to succinctly communicate what they have learned. This is
where students can make predictions based on their understanding
of a principle or relationship. For instance, after completing the
investigation of condensation and dew point in the Weather and
Water Course, a student might predict the altitude at which clouds
would form, based on weather-balloon data. Or upon examining the
data graphed in the Force and Motion Course, students might predict
the time it will take a cart to travel 200 centimeters down a slope
that is different than the experimental slopes they had tried. The
conclusion or prediction will frequently indicate the degree to which
a student can apply new knowledge to real-world situations. A
prediction can also be the springboard for further inquiry.


Generating New Questions. Does the investigation connect to a
student’s personal interests? Or does the outcome suggest a question
or pique a student’s curiosity? The science classroom is most exciting
when students are generating their own questions for further
investigation based on class or personal experiences. The notebook is
an excellent place to capture students’ musings and record thoughts
that might otherwise be lost.

23


REFLECTION AND SELF-ASSESSMENT
The goal of the FOSS curriculum is for students to develop accurate,
durable knowledge of the science content under investigation.
Students’ initial conceptions are frequently incomplete or confused,
requiring additional thought to become fully functional. The
ad
science notebook is a useful place to guide reflection and
no
revision. Typically students commit their understanding
in writing and reflect in three locations.
• Expl
Explanatory narratives in notebooks
• Resp
Response sheets incorporated into the notebook
• Writ
Written work on Mid-summative Exams
These th
three categories of written work provide
informat
information about student learning to you and a record of
thinking that students can reflect on and revise. Scientists
constant
constantly refine and clarify their ideas about how
natu
the natural world works. They read scientific articles,
consult with other scientists, and attend conferences.
in
They incorporate new information into their thinking
th
about the subject they are researching. This reflective
process can result in deeper understanding or a
comple
complete revision of thinking.
co
After completing one of the expositions of
knowle
knowledge—a conclusion, response sheet, or benchmark
assessme
assessment—students should receive additional
A student’s revised inform
instruction or information. They will use this information later to
work for Chemical complete self-assessm
self-assessment by reviewing their original written work,
Interactions making judgments about its accuracy and completeness, and writing
a revised explanation. You can use any of a number of techniques for
providing the additional information for students.
• Group compare-and-share discussion
• Think/Pair/Share reading
• Whole-class critique of an explanation by an anonymous
student
• Identifying key points for a class list
• Whole-class discussion of a presentation by one student
After one of the information-generating processes, students compare
the “best answer” to their own answer and rework their explanations
if they can no longer defend their original thinking. The revised
statement of the science content can take one of several forms.


Students might literally revise the original writing,
w
crossing out extraneous or incorrect bits, inserting new or
improved information, and completing the passage. At
other times, students might reflect on their original work
ork
and, after drawing and dating a line of learning (see
below), might redraft their explanation from scratch,
producing their best explanation of the concept.
During these self-assessment processes, students
have to think actively about every aspect of their
understanding of the concept and organize their
thoughts into a coherent, logical narrative. The
learning that takes place during this process is
powerful. The relationships between the several
elements of the concept become unified and clarified.
The notebook is the best tool for students when
preparing for summative assessment, such as a
Mid-summative or Final Summative Exam.
Students don’t necessarily have the study skills
needed to prepare on their own, but using teacher-
guided tasks such as key points and traffic lights
cise.
will turn the preparation process into a valuable exercise. Here are
A li of l
line f learning used
i d
four helpful self-assessment techniques.
with the Planetary
Line of Learning. One technique many teachers find useful in Science Course
the reflective process is the line of learning. After students have
conducted an investigation and entered their initial explanations, they
draw and date a line under their original work. As students share
ideas and refine their thinking during class discussion, additional
experimentation, reading, and teacher feedback, encourage them to
make new entries under the line of learning, adding to or revising
their original thinking. If the concept is elusive or complex, a second
line of learning, followed by more processing and revising, may be
necessary.

25


The line of learning is a reminder to students that learning is an
ongoing process with imperfect products. It points out places in that
process where a student made a stride toward full understanding.
And the psychological security provided by the line of learning
reminds students that they can always draw another line of learning
and revise their thinking again. The ability to look back in the science
notebook and see concrete evidence of learning gives students
confidence and helps them become critical observers of their own
learning.
Traffic Lights. In the traffic lights strategy, students use color to self-
assess and indicate how well they understand a concept that they
are learning. Green means that the student feels that he or she has a
good understanding of the concept. Yellow means that the student
is still a bit unsure about his or her understanding. Red means that
the student needs help; he or she has little or no understanding of the
concept. Students can use colored pencils, markers, colored dots, or
colored cards to indicate their understanding. They can mark their
own work and then indicate their level of understanding by a show
of hands or by holding up colored cards. This strategy gives students
practice in self-assessment and helps you monitor students’ current
understanding. It should be followed up by looking at student work
to ensure that students actually do understand the content that they
marked with green.


Three Cs. Another approach to revision is to apply the three Cs—
confirm, correct, complete—to the original work. Students indicate
ideas that were correct with a number or a color, code statements
needing correction with a second number or color, and assign a third
number or color to give additional information that completes the
entry.
Key Points. Students do not necessarily connect the investigative
experience with the key concepts and processes taught in the lesson.
It is essential to give students an opportunity to reflect on their
experiences and find meaning in those experiences. They should
be challenged to use their experiences and data to either confirm or
reject their current understanding of the natural world. As students
form supportable ideas about a concept, those ideas should be noted
as key points, posted in the room, and written in their notebooks.
New evidence, to support or clarify an idea, can be added to the chart
as the course progresses. If an idea doesn’t hold up under further
investigation, a line can be drawn through the key point to indicate a
change in thinking.

27

SCIENCE NOTEBOOKS

USING NOTEBOOKS TO IMPROVE
STUDENT LEARNING
Notebook entries should not be graded. Research has shown that
more learning occurs when students get only comments on their
written work in their notebooks, not grades or a combination of
comments and grades. (See Assessment for Learning: Putting It Into
Practice, listed in the Bibliography section.)
If your school district requires a certain number of grades each
week, select certain work products that you want to grade and have
students turn in that work separate from the notebook. After grading,
return the piece to students to insert into their notebooks so that all
their work is in one place.
It may be difficult to stop using grades or a rubric for notebook
assessment. But providing feedback that moves learning forward,
however difficult, has benefits that make it worth the effort. The
key to using written feedback for formative assessment is to make
feedback timely and specific, and to provide time for students to act
on the feedback by revising or correcting work right in their own
notebook.


TEACHER FEEDBACK
Student written work often exposes weaknesses in understanding—or
so it appears. It is important for you to find out if the flaw results
from poor understanding of the science or from
imprecise communication. You can use the notebook
to provide two types of feedback to the student: to
ask for clarification or additional information, and to
ask probing questions that will help students move
forward in their thinking. Respecting the student’s
space is important, so rather than writing directly in
the notebook, attach a self-stick note, which can be
removed after the student has taken appropriate action. .
The most effective forms of feedback relate to the
content of the work. Here are some examples.
• You wrote that seasons are caused by Earth’s tilt.
Does Earth’s tilt change during its orbit?
• What evidence can you use to support your claim
that Moon craters are caused by impacts? Hint:
Think of our experiments in class.
Non-specific feedback, such as stars, pluses, smiley
faces, and “good job!”, and ambiguous critiques,
such as “try again,” “put more thought into this,”
and “not enough” are less effective and should not
be used. Feedback that guides students to think about the
content of their work and gives suggestions for how to improve are Feedback given
productive instructional strategies. during the Chemical
Interactions Course
Here are some appropriate generic feedback questions to write or use
verbally while you circulate in the class.
• What vocabulary have you learned that will help you describe it?
• Can you include an example from class to support your ideas?
• Include more detail about .
• Check your data to make sure this is accurate.
• What do you mean by ?
• When you record your data, what unit should you use?

29

SCIENCE NOTEBOOKS

When students return to their notebooks and respond to the feedback,
you will have additional information to help you discriminate
between learning and communication difﬁculties. Another critical
component of teacher feedback is providing comments to students in
a timely manner, so that they can review their work before engaging
in summative assessment or moving on to other big ideas in the
course.
In middle school, you face the challenge of having a large number of
students. This may mean collecting a portion of students’ notebooks
on alternate days. Set a speciﬁc focus for your feedback, such as a
data table or conclusion, so you aren’t trying to look at everything
every time.
To help students improve their writing, you might have individuals
share notebook entries aloud in their collaborative group, followed
by feedback from a partner or the group. This valuable tool must be
very structured to create a safe environment, with ground rules about
acceptable feedback and comments.
A good way to develop these skills is to model constructive feedback
with the class, using a student work sample from a notebook. Use
a sample from a previous year with the name and any identifying
characteristics removed. Project it for the class to practice giving
feedback.


FORMATIVE ASSESSMENT
With students recording more of their thinking in an organized
notebook, you have a tool to better understand the progress of
students and any misconceptions that are typically not revealed until
the summative assessment. One way to monitor student progress is
during class while they are responding to a prompt. Circulate from
group to group and read notebook entries over students’ shoulders.
This is a good time to have short conversations with individuals
or small groups to get information about the level of student
understanding. Take care to respect the privacy of students who are
not comfortable sharing their work during the writing process.
If you want to look at work that is already completed in the notebook,
ask students to open their notebooks to the page that you want to
review and put them in a designated location. Or consider having
students complete the work on a separate piece of paper or an index
card.

Quick writes for Electronics
collected on index cards

31


Students can leave a blank page in their notebook, or label it with a
header as a place holder, until they get the work back and tape it or
glue it in place. This makes looking at student work much easier,
and the record of learning that the student is creating in the notebook
remains intact.
When time is limited, you might select a sample of students from each
class, alternating the sample group each time, to get a representative
sample of student thinking. This is particularly useful following a
quick write.
Once you have some information about student thinking, you can
make teaching decisions to move ahead to a benchmark assessment,
go back to a previous concept, or spend more time making sense of
a concept. Benchmark assessments can also be used as formative
assessment. You might choose to administer a Mid-summative
Exam, code the exam to ﬁnd problem areas, and then revisit critical
concepts before moving on to the next investigation. Students can use
reﬂection and self-assessment techniques to revisit and build on their
original exam responses.


DERIVATIVE PRODUCTS
On occasion, you may ask students to produce science projects of
various kinds: summary reports, detailed explanations, end-of-course
projects, oral reports, or posters. Students should use their notebooks
as a reference when developing their reports. You could ask them
to make a checklist of science concepts and pieces of evidence, with
specific page references, extracted from their notebooks. They can
then use this checklist to ensure that all important points have been
included in the derivative work.
The process of developing the project has feedback benefits, too. You
discuss the changes students would make to their notebooks next
time to make it easier to find and extract useful information when
they are called on to develop a science report.
Homework is a form of derivative product, as it is an extension of
the experimentation started in class. Carefully selected homework
assignments enhance the students’ science learning experiences.
Homework suggestions and/or extension activities are included at
the end of each investigation. For example, in the Human Brain
and Senses Course, after being introduced to the properties of
lenses and how these properties affect the function of their eyes,
students can write about the role of light in vision, considering
radiant, transmitted, and reflected light. In the Electronics Course,
students can calculate the flow of current in home appliances, using
the information they have learned in class. Homework should be
done on a separate paper, graded, and then inserted into the science
notebook.

33


BIBLIOGRAPHY
Aschbacher, P., and A. Alonzo. 2004. Using Science Notebooks to Assess
Conceptual Understanding. The Caltech Precollege Science Initiative.
CAPSI Research Group. http://www.capsi.caltech.edu/research/
documents/UsingScienceNotebooksAschbacher_Alonzo_000.pdf.
Black, P., C. Harrison, C. Lee., B. Marshall, and D. Wiliam. 2003.
Assessment for Learning: Putting It into Practice. Maidenhead,
England: Open University Press.
Campbell, B., and L. Fulton. 2003. Science Notebooks: Writing about
Inquiry. Portsmouth, NH: Heinemann.
Elstgeest, J., W. Harlen, and D. Symington. 1985. “Children
Communicate.” In Primary Science: Taking the Plunge, ed. W. Harlen,
92–111. Oxford: Heinemann Educational.
Fulton, L., and B. Campbell. 2004. “Student-Centered Notebooks:
Strategies to Encourage Science Notebooks That Function as Useful,
Personalized Tools.” Science and Children 42 (3): 26–29.
Fulwiler, B. 2007. Writing in Science: How to Scaffold Instruction to
Support Learning. Portsmouth, NH: Heinemann.
Hargrove, T., and C. Nesbit. 2003. Science Notebooks: Tools for Increasing
Achievement across the Curriculum. ERIC Digests. http://www.
ericdigests.org/2004-4/notebooks.htm.
Miller, R., and R. Calfee. 2004. “Making Thinking Visible: A Method
to Encourage Science Writing in Upper Elementary Grades.” Science
and Children 42 (3): 20–25.
Mintz, E., and J. Calhoun. 2004. “Project Notebook: Science
Notebooks Emerge as a Means of Supporting and Enhancing
Instruction across the Curriculum.” Science and Children 42 (3):
30–34.


North Cascades and Olympic Science Partnership (NCOSP). 2005.
Science Notebooks in K12 Classrooms. Web Site. http://www.
sciencenotebooks.org.
Pauling, L. 1922–94. Pages from a Scientist’s Notebooks. Linus
Pauling Science Notebooks. http://osulibrary.orst.edu/
specialcollections/rnb/index.html.
Reid-Grifﬁn, A., C. Nesbit, and C. Rogers. 2005. Science Notebooks:
An Inquiry Endeavor? University of North Carolina Wilmington
Staff Web Pages. http://people.uncw.edu/grifﬁna/Science
Notebooks An inquiry endeavor.doc.
Ruiz, M., M. Li, and R. Shavelson. 2002. Looking into Students’
Science Notebooks: What Do Teachers Do with Them? National
Center for Research on Evaluation, Standards, and Student Testing.
http://www.cse.ucla.edu/products/Reports/TR562.pdf.
Shepardson, D., and S. Britsch. 2004. “The Art of Reviewing Science
Journals: Questions to Keep in Mind when Planning and Assessing
Students’ Journal Entries.” Science and Children 42 (3): 43–45.
Thier, M., and B. Daviss. 2002. The New Science Literacy: Using
Language Skills to Help Students Learn Science. Portsmouth, NH:
Heinemann.
Wiggins, G., and J. McTighe. 2005. Understanding by Design.
Alexandria, VA. Prentice Hall.
Worth, K., R. Moriarty, and J. Winokur. 2004. “Capitalizing on
Literacy Connections.” Science and Children 41 (5): 35–39.

Acknowledgments

The ideas and suggestions for using science notebooks in FOSS
investigations have been extracted and synthesized from the
collective experience of FOSS staff and the following outstanding
science educators: Jeri Calhoun, Lori Fulton, Ellen Mintz, and Chris
Sheridan.

35


Published and distributed by Developed by
The FOSS program was developed with
the support of National Science
Foundation grants nos. MDR-8751727
Full Option
and MDR-9150097. However, any
opinions, findings, conclusions, state-
Science System
P.O. Box 3000 ments, and recommendations expressed Lawrence Hall of Science
80 Northwest Boulevard herein are those of the authors and do University of California
Nashua, NH 03063-4067 not necessarily reflect the views of NSF. Berkeley, CA 94720
1-800-258-1302 510-642-8941

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