Science Notebooks

This presentation shares information about notebook strategies and lessons learned from school districts in the Washington State LASER Alliances as well as those districts in El Centro and Pasadena, California and Gilbert, Arizona..

LET’S GET STARTED…

Cover or Title Page Give your science notebook a title.

This should give the reader an idea of what this notebook will be about.

THEN…

Don’t forget to let your notebook reflect your…

SCIENTIST’S NOTEBOOKS

• The following slides show real notebooks from scientists who work at Battelle – Pacific Northwest National Laboratory in Richland, Washington.

• Watch carefully as important parts to a scientist’s notebook are shared.

Computational Chemist“Something wrong with this”

Computational Chemist

“will have all of these checked for instability and optimize”

Materials ScientistReference graphs and tables pasted into notebook

Materials ScientistSample

sketch

Materials Scientist

Results (crossed out)

ECOLOGIST

Describing the problem – the purpose of the study

ECOLOGIST

Identifying the site including selection criteria

ECOLOGIST

Specifications regarding the Elk Enclosures

THINKING ABOUT YOUR SCIENCE NOTEBOOK…

• What are some of the things you saw happening in the scientists’ notebooks?

When you have finished your response, draw a When you have finished your response, draw a

THINKING ABOUT NOTEBOOKS…

Share out with your table group…

REFLECT…

Which of those things do you think you could incorporate in YOUR notebook?

TABLE OF CONTENTS

Use the first 1-2 pages for the Table of Contents…

DATE ACTIVITY PAGE #

NUMBER YOUR PAGES

1

NUMBER YOUR PAGES THROUGH 10

32

NOW ADD TODAY’S DATE

1

October 12

SKETCH THE PENCIL

Model first – describing what you are doing…Outside shape

Split object into parts

Move from Sketch to Scientific Illustration

Label the parts

Add color and dimension

Drawing now is detailed,

accurate, and labeled

Betsy Rupp Fulwiler

OBSERVATI ONS ORGANI ZER

Writing Frame

Think of properties you can see such as size, shape, color, lines, texture, pattern, behavior…

I observed

Think of the other senses of smell, sound, touch, and perhaps taste!

I noticed

Connect it with something that you already know.

I t reminds me of

Add more detail as needed.

This is so because

Be curious and ask questions you could investigate.

I am curious about I t surprised me that I wonder what would happen if

ANATOMY OF A PENCIL

 

The Anatomy Of A PencilBody: Most often made of wood, however it can be made of other materials including cotton scraps from blue jeans. Wooden bodied pencils are often made from incense cedar slats. A second grooved slat is glued on top of the graphite core filled slat; the slats are then cut and shaped into individual pencils. According to the Dixon Ticonderoga Company, the reason why pencils are often painted yellow is because, during the 1800’s, the best graphite came from China, and because yellow was the color of the Imperial Chinese Emperor and stood for royalty and respect; by painting the pencil yellow, people would recognize that their pencil contained the finest graphite available.

Eraser: The eraser is also known as the rubber, (it used to be made from rubber), it is actually a plastic or sometimes vinyl compound.

Ferrule: The ferrule is the metal band that's located at the end of the pencil body and holds a eraser which has been glued into it.

Graphite: Also known as the writing core. The writing cores are glued into grooves that have been cut into the wooden slats. The writing core is made from graphite and clay. The more graphite in a pencil - the darker the mark. The more clay in a pencil - the lighter the mark.  

Now add a colored marker…

THE BOX & T-CHART

PENCIL MARKER

Similarities

Differences

Betsy Rupp Fulwiler

COMPARE AND CONTRAST Writing Frame

Start with how things are the same or similar.

The _____ and the ______ are the same because they both ___________.

Add more details as needed. In addition, they both

________________.

Explain how they are different. You can compare the same property or characteristic in the same sentence. Use “and”, “but”, or “whereas” to set up the contrast.

They are different because the ______, but the ______ does not.

Add more detail as needed. Also, the ________, whereas the

________________ does not.

Betsy Rupp Fulwiler

Update Your Table of Contents

• Turn back to your Table of Contents.• Add the Pencil and Marker Activity

with the corresponding page numbers.

• Now that you have had a basic experience in using your science notebook you are ready to record your experiences while at work in your science class!