Science notebooking can create a seamless connection between science and literacy. Notebooks allow students to record their interactions with scientific phenomena through observations, experiences, and thinking, which are integral parts of the scientific process. Writing in notebooks requires students to clarify their own understanding and identify gaps in their knowledge. Notebooks have benefits like cognitive engagement, organizing data, self-assessment, linking new and prior knowledge. Sample tools used in notebooks include diagrams, charts, concept maps, and summaries. Notebooks have a long history in science and were used by thinkers like Leonardo da Vinci and Charles Darwin to document their work.

1. Science notebooking Essential Question: How can we create a seamless line between science and Literacy? Presented by Tara V Dowdell

2. Connecting Literacy and Science Literacy is typically described as the ability to read and write. Literacy is the "ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Science is an outlandishly large body of knowledge. It’s domain is the natural world-the things in it, the principles that govern their behaviors, and the conceptual connective tissues that makes it all comprehensible.

3. Transforming Knowledge and Learning “The act of writing by its very nature may enhance thinking. Writing may achieve this by demanding the learner to organize knowledge.” “Students’ Science Notebooks and the Inquiry Process “ Klentschy and Molina-De la Torre, 2004

5. It is a personal representation of experiences, observations, and thinking, which are integral parts of scientific processing.Writing requires students to clarify what they know and expose what they don’t know. ActiveReasoning Analyzing Communicating Effective Thinking Organizing Remembering

6. The History of the Science Notebook The Vitruvian Man, Leonardo's study of the proportions of the human body. 1485 LeodardodaVinci Studies of Embryos 1510 Linus Pauling's Science notebooks Works of Charles Darwin 1837

7. Science notebooking

8. Inquiry-Based Learning and Science notebooking Inquiry-Based Learning Unifying Topics Essential Questions Explore/Apply/Reflect Data driven Claims and Evidence Meaning Connections to real life Predictions/Conclusion Student driven Dependent to independent learning Science notebooking Cognitive engagement Record of organized data Self-assessment tool Informal assessment Differentiate instruction Focal point for discussion Link new information and prior knowledge Organizing and restructuring knowledge Personal record/ownership

9. Interactive Science Notebook Input The Box and T-chart Venn Diagrams Concept Maps Definitions KWL Student notes Output Foldables Summaries Sketches Labeled Diagrams Poster Report Click to here view samples of student work.

10. Sample science notebook rubric

11. Thinking about science notebooking………., 1. What are some of the benefits that you saw in using science notebooking? 2. How can science notebooking be a beneficial tool to students of today? 3. What are some of the skill sets that can be learned from science notebooking? Share with the group…

12. References http://darwin-online.org.uk/EditorialIntroductions/vanWyhe_notebooks.html http://en.wikipedia.org/wiki/Image:Leonardo_da_Vinci_Studies_of_Embryos.jpg http://img93.exs.cx/img93/5200/paulingnotes14jj.jpg National Research Council (2006) Taking Science To School. Washington D.C: National Academy of Sciences. Crossing Boards: Students’ Science Notebooks and the Inquiry Process; Klentschy and Molina-De la Torre, 2004