primary science notebooks

After my last post I became more interested with the NSTA's website.  It cost money to become a full member but visitors can still register and have access to free articles published in the NSTA's peer reviewed journals (there is a journal for elementary, middle school, and high school teachers).  The article I found was published in the November issue of Science & Children, which is a journal specifically for elementary teachers.  Titled A Menu of Options: Strategies for success with science notebooks in the primary grades written by Valerie Joyner, it gives suggestions for effective implementation of science notebooks.  I think this is a great way to include science in early grades by having students  record and reflect on their science experiences.  It also provides another way to collect data on students to show parents and principals.  Below I'm going to provide a summary of the article highlighting points that I thought would be most helpful.  (You can get this article if you create a free account through NSTA).     

Beginning Thoughts
The author suggests that the first thing you need to do is decide what the notebooks will be made from.  She recommends using a 3 ring binder to encourage organization, easy removal, and addition of materials.  The next thing you need to keep in mind before you start using the notebooks is to set goals to be met by the notebook activities, choose how they will be assessed and of course align them with standards.  Since this article addresses grades k-3 it suggests teachers to model a lot in the beginning.  For example, model how to keep data organized so they can easily revisit data to extend their findings through other science activities such as making a graph from the water samples collect over the year.  In the beginning teachers should also use scaffolding strategies such as fill in the blank data sheets and graphic organizers.  As time goes on these scaffolding tools can be taken away because students have had more practice in writing sentences, making observations, and recording data. 

During

Another strategy given in the article was to include pages for science vocabulary that students learn during inquiry.  I really loved how she explained using and introducing vocabulary to primary students.  As students experience the new ideas/vocabulary, introduce the term and have a group discussion about what it means.  Then students can right their own definition to the vocabulary word. I think this is a wonderful way to approach new terms at all grade levels.

Other good suggestions for effective use of science notebooks are developing a focus question before the science experience.  This can be developed by the students during a class discussion.  This helps to establish purpose and  zone in students thinking so they can practice collecting relevant data and avoid getting overwhelmed by reporting every detail they see.  The focus questions should be open ended, such as What do you notice about....? 

Lastly, take advantage of primary students frequent questions and instruct students to record their questions in their notebooks under an "I Wonder" section.  This can increase motivation since they now have personally invested time and thought into their inquiry.

Joyner, V. (2010) Science & Children. A Menu of Options. Vol. 48, No. 3
taken from NSTA's website.  Click here to link to the page where you can see the article and register to read it for free.