# data[].attributes.body
Assessment, Discussion & More

# data[].attributes.body
Interactive and engaging online activities with NSDL & Carnegie Melon University

# data[].attributes.attachment_link.readable_text
OLI Chemistry free for COVID-19 impacted institutions

CMU's OLI Chemistry may be helpful to educators moving courses online due to coronavirus. These materials are free for use by Covid-19 impacted institutions. The courseware covers General Chemistry I and General Chemistry II. Each module includes short amounts of texts, worked examples (including interactive worked examples), a multitude of thoughtfully scaffolded practice problems (with adaptive and targeted feedback), and assessments. The integration of these components provides a seamless and interactive learning experience for your students. The courseware also provides instructors with data on student performance, which they can use to adapt their instruction to student needs.

We will be holding webinars to give an overview of the courseware and discuss ways this free resource may help with the rapid transition to online instruction necessitated by Covid-19. The first webinar is scheduled for Friday, March 13 at 1 pm EST. Please RSVP to if you would like to attend, or if you have any other questions.

ChemCollective Resources

The ChemCollective is a collection of virtual labs, scenario-based learning activities, tutorials, and concept tests. Teachers can use our content for pre-labs, for alternatives to textbook homework, and for in-class activities for individuals or teams. Students can review and learn chemistry concepts using our virtual labs, simulations, and tutorials. The ChemCollective is organized by a group of faculty and staff at Carnegie Mellon who are interested in using, assessing, and creating engaging online activities for chemistry education.

Featured Resource

# data[].attributes.attachment_link.description
CMU's OLI Chemistry may be helpful to educators moving courses online due to coronavirus. These materials are free for use by Covid-19 impacted institutions. The courseware covers General Chemistry I and General Chemistry II. Each module includes short amounts of texts, worked examples (including interactive worked examples), a multitude of thoughtfully scaffolded practice problems (with adaptive and targeted feedback), and assessments.

# data[].attributes.body
Kathy Shrock - Great resource!

# data[].attributes.attachment_link.description
Sketchnoting, in its purest form, is creating a personal visual story as one is listening to a speaker or reading a text. I also believe the interactive notebook, which includes the process of taking…

# data[].attributes.body
Edutopia

# data[].attributes.attachment_link.readable_text
Teachers have long known that rote memorization can lead to a superficial grasp of material that is quickly forgotten. But new research in the field of neuroscience is starting to shed light on the ways that brains are wired to forget-highlighting the importance of strategies to retain knowledge and make learning stick.

In a recent article published in the journal Neuron, neurobiologists Blake Richards and Paul Frankland challenge the predominant view of memory, which holds that forgetting is a process of loss-the gradual washing away of critical information despite our best efforts to retain it. According to Richards and Frankland, the goal of memory is not just to store information accurately but to "optimize decision-making" in chaotic, quickly changing environments. In this model of cognition, forgetting is an evolutionary strategy, a purposeful process that runs in the background of memory, evaluating and discarding information that doesn't promote the survival of the species.

"From this perspective, forgetting is not necessarily a failure of memory," explain Richards and Frankland in the study. "Rather, it may represent an investment in a more optimal mnemonic strategy."

The Forgetting Curve

We often think of memories as books in a library, filed away and accessed when needed. But they're actually more like spiderwebs, strands of recollection distributed across millions of connected neurons. When we learn something new-when a teacher delivers a fresh lesson to a student, for example-the material is encoded across these neural networks, converting the experience into a memory.

Forgetting is almost immediately the nemesis of memory, as psychologist Hermann Ebbinghaus discovered in the 1880s. Ebbinghaus pioneered landmark research in the field of retention and learning, observing what he called the forgetting curve, a measure of how much we forget over time. In his experiments, he discovered that without any reinforcement or connections to prior knowledge, information is quickly forgotten-roughly 56 percent in one hour, 66 percent after a day, and 75 percent after six days.

So what can be done to preserve the hard work of teaching? After all, evolutionary imperatives-which prune our memories of extraneous information-don't always neatly align with the requirements of curriculum or the demands of the Information Age. Learning the times tables doesn't avail when running from lions, in other words, but in the modern world that knowledge has more than proved its mettle.

The Persistence of Memory

The same neural circuitry appears to be involved in forgetting and remembering. If that is properly understood, students and teachers can adopt strategies to reduce memory leaks and reinforce learning.

MIT neuroscientists, led by Richard Cho, explain the mechanisms for synaptic strengthening in a 2015 article, also published in Neuron. When neurons are frequently fired, synaptic connections are strengthened; the opposite is true for neurons that are rarely fired. Known as synaptic plasticity, this explains why some memories persist while others fade away. Repeatedly accessing a stored but fading memory-like a rule of geometry or a crucial historical fact-rekindles the neural network that contains the memory and encodes it more deeply.

Researchers have also learned that not all new memories are created equal. For example, here are two sets of letters to remember:

For readers of English, the second set of letters is more memorable-the more connections neurons have to other neurons, the stronger the memory. The seven letters in NPFXOSK appear random and disjointed, while ORANGES benefits from its existing, deeply encoded linguistic context. The word oranges also invokes sensory memory, from the image of an orange to its smell, and perhaps even conjures other memories of oranges in your kitchen or growing on a tree. You remember by layering new memories on the crumbling foundations of older ones.

5 Teacher Strategies

When students learn a new piece of information, they make new synaptic connections. Two scientifically based ways to help them retain learning is by making as many connections as possible-typically to other concepts, thus widening the "spiderweb" of neural connections-but also by accessing the memory repeatedly over time.

Which explains why the following learning strategies, all tied to research conducted within the past five years, are so effective:

1. Peer-to-peer explanations: When students explain what they've learned to peers, fading memories are reactivated, strengthened, and consolidated. This strategy not only increases retention but also encourages active learning (Sekeres et al., 2016).

2. The spacing effect: Instead of covering a topic and then moving on, revisit key ideas throughout the school year. Research shows that students perform better academically when given multiple opportunities to review learned material. For example, teachers can quickly incorporate a brief review of what was covered several weeks earlier into ongoing lessons, or use homework to re-expose students to previous concepts (Carpenter et al., 2012; Kang, 2016).

3. Frequent practice tests: Akin to regularly reviewing material, giving frequent practice tests can boost long-term retention and, as a bonus, help protect against stress, which often impairs memory performance. Practice tests can be low stakes and ungraded, such as a quick pop quiz at the start of a lesson or a trivia quiz on Kahoot, a popular online game-based learning platform. Breaking down one large high-stakes test into smaller tests over several months is an effective approach (Adesope, Trevisan, & Sundararajan, 2017; Butler, 2010; Karpicke, 2016).

4. Interleave concepts: Instead of grouping similar problems together, mix them up. Solving problems involves identifying the correct strategy to use and then executing the strategy. When similar problems are grouped together, students don't have to think about what strategies to use-they automatically apply the same solution over and over. Interleaving forces students to think on their feet, and encodes learning more deeply (Rohrer, 2012; Rohrer, Dedrick, & Stershic, 2015).

5. Combine text with images: It's often easier to remember information that's been presented in different ways, especially if visual aids can help organize information. For example, pairing a list of countries occupied by German forces during World War II with a map of German military expansion can reinforce that lesson. It's easier to remember what's been read and seen, instead of either one alone (Carney & Levin, 2002; Bui & McDaniel, 2015).

So even though forgetting starts as soon as learning happens-as Ebbinghaus's experiments demonstrate-research shows that there are simple and effective strategies to help make learning stick.

# data[].attributes.attachment_link.title
Why Students Forget-and What You Can Do About It

# data[].attributes.attachment_link.description
Teachers have long known that rote memorization can lead to a superficial grasp of material that is quickly forgotten. But new research in the field of neuroscience is starting to shed light on the ways that brains are wired to forget-highlighting the importance of strategies to retain knowledge and make learning stick.

# data[].attributes.body
Support for science writing

# data[].attributes.body
Implementation, tutorials, examples, and more

# data[].attributes.attachment_link.readable_text
This page is intended as a resource for teachers who are interested in going paperless in their classroom and using digital notebooks. Check out these posts to get some ideas for your own classroom, and then please join in the conversation- we need more trailblazer educators to re-invent education in our digital world!

Why go digital?

How to set up digital notebooks?

How do digital notebooks affect teaching and learning?

Additional resources and examples of digital notebooks

# data[].attributes.attachment_link.description
This page is intended as a resource for teachers who are interested in going paperless in their classroom and using digital notebooks. Check out these posts to get some ideas for your own classroom, and then please join in the conversation- we need more trailblazer educators to re-invent education in our digital world!

# data[].attributes.body
Why Notebooks?

# data[].attributes.attachment_link.readable_text
Rationale

A science notebook, such as the one shown in the figure below, is a strategy for students to record and reflect on inquiry-based observations, activities, investigations, and experiments in order to increase their understanding of science instruction.

Science notebooks are also an excellent tool for students to communicate their understanding of science concepts, for teachers to provide students with feedback, and, finally, to assess students (Shepardson & Britsch, 2000, 2001).

Science notebooks are also a way for teachers to integrate science experiences with literacy and mathematics because they combine science inquiry, written communication, and data using measurement (Gilbert & Kotelman, 2005; Klentschy, 2005; Yore, Bisanz, & Hand, 2003).

Science notebook, behavior of mealworms, 3/4 grade

Science notebooks are modeled after the way scientists really work, and each scientist's notebook is unique to that person, area of inquiry, type of experiment, and investigation. Student scientists record their observations, ideas, drawings, and other illustrations such as charts, tables, models, and graphs, along with their questions, ideas, and reflections in a running record of their thinking. A notebook may follow a general organization, but the contents can vary from student to student. Writing frames have also proven useful as prompts for students' entries in their notebooks (Warwick, Stephenson, Webster, & Bourne, 2003).

Research has shown that science notebooks support differentiated instruction for English learners through the use of this open format and other useful strategies for teaching English learners such as tapping prior knowledge, the five senses, interaction in groups, and primary language support. (Amaral, Garrison, & Klentschy, 2002). Teachers can use science notebooks to conference with students for purposes of assessment and guidance (Aschbacher & Alonzo, 2006; Ruiz-Primo & Li, 2004).

Strategy

Introduce the use of science notebooks with children's books that are based on the notebooks, journals, diaries, and records of scientists appropriate for each grade level. Discuss the books with students using reader response questions and prompts to engage them. Then model how to use a science notebook before, during, and after classroom science experiences, observations, and investigations.

A template can be used with students on a classroom chart, poster, or overhead transparency, with an individual copy for each student that includes the parts of a notebook - including places where students can formulate and develop their questions, make predictions, record observational data, describe procedures and results, write thoughtful reflections, and keep a record of the new concepts they are learning.

While each teacher will differentiate science notebook organization according to the grade level, interests, abilities, and individual needs of their students, here are the parts of science notebooks frequently used by teachers:

There are several ways to make science notebooks: in a composition book, a spiral notebook, a three ring binder with loose leaf paper and section dividers, or in a three-prong paper folder.

Writing frames can be provided for students to begin their entries, and they can bevaried by grade level. For example:

"We are trying to find out ..." (Grade 4)

"We made the test fair by ..." (Grade 4)

"By carrying out these measurements we are able to find the connection between ... and ..." (Grade 6)

"My results are accurate and reliable because ..." (Grade 7)

Technology

Students can also word process notes and use drawing functions and other types of graphics on programs like Word, such as charts, graphs, tables, and so on. Older and more advanced students could keep an online science notebook and create a blog so other students in the class could comment on and compare their findings. In addition to using nonfiction literature to supplement observations and inquiries in a science notebook, students can do online research.

Find out more about science notebooks.

Grade-level modifications

K-2nd Grade

Introduce science notebooks on the weather by reading the fictional story Cloudy With a Chance of Meatballs (Barrett, 1978). This is a humorous story of a town where the weather comes at breakfast, lunch, and dinner in the form of food. It was recently made into a major motion picture. Discuss the book with reader response questions and prompts:

What did you think of the weather in the book?

What kind of weather can you imagine?

Other good read aloud books for pre-K or K are Like a Windy Day (Asch & Asch, 2008), When the Wind Stops (Zolotow, 1997), and The Storm Book (Zolotow, 1989); for K through 2 in general is Oh Say Can You Say What's the Weather Today? All About the Weather (Cat in the Hat) (Rabe, 2004).

After modeling the use of science notebooks with students, plan daily observations of the weather. Students can note the date, time, and weather conditions, including measurements of the temperature using a thermometer, rainfall using a rain gauge, and wind using an anemometer. For younger students, record students' spoken observations on a large wall chart or calendar. Students can also make their own observations, records, and reflections in an individual notebook. Students can add drawings, charts, graphs, comments, predictions, and questions in these science notebooks.

Bring students together to discuss what they observed and recorded in their notebooks, ask questions, pose problems, and continue with further inquiry about weather. With each change in the weather, read a nonfiction book about it, discuss it with students, do activities, and students can add to their notebooks. Make a list of weather words on a poster in the room and also give each student a list of the words to keep in their notebook. Students can add drawings and definitions and create a glossary for the notebook. A good introduction to weather words is the book Weather Words and What They Mean (Gibbons, 1992).

Recommended children's books

3rd Grade-5th Grade

Introduce keeping a science notebook by reading aloud the journals of famous scientists, such as Galileo's Journal, 1609-1610 (Pettenati, 2006) and My Season With Penguins: An Antarctic Journal (Webb, 2000). Next, introduce keeping a science notebook on the behavior of mealworms by reading aloud the novel The Mealworm Diaries (Kerz, 2009), which is about two students working on a science project together and the personal problems they encounter while doing so. Lead a discussion about these books using reader response questions and prompts:

As a scientist, what would you want to write about in your notebook?

What are some things you have wondered about worms?

After modeling the use of a science notebook, provide mealworms for students to observe. Mealworms can be obtained from pet stores and biological supply houses. They can be kept in containers with a layer of bran and observed. Students can work in pairs to ask questions about mealworm behavior, pose hypotheses, collect and record data, make predictions, comment, and write reflections. Nonfiction books on mealworms can be used to supplement their observations of a living organism.

Recommended children's books

English language learners

English language learners can use visuals such as drawings, tables, graphs, charts, or models instead of language to make their ideas concrete and to demonstrate their understandings in a nonlinguistic way. Science notebooks also rely on the use of the five senses, tapping into prior knowledge - also excellent strategies for English language learners. Group discussions of science notebooks also provide teacher to student or student to student interaction, including the use of primary language support.

Books in students' primary language related to the topic of the science notebook canalso be used.

Recommended children's books

Struggling students

Writing frames for science notebook entries modeled by the teacher and co-created with students provide excellent scaffolding for struggling students or students with disabilities. The use of visual entries such as drawings, charts, graphs, diagrams, models,and so on also allow students to make entries even if they are struggling with writing.

Take dictation related to these drawings, and so forth, for students to model the writing down of their observations and ideas. A list of the science vocabulary needed for the notebooks can be posted in the room and each student provided with a copy, and materials used for the science notebooks can be labeled so that students can copy the words into their notebooks when needed.

Writing frames for science notebook entries can be posted in the room or on a copy for each student:

"I observed ..."

"I (saw, smelled, felt, heard) ..."

"My (experiment, investigation) was ..."

"I found that ..."

"I think this because ..."

Assessment

Student science notebooks can be assessed, at a minimum, for organization and completeness according to the following rubric:

Table of contents

All parts included
Page numbers indicated

Organization

Titles of activity or section
All dates and times
All pages numbered

Written entries and reflections

Appropriately titled
Includes main ideas
Provides necessary details
Shows understanding

Illustrations: drawings, graphs,
charts, tables, diagrams, etc.

Titled and labeled
Supports ideas

With younger students, science notebooks can be an excellent tool to assess student performance, understanding, and needs in a conference. Peer-conferences and peer-assessment using the rubric can be used in Grades 3 through 8, along with periodic conferences where questions can be asked and answered and a dialogue can be shared about the contents of the science notebook.

Resources

Campbell, B., & Fulton, L. (2003). Science notebooks: Writing about inquiry. Portsmouth, NH: Heinemann.

# data[].attributes.attachment_link.keywords[]
literature-based teaching in the content areas

# data[].attributes.attachment_link.description
Keeping a science notebook encourages students to record and reflect on inquiry-based observations, activities, investigations, and experiments. Science notebooks are also an excellent way for students to communicate their understanding of science concepts, and for teachers to provide students with feedback.

# data[].attributes.attachment_link.readable_text
It seems JavaScript is either disabled or not supported by your browser. To view this site, enable JavaScript by changing your browser options and try again.

Jump to main content

Explore this section to learn the basics of setting up science notebooks with your students. Once your routines are in place, explore the other sections of Science Notebook Corner to learn more strategies for deepening your students' learning.

It's as Easy as 1, 2, 3!

We've learned through experience how important it is to set aside time to introduce your students to notebooks as a scientific tool. Dedicating just a little bit of class time builds student ownership and develops shared routines.

These activities have been tested extensively with upper elementary grades, and can be adapted for any K-12 classroom.

Step 1: Develop Student Interest

One of the benefits of science notebooks is the bond students develop with them. If a student cares about her notebook, she is more likely to care about the science thinking that goes into it. It's important for students to forge a real relationship with their science notebook. It's not a textbook or a handout given by the teacher. Instead, the notebook belongs to its scientist.

In the following lessons, students learn about how other scientists use notebooks and begin to make their own. They also learn to share the work in their notebooks with peers, inspiring pride in their work and opening the window for personal growth.

Step 2. Develop Notebook Routines

In order for the notebook to serve as a reliable tool in your classroom, it's important to set up certain routines.

You'll need to consider where to keep the notebooks in your classroom and how students will retrieve them before science lessons. You'll need to establish an organizational framework inside the notebooks so students know how to label their pages and find past entries. Finally, we recommend setting up a categorization system that differentiates the types of notebook entries.

The following lesson plan, gallery, and video will give you some practical ideas for developing those routines.

Step 3: Develop the Notebook as a Tool for Scientific Thinking

Once you've helped students to bond with their notebooks, and established the basic routines, it's time to start putting the notebook to work in service of science learning.

Ideally, the blank notebook will serve as a canvas for students' observations, questions, explanations, and more. It will take time and practice for students to fluently express their scientific thinking.

Speaking this language begins with learning to see and sketch like a scientist. The following lessons will introduce you and your students to that skill.

Learn how science notebooks can help your students plan and carry out hands-on investigations.

Setting aside time for reflection allows your students to recognize their own learning.

Taking notes in science doesn't mean just copying what's on the board.

Giving Tuesday: Image - Claude plushy toy

Close

Give a gift, get a Claude!

Make your Giving Tuesday gift by 11:59 pm this Thursday and we'll match it. Plus, we'll send you a cuddly Claude if you give $100 or more!

Give the gift of science! (Image: penguins, ice, and snowflakes)

Close

Think outside the (gift) box!

Academy memberships fit everyone on your list-and benefit the museum you love.

# data[].attributes.attachment_link.description
Explore this section to learn the basics of setting up science notebooks with your students.

# data[].attributes.body
Science notebook templates and links to examples

# data[].attributes.attachment_link.readable_text
Still using a legacy edition of FOSS?

Legacy editions of FOSS are no longer supported on FOSSweb. These editions include:

FOSS K-6 Second Edition© 2005

FOSS Middle School First Edition© 2001-2005

FOSS California© 2007

FOSS Texas© 2013

# data[].attributes.attachment_link.description
Still using a legacy edition of FOSS? Legacy editions of FOSS are no longer supported on FOSSweb. These editions include: FOSS K-6 Second Edition© 2005 FOSS Middle School First Edition© 2001-2005 FOSS California© 2007 FOSS Texas© 2013

# data[].attributes.headline
Jennifer Weibert, Fresno County Office of Education Padlet Resources

# data[].attributes.subject
Jennifer Weibert, Fresno County Office of Education Padlet Resources

# data[].attributes.body
Jennifer Weibert