Interactive Science Notebooks explained
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The document details the use of interactive science notebooks in education, emphasizing their benefits for student engagement, organization, and assessment. It outlines strategies for implementing notebooks, including standardizing formats, teaching organization, and allowing peer grading to enhance accountability. Additionally, it provides tips for successful notebook management and outlines various types of assignments to encourage different learning styles.
Interactive Science Notebooks explained
- 1. Interactive Science NotebooksAdam Geller
- 2. Agenda
- 3. You may NOT,NOT , NOT take my notebooksPlease respect the supplies. I have to pay to replace them.Please ask questions… this session is for you to be successful.Sorry in advance, we’re moving fast… only 55 minutes. Ground Rules
- 4. Agenda
- 5. Scientists use notebooks in “real life”Research-based method for higher student achievementNotebooks allow development of ideas over time and in sequenceNotebooks let each student work on his or her own levelOngoing formative assessment toolThey’re FUN!!Why Science Notebooks?
- 6. Notebook assignments hit multiple learning styles Uses both structural and creative processing of student brainMultiple points of processing (this is key)The more they hear it, look at it, write it, the more likely they are to retain itVery impersonal science topics become personalized for student immediatelyBasic Theory
- 7. Agenda
- 8. My format is standardized for all studentsSome teachers take a laissez faire approach to organization and structure… your choice (however, not recommended)Organizing a notebook
- 9. Easy to tell at a glance what is missingSimple way for any student to find out what was done when absent (there are X other students with same notebook)Faster to grade… they’re all the sameTeacher’s copy can be general template without any answersSide benefit: teaches organization, planning and structureBenefits of standardizing
- 10. Nearly impossible to coordinate purchase and selling of an excellent quality notebookFree when reproduced at copy shop Copy shop will produce, staple and deliver to your door!Template files are production-readyNeed cover colors and quantity in emailCoordinate by school to expediteNotebooks free-for-allNote bene: Buy a heavy-duty stapler to reinforce the copier staples
- 11. In order to make notebooks a seamless part of class… supply your students with what they need
- 12. Publication kits
- 13. Scissors
- 15. Glue
- 16. Optional:
- 17. Post-it notes
- 18. Pencils
- 19. Pens
- 20. Highlighter
- 21. Plastic tubs are only real investment. Most other supplies can be gathered free from KidSmart (DonorsChoose.org for nice scissors)Publication kits
- 22. Agenda
- 23. Collecting notebooks would be a horrible idea because it would take horribly long to gradeDevelop your own assessment strategyDecide what the notebook representsDecide how much weight it will have in the gradeDetermine whether completing an assignment fulfills the purpose of the notebook for your classPlease, no more work!
- 24. Students grade each other’s notebooksRubric based point systemTeacher controls who grades which notebookAny student can ask teacher for regradeHow to prevent grade cheating… really dramatic explanation of spot checks of the notebooks. They know it’s possible because grader’s name is on grade sheet.My less-work strategy
- 25. Example rubricBonus of having kids grade… they discover before the grades are entered that you’ve tallied up the total pointswrong!Walk students through each assignment
- 27. Correct/wrong feedback given during homework checkGrade all notebooks in minutesStudents understand that the notebook completion really matters and affects gradeStudents use poor notebook check performance as motivation to get caught upHave insight on any students’ amount of work/effort for a parent conference without needing the work at handThis really works?
- 28. Agenda
- 29. You needPublication kit nearbyOne of each handoutWe’re limited by time, so our focus will be to cover the different types of set-up activitiesMaking a science notebook
- 30. Remember that we must TEACH our students about the notebooks just like any other system or procedure in the classroomTime spent at the beginning of the year on teaching the method and system will save countless time throughout the yearTip for Success
- 31. Manage the little pieces Photocopy multi-up on a sheetCut as much as possible with paper-cutterGlue little pieces into notebookStore extras in numbered hanging foldersTips for success
- 32. Sample sheets to copySee the picture-frame method demonstrated at http://scienceclass.blip.tv
- 33. On top line, PRINT your first and last name then put the periodIn space below, decorate using guidelines:Must say “Name’s Science Notebook” (like Mr. Geller’s Science Notebook)Use at least four colorsHave at least three pictures that describe youOne picture about scienceExample Cover Assignment
- 35. Right hand side = oddLeft hand side = evenNumber in top, outside cornersStart with 1, go to 10(With students, have them label in chunks, too)When finished, check your table partnerNumber your pages
- 36. We’re skipping…Page 1 is class expectations and syllabusPage 2 for me was a “poster” on class rules/procedure that they thought would be important for themPage 3 Signed Science Lab Rules contractPage 1, 2, and 3
- 38. Must model this for students before it will be a procedure and ultimately a habit.Students learn to take the topic from the notes, or from somewhere on board/PowerPointTable of Contents
- 39. Table of Contents2. Class Rules Poster4. Left Side Info6. Notebook Sides Poster8. Levels of Questions10. Observations Practice12. Procedure practice1. Class Syllabus3. Safety contract5. Right Side Info7. Assignment ideas9. Grandma’s House11. Qualitative and Quantitative Observations13. Writing a procedure
- 40. Find the sheets that say “Left side” and “right side”
- 41. Cut off the outsides – like a picture frame – for both at the same time
- 42. Four-corner glue
- 43. A dot of glue on all four corners
- 44. Left on page 4
- 45. Right on page 5Page 4 and 5
- 47. Example of a processing assignment for homework:Create a poster to illustrate the difference between a left and right side page of the notebookMust use at least four colors(Generally speaking, I always required at least four colors for credit)Page 6
- 49. Page 7 was a handout of different types of assignments we might do on left side (i.e. haiku, acrostic poem, pictionaries, etc)Page 7
- 50. Take out Grandma’s houseCut the house apart from the words and the titleFour-corner glue the words in the middle of the pageFlip-chart the house on top of the wordsPut the title anywhere it will fitPage 9 – Student Instructions
- 51. The words list is pasted under the house. The house “flips” up.
- 52. Divide the page into three areas (horizontally)Number themPage 8
- 53. On page 9, write these words in the appropriate box (Intro to new material)Output: Book + Brain + Extra info (DOK 3)Process: Book + Brain (DOK 2)Input: Book (DOK 1)DOK 4 isProjects Extended OutputNot daily.Not needed on this page!!!Levels of questioning (a.k.a. DOK)
- 54. This is how students were prompted during guided practice:Level 1 requires “only your book” to answer a question.Pick one of the words in Level 1 and then write a statement about Grandma’s houseDon’t worry, it won’t be a question.Page 8 – Level 1
- 55. Instructions for independent practice:Write at least three more Level 1 questionsCheck your table partner’s Level 1 questions (FYI: this is a cooperative learning structure)Share out in X minutesLevel 1
- 57. Students should use this page when trying to make up questionsAssign how many of which type you’d like to seei.e. Two level 2 and one level 3 question about today’s lessonThese are “Cornell questions”
- 58. Seriously, Cornell notes are good for kidsYou can incorporate them into any of your lessons with same note-taking strategiesI have personally switched lessons from guided notes worksheets to Cornell notes in the notebookFaster prepSaves paperBuilds note-taking skills for kidsCornell Notes, minus the headache
- 59. This would be first formal notes Qualitative and quantitative observationsWe’ll just practice using STARS = Set it up (title, date)T = Take notesA = Ask questionsR = Review and summarize* *once per lesson, not pagePage 11
- 60. Example processing activity:Cut out any picture from a magazineMake a T-chart under the pictureQualitative – left sideQuantitative – right side5 observations for each columnPage 10
- 62. Each student has ownershipEach assignment is not able to be copied from another studentEven if the students help each other, they still have individualized productE A S Y to spot check homework and provide feedback within seconds (I have a system that can help)About that processing