Name Tents

Create a name tent for yourself. On one side, put your first name. On the other side, put your “Hip Hop” name. Directions are on the orange paper on your table. Please do not write on these papers, I will be happy to provide you with an e-copy!

Interactive Science Notebooks

Presented by: Doni CashRegion 10 ESCDoni.Cash@Region10.org

Norms

Take care of yourself. Monitor your technology for learning. Participate actively! What is said here, stays here. What is

learned here, leaves here. It is okay to have FUN!

Moon Phase Buddies

Trim your Phases of the Moon diagram and glue inside the front cover of your journal. Now go around the room and introduce yourself to 8 people, and ask them to be your “buddy” on that phase of the moon. This is just like clock buddies, only with phases of the moon. Questions?

Key Ideas

Interactive journaling will make a difference! Students are actively engaged in thinking and

communicating. Students feel “ownershipownership” because they are

creating meaningful knowledge for themselves.

There’s no “rightright” or “wrongwrong” way. Modify to find ways that work best for you

and your students.

Students use both their visual and linguistic intelligences

Note taking becomes an active process

Notebooks help students to systematically organize as they learn

Notebooks become a portfolio on individual learning

Why Interactive Student Notebooks (ISN) engage

students?

Today you will create an ISN to record information during the training. Later you can use it as visual model to help your students get started.

The first page you create is a title page (like a book). You decide the

title for your ISN.

Reserve 2 or more pages after the title page for a Table of Contents (like a book)

Make columns for:

•Date•Entry•Page

This helps you find an entry fast when you

need it

For young students it may be helpful to Xerox and glue in grid pages for

the Table of Contents.

For little kiddoes consider . . .

Creating a class journal to model the process of journaling using a Big Book or a chart tablet.

Students contribute by finding pictures and telling you what to record.

Blank big books are available at www.abcstuff.com for $1.39 each

Left Hand assignment

Turn to your Table of Contents (TOC), and record your first assignment as ISN Graphic Organizer. Make sure you record the date, title, and correct page number!

Create a graphic organizer to record the advantages and disadvantages to using a composition notebook for you ISN. At the bottom of the page, jot down some ideas you are already wanting to remember for when you implement this (4 pages for TOC, numbering system, etc.)

Do we have to use “special” notebooks for our ISNs?

Again, there is no “right” or “wrong” way to do this!

With your new moon buddy, discuss the advantages and disadvantages of using composition books.

Why composition books work well

They are different from spirals (kids perceive spirals as ordinary).

The paper is sturdy and kids are less likely to rip out pages.

No wires to get tangled when you stack them.

Wal-mart/Target-50¢ (school supply season)

Dollar stores–as many as 10 for $1.

How are ISNs different from other journals?

ISNs have a “left-side, right-side” orientation to help students record, organize, and process new information. This takes advantage of the way each hemisphere of the brain works! Much of the classroom and homework can be done in the interactive notebook.

ISNs are not used just as a storehouse of information. The students are expected to continually reflect and show evidence of this reflection through “left hand” assignments.

What kind of information goes on each side?

OUTPUT Brainstorming

   Mind maps   Concept Maps   Venn Diagrams   Pictures   Drawings   Diagrams   Writing Prompts   Flow Charts   Lab & Self

Reflections   Poems   Songs   Worksheets

INPUTClass notesDiscussion notesReading notesHandouts with new information

Sample student work

What does this look like in class? Let’s take some notes! Turn to your Table of Contents. Record

your next assignment as Layers of the Earth. Fill in the appropriate page number.

Glue the Layers of the Earth notes on the right hand page. As we discuss, you may highlight or underline important information

Create the Layers of the Earth foldable and glue on the left side page. Color as you see appropriate. Take a few minutes to review the notes on the right and make some connections. Once you finish, go compare your notes with those of your waning gibbous buddy. Make any adjustments you feel

necessary.

And create a foldable!

What if I wanted to use a video?

Turn to your Table of Contents. Record your next assignment as Friction notes (Some may want to skip a line so that they can put the left hand assignment in first!). Fill in the appropriate page number.

Glue the Friction notes on the left hand page. As you watch the video, fill in the blanks.

What about labs?

Turn to your TOC and record Puff Cup Lab as your next left hand assignment. Fill in the appropriate page number.

Find your full moon buddy. Join with another group and complete the Puff Cup Lab. Record your data on the left hand side of your ISN.

Answer the following questions below your data.

Which surface had the longest average? Why do you think this was the result?

How do we take advantage of our ISNs while reading? Turn to your Table of Contents. Record

your next assignment as Greenhouse Effect reading. This will be a left hand and a right hand assignment. Fill in the appropriate page numbers.

Read the pages over Greenhouse Effect, highlighting, underlining, or making notes to yourself as you go along. Once you have finished, trim all of the pages so that they are the same size. Tape all of the pages together, then glue onto the right hand side.

On the left hand side, practice the kinds of interactions you would want your students practicing after they read. Find your waxing crescent buddy and share what your thoughts and reflections were.

What about vocabulary?

ISNs are a great place to do vocabulary work.

We are going to do two different examples of vocabulary activities. Any activity you currently use can be incorporated!

Ecology Vocabulary

Turn to your TOC. Record your next assignment as Ecology Vocabulary Match. This will be a right hand assignment. Fill in the appropriate page number.

Once you complete the matching activity, tape a ziploc bag to the left hand side and record Vocab Cards in your TOC.

On one side of the index card, write the vocabulary word. On the other side of the card, draw pictures and/or write short statements that show your understanding of the word.

When you finish your cards, find your full moon buddy and share your vocabulary cards. Make any additions that you want to make.

Vocabulary Web

After you have discussed your cards with your buddy, complete a vocabulary web with the same words as your next left hand assignment. Make sure to record Ecology Vocabulary Web and the correct page number in your TOC.

Vocabulary Briefcase Setup

Getting Started – Step 1:

Name, Grade

On the flap, write your name and grade.

Step 2:

Name, Grade

On the cover, write Vocabulary Briefcase.

Step 3:

Inside, glue pockets as shown.

Nam

e, G

rade

NatureOf

Science

PhysicalScience

PhysicalScience

LifeScience

LifeScience

EarthScience

EarthScience

NatureOf

Science

Definition Card Set-up:

(front) (back)

Hypothesis

If....Then….

What I think will happen in the investigation.

Draw a pictureto help youremember

In your“own words”

First 5 Nature of Science cards for your Vocabulary Briefcase.

Problem Conclusion

Data

variables

Hypothesis

You may decorate your Vocabulary Briefcase!

Name, Grade

Vocabulary Briefcase

Assessment Ideas . . .

Use a holistic approach. Add positive comments,

use stickers & post-it notes. Insure accountability by allowing

students use journals on quizzes and some tests.

Use peer evaluations. Develop a rubric to define

standards of detail or thoroughness.

RUBRIC FOR J OURNALS

4 Super Lots of detail Labeled drawings Very thorough

3 Good Some detail Some drawings labeled Thorough

2 Marginal Few details Few drawings or labels Not enough information

1 Incomplete No details No drawings/labels Very little information

Elementary Rubric

I participate in class

I volunteer answers and I answer if called on.

I answer if called on but I do not volunteer answers.

I do not participate.

I work with my partner

I always help my

partner.

I sometimes help my partner.

I let my partner do all the work.

I listen and f ollow

directions

Every time

I sometimes have to be reminded.

I have to be reminded of ten.

I try my best in everything I

do

Always

Of ten

Sometimes

My journal is neat and organized

I always use my best

handwriting.

I usually use my best

handwriting.

I sometimes use my

best handwriting.

My journal has

drawings

I have all the drawings and they are neatly colored and labeled.

I have all the drawings but some may not be neatly colored and some labels are missing.

I do not have all the drawings; some labels

and coloring are missing.

Secondary Rubric

RRuubbrriiccss Science journals can be graded for content. Students receive points for each entry over a specified time period. Journals can be checked a couple times during the grading period. Check them once at the middle of the grading period, and again at the end of the end of the grading period. Secondary Rubric

CATEGORY 4 - Excellent

3 - Good

2 - Satisfactory

1 – Less than Satisfactory

Table of Contents

Table of Contents is well kept with current entries, page numbers, and dates.

Table of Contents is fairly well kept with current entries, page numbers, and dates.

Table of Contents is missing a few dates, activities, or page numbers.

The Table of Contents need much work. Many entries are missing along with page numbers and dates.

Pages Numbered

Table of Contents has an entry for each and every day.

Table of contents is fairly well kept.

Table of Contents is missing a few dates, activities, or page numbers.

The Table of Contents need much work. Many entries are missing along with page numbers and dates.

Quality of Work

Classwork is of the highest level.

Work is done well and consistently.

Classwork is occasionally sloppy.

Work is often sloppy, incomplete, or off target.

Science Content

MMyy wwrriitttteenn rreessppoonnsseess demonstrate that I understand ALL of the science concepts and I can accurately use ALL the vocabulary.

MMyy wwrriitttteenn rreessppoonnsseess demonstrate that I understand MOST of the science concepts and I can accurately use MOST of the vocabulary.

MMyy wwrriitttteenn rreessppoonnsseess Demonstrate that I understand SOME of the science concepts and I can accurately use SOME of the vocabulary.

MMyy wwrriitttteenn rreessppoonnsseess Demonstrate that I understand very LITTLE of the science concepts and I can accurately use A LITTLE of the vocabulary.

Scientific Drawings

Required drawings are ALL large, accurately labeled and have relevant detail.

Required drawings are MOSTLY large, accurately labeled and have relevant detail.

Required drawings have incorrect labels, are not carefully drawn or have little detail.

Required drawings are too small, not labeled, or are very sloppy with little detail.

Daily Entries

I always have my journal ready every time it is required.

I SOMETIMES have my journal and use it when required.

I frequently DO NOT have my journal when it is required.

WHAT JOURNAL?

Time-management

Routinely uses time well throughout a project to ensure things get done on time.

Usually uses time well throughout the project, but may have been slow on occasion.

Tends to not be focused, but always gets things done by the deadlines.

Rarely gets things done by the deadlines often because of inadequate time management.

Let’s practice assessment!

Using one of the three sample rubrics, assess your first quarter buddy’s journal. Use post its to make any notes you would like. Remember that you want to use this opportunity to practice what you will do with student work!

Why would teachers not use journals? Find your waxing crescent buddy, then

take in another pair. In your group, brainstorm all of the reasons why teachers would choose not to use journals. We want to share ALL of the reasons so that we can “cure” them today!

Key Ideas

Journaling will make a difference! Students are actively engaged in

thinking and communicating. Students feel “ownershipownership” because they

are creating meaningful knowledge for themselves.

There’s no “rightright” or “wrongwrong” way. Modify to find ways that work best for

you and your students.

Final Reflection• Think about what you observed. • What were the steps in the process? • What does this have to do with Science?

“After talking today, I’m thinking….”

or“A new thought I have is ...”

What books are out there that can help me with ISNs?

How to get started How to teach technical

drawing How to monitor journaling

growth How to keep students

improving Examples of students’

journals Buy at www.nsta.org or other bookstores by Campbell & Fulton

ISBN 0-325-00568-0

Teaches reading and reasoning skills

Designed for beginning or intermediate users

Addresses needs of ELLs

Research based teaching strategies

Buy at www.nsta.org or www.amazon.com

By Michael Klentschy

ISBN 978-1-93353-103-8

Bibliography

http://upstagereview.org/ClassroomArticles/interactive%20notebook.pdf

http://interactive-notebooks.wikispaces.com/ http://jyounghewes.tripod.com/science_notebooks.html www.unitedstreaming.com Marzano, R., Pickering, D., & Pollock, J. (2004) Classroom

Instruction That Works.  Alexandria, Virginia:  ASCD. Frank, M. (2003). If You're Trying to Get Better Grades and

Higher Test Scores You've Gotta Have This Book! Nashville, Tennessee: Incentive Publications.

Bledsoe, K. (2004).  Global Warming.  Logan, Iowa:  Perfection Learning.