Interactive Science Notebooks explained

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Learn how to implement science notebooks in your classroom with this introduction to my system of organization. Student examples are provided.

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Interactive Science Notebooks explained

  1. 1. Interactive Science Notebooks<br />Adam Geller<br />
  2. 2. Agenda<br />
  3. 3. You may NOT,NOT , NOT take my notebooks<br />Please respect the supplies. I have to pay to replace them.<br />Please ask questions… this session is for you to be successful.<br />Sorry in advance, we’re moving fast… only 55 minutes. <br />Ground Rules<br />
  4. 4. Agenda<br />
  5. 5. Scientists use notebooks in “real life”<br />Research-based method for higher student achievement<br />Notebooks allow development of ideas over time and in sequence<br />Notebooks let each student work on his or her own level<br />Ongoing formative assessment tool<br />They’re FUN!!<br />Why Science Notebooks?<br />
  6. 6. Notebook assignments hit multiple learning styles <br />Uses both structural and creative processing of student brain<br />Multiple points of processing (this is key)<br />The more they hear it, look at it, write it, the more likely they are to retain it<br />Very impersonal science topics become personalized for student immediately<br />Basic Theory<br />
  7. 7. Agenda<br />
  8. 8. My format is standardized for all students<br />Some teachers take a laissez faire approach to organization and structure… your choice (however, not recommended)<br />Organizing a notebook<br />
  9. 9. Easy to tell at a glance what is missing<br />Simple way for any student to find out what was done when absent (there are X other students with same notebook)<br />Faster to grade… they’re all the same<br />Teacher’s copy can be general template without any answers<br />Side benefit: teaches organization, planning and structure<br />Benefits of standardizing<br />
  10. 10. Nearly impossible to coordinate purchase and selling of an excellent quality notebook<br />Free when reproduced at copy shop <br />Copy shop will produce, staple and deliver to your door!<br />Template files are production-ready<br />Need cover colors and quantity in email<br />Coordinate by school to expedite<br />Notebooks free-for-all<br />Note bene: Buy a heavy-duty stapler to reinforce the copier staples<br />
  11. 11. <ul><li>In order to make notebooks a seamless part of class… supply your students with what they need
  12. 12. Publication kits
  13. 13. Scissors
  14. 14. Crayons/markers/colored pencils
  15. 15. Glue
  16. 16. Optional:
  17. 17. Post-it notes
  18. 18. Pencils
  19. 19. Pens
  20. 20. Highlighter
  21. 21. Plastic tubs are only real investment. Most other supplies can be gathered free from KidSmart (DonorsChoose.org for nice scissors)</li></ul>Publication kits<br />
  22. 22. Agenda<br />
  23. 23. Collecting notebooks would be a horrible idea because it would take horribly long to grade<br />Develop your own assessment strategy<br />Decide what the notebook represents<br />Decide how much weight it will have in the grade<br />Determine whether completing an assignment fulfills the purpose of the notebook for your class<br />Please, no more work!<br />
  24. 24. Students grade each other’s notebooks<br />Rubric based point system<br />Teacher controls who grades which notebook<br />Any student can ask teacher for regrade<br />How 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.<br />My less-work strategy<br />
  25. 25. Example rubric<br />Bonus of having kids grade… they <br />discover before the grades are entered <br />that you’ve tallied up the total points<br />wrong!<br /><ul><li>Walk students through each assignment
  26. 26. Grading values completion…
  27. 27. Correct/wrong feedback given during homework check</li></li></ul><li>Grade all notebooks in minutes<br />Students understand that the notebook completion really matters and affects grade<br />Students use poor notebook check performance as motivation to get caught up<br />Have insight on any students’ amount of work/effort for a parent conference without needing the work at hand<br />This really works?<br />
  28. 28. Agenda<br />
  29. 29. You need<br />Publication kit nearby<br />One of each handout<br />We’re limited by time, so our focus will be to cover the different types of set-up activities<br />Making a science notebook<br />
  30. 30. Remember that we must TEACH our students about the notebooks just like any other system or procedure in the classroom<br />Time spent at the beginning of the year on teaching the method and system will save countless time throughout the year<br />Tip for Success<br />
  31. 31. Manage the little pieces <br />Photocopy multi-up on a sheet<br />Cut as much as possible with paper-cutter<br />Glue little pieces into notebook<br />Store extras in numbered hanging folders<br />Tips for success<br />
  32. 32. Sample sheets to copy<br />See the picture-frame method demonstrated at http://scienceclass.blip.tv<br />
  33. 33. On top line, PRINT your first and last name then put the period<br />In space below, decorate using guidelines:<br />Must say “Name’s Science Notebook” <br />(like Mr. Geller’s Science Notebook)<br />Use at least four colors<br />Have at least three pictures that describe you<br />One picture about science<br />Example Cover Assignment<br />
  34. 34.
  35. 35. Right hand side = odd<br />Left hand side = even<br />Number in top, outside corners<br />Start with 1, go to 10<br />(With students, have them label in chunks, too)<br />When finished, check your table partner<br />Number your pages<br />
  36. 36. We’re skipping…<br />Page 1 is class expectations and syllabus<br />Page 2 for me was a “poster” on class rules/procedure that they thought would be important for them<br />Page 3 Signed Science Lab Rules contract<br />Page 1, 2, and 3<br />
  37. 37.
  38. 38. Must model this for students before it will be a procedure and ultimately a habit.<br />Students learn to take the topic from the notes, or from somewhere on board/PowerPoint<br />Table of Contents<br />
  39. 39. Table of Contents<br />2. Class Rules Poster<br />4. Left Side Info<br />6. Notebook Sides Poster<br />8. Levels of Questions<br />10. Observations Practice<br />12. Procedure practice<br />1. Class Syllabus<br />3. Safety contract<br />5. Right Side Info<br />7. Assignment ideas<br />9. Grandma’s House<br />11. Qualitative and Quantitative Observations<br />13. Writing a procedure<br />
  40. 40. <ul><li>Find the sheets that say “Left side” and “right side”
  41. 41. Cut off the outsides – like a picture frame – for both at the same time
  42. 42. Four-corner glue
  43. 43. A dot of glue on all four corners
  44. 44. Left on page 4
  45. 45. Right on page 5</li></ul>Page 4 and 5<br />
  46. 46.
  47. 47. Example of a processing assignment for homework:<br />Create a poster to illustrate the difference between a left and right side page of the notebook<br />Must use at least four colors<br />(Generally speaking, I always required at least four colors for credit)<br />Page 6<br />
  48. 48.
  49. 49. Page 7 was a handout of different types of assignments we might do on left side (i.e. haiku, acrostic poem, pictionaries, etc)<br />Page 7<br />
  50. 50. Take out Grandma’s house<br />Cut the house apart from the words and the title<br />Four-corner glue the words in the middle of the page<br />Flip-chart the house on top of the words<br />Put the title anywhere it will fit<br />Page 9 – Student Instructions<br />
  51. 51. The words list is pasted under the house. <br />The house “flips” up.<br />
  52. 52. Divide the page into three areas (horizontally)<br />Number them<br />Page 8<br />
  53. 53. On page 9, write these words in the appropriate box (Intro to new material)<br />Output: Book + Brain + Extra info (DOK 3)<br />Process: Book + Brain (DOK 2)<br />Input: Book (DOK 1)<br />DOK 4 is<br />Projects <br />Extended Output<br />Not daily.<br />Not needed on this page!!!<br />Levels of questioning (a.k.a. DOK)<br />
  54. 54. This is how students were prompted during guided practice:<br />Level 1 requires “only your book” to answer a question.<br />Pick one of the words in Level 1 and then write a statement about Grandma’s house<br />Don’t worry, it won’t be a question.<br />Page 8 – Level 1<br />
  55. 55. Instructions for independent practice:<br />Write at least three more Level 1 questions<br />Check your table partner’s Level 1 questions<br /> (FYI: this is a cooperative learning structure)<br />Share out in X minutes<br />Level 1<br />
  56. 56.
  57. 57. Students should use this page when trying to make up questions<br />Assign how many of which type you’d like to see<br />i.e. Two level 2 and one level 3 question about today’s lesson<br />These are “Cornell questions”<br />
  58. 58. Seriously, Cornell notes are good for kids<br />You can incorporate them into any of your lessons with same note-taking strategies<br />I have personally switched lessons from guided notes worksheets to Cornell notes in the notebook<br />Faster prep<br />Saves paper<br />Builds note-taking skills for kids<br />Cornell Notes, minus the headache<br />
  59. 59. This would be first formal notes <br />Qualitative and quantitative observations<br />We’ll just practice using STAR<br />S = Set it up (title, date)<br />T = Take notes<br />A = Ask questions<br />R = Review and summarize* <br />*once per lesson, not page<br />Page 11<br />
  60. 60. Example processing activity:<br />Cut out any picture from a magazine<br />Make a T-chart under the picture<br />Qualitative – left side<br />Quantitative – right side<br />5 observations for each column<br />Page 10<br />
  61. 61.
  62. 62. Each student has ownership<br />Each assignment is not able to be copied from another student<br />Even if the students help each other, they still have individualized product<br />E A S Y to spot check homework and provide feedback within seconds (I have a system that can help)<br />About that processing<br />

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