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 ( 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<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 />