Interactive Science Notebooks Conference
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Engagement? Differentiation? Formative assessment? Multiple intelligences? 21st century skills? Any of these sound familiar? Stressed about how to incorporate them into your science curriculum? Come to this session and learn how the interactive notebook can address all these topics and more (Adaptable to any subject).
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Interactive Science Notebooks Conference
- 16. MS. ROYAL'S CLASS My Interactive Notebook Author’s Page Your Picture Here Name: Birthday: Hobbies: Draw things that describe you on this page. You may also use photos, magazine cut outs, or computer art. (Ex. Favorite Food, Favorite Class, Pets, Family, Favorite Movie or Book, etc.)
- 20. What is Scientific Inquiry? pp. 14 – 15 Scientists learn about the natural world through scientific inquiry. They ask testable questions, design and perform investigations, and use the data collected as evidence of their thinking. We modeled the work of a scientist with the mystery cube activity… pp. 18-19 A good hypothesis must be a logical, testable answer to a scientific question. Pp. 22-23 Scientists use the scientific method ,,,
- 23. “ My notebook is organized, creative, and colorful which all helped me learn with ease.” “ My notebook has helped me learn and discover new ideas “ “ The (use of) color highlights key ideas and enhances understanding.” Keeps me organized “ aha” summaries reminded me of what we learned each day and how they all tied in together …” Connections Individual and unique
Editor's Notes
- Using interactive notebooks in the classroom helps develop globally competitive students by: connecting students’ thinking and experience, engaging students in collaborative inquiry, developing critical thinking skills that can be used to make informed decisions, and developing academic language. The notebook becomes real evidence of student learning and thinking. The notebook enhances communication between the student and the parent or the teacher and the parent. Parents can pick up the notebook and start asking questions about the student’s entries. It provides parents with evidence of a student’s conceptual understanding and person reflections. It can be used at parent conferences to discuss expectations and the extent to which the student is meeting them.
- The more students process information, the more they begin to understand it. This leads to longer retention
- Resource pages include grading rubric, pages about the AHA Connection page, how to write self-reflection, safety rules, class rules
- Odd numbered pages are on the right side. Students record observations, data, results of investigations, and teacher notes. Even numbered pages are on the left side. This is where students process the information and make sense of it.
- To encourage students to take ownership of their own learning.
- recording information and data, creating experimental plans, drawing diagrams, forming connections to learning, and asking thoughtful questions. Think as a scientist . . . Record as a scientist . . . Reflect as a scientist
- Gives them ownership of their notebook
- I tell them about the unit. They come up with a title and add pictures or clip art of things that they will learn about as part of the unit
- A great formative assessment tool
- A good hypothesis must be a logical, testable answer to a scientific question. It can change when more information is uncovered as evidenced by the dog and turnip activity. Our group hypothesis changed when new words were uncovered. An AHA page should have arrows, both solid and dashed, between each summary, showing how their lessons build on each other to provide an answer to their trigger question. Using the AHA connections pages, students gather information from multiple sources, continually making connections until enough evidence has been collected to answer the central question.
- I give bulleted notes and they create some type of thinking map or even a foldable. Then they have some kind of application activity