1. iZone Science Instructional Support Team
Location: Mitchell High School
8:00 a.m. - 3:00 p.m.
Presenters: Mrs. Regina Evans, 5th Grade Teacher Treadwell Elementary
Mrs. Detra Holmes, Instructional Science Advisor
Using science notebooks to document
students’ ideas.
Summer Retreat
2. iZone Science Instructional Support Team
Know - The new TN Science Standards are three dimensional and require a shift
toward three dimensional instruction, including the engagement of students in the
Science and Engineering Practices.
Understand - The interactive science notebook should be used as a daily learning
and reflection tool to maximize science instruction in the classroom.
Do - Engage as learner to construct and utilize an interactive science notebook to
make thinking visible and reflect on how integrating the practices into the notebook
supports effective science instruction.
Professional Development KUD
3. iZone Science Instructional Support Team
Session Focus Questions:
● How can an interactive science notebook (ISN) support
effective science instruction?
● How do I set up an interactive science notebook?
● How can we help students use their ISNs to make their
thinking visible?
5. iZone Science Instructional Support Team
How can an interactive science
notebook (ISN) support effective
science instruction?
6. iZone Science Instructional Support Team
According to research
● Thoughtfully implemented science notebooks use reflective writing and include a think-aloud feature
that is common to the notebooks of actual scientists as they explore the world in a first hand manner
(Magnusson & Palincsar, 2003).
● Science notebooks engage students in authentic science processes, such as recording information
and data, engaging in research, collaborating, and analysis (Hargrove & Nesbit, 2003; Yound, 2003).
● Using an interactive notebook allows a student to think, record data and observations, and reflect
just as professional scientists do (Young, 2003).
● Science notebooks expose students’ thinking, providing important insights about student
understandings and serving as formative assessment tools (Hargrove & Nesbit, 2003; Gilbert &
Kotelman, 2005).
● Science notebooks provide a structure and support for differentiated learning, helping ALL students
to achieve (Amaral, Garrison, & Klentschy, 2002; Gilbert & Kotelman, 2005)
7. iZone Science Instructional Support Team
A Framework for K12 Science Education
“Educating all students
in science and
engineering.”
Science notebooks provide a
structure and support for
differentiated learning, helping ALL
students to achieve (Amaral,
Garrison, & Klentschy, 2002; Gilbert &
Kotelman, 2005)
“Providing the
foundational
knowledge for those
who will become the
scientists, engineers,
technologist, and
technicians of the
future.”
Using an interactive notebook
allows a student to think, record
data, and observations, and
reflect just as professional
scientists do (Young, 2003)
Using a notebook shows a
student’s thinking from beginning
to end in the development of
science concepts and thinking.
“Children build on and
revise their knowledge
and abilities, starting
from their curiosity
about what they see
around them and their
initial conceptions about
how the world works”
10. iZone Science Instructional Support Team
Personalized Notebook Cover
Notebook Rubric & Table of Contents
Numbered pages
Unit Pages*
Input & Output Sides*
Reflection Page
Key Pieces of an Interactive Notebook
11. iZone Science Instructional Support Team
Science & Engineering Practices
Accountable Talk Stems*
School Calendar*
Important information- (clever usernames & password, edmodo,
email addresses, remind)
Parent Input Page*
Key Handouts for Interactive Notebook
12. iZone Science Instructional Support Team
Teacher Pre-Work
Before August 6th:
1. Create your own notebook 1st!
2. Pre-cut any handouts the that you want to use.
3. Create a table of contents for students to utilize.
13. iZone Science Instructional Support Team
Let’s Get Started!
1. Create a cover
● Name
● At least 2 colors
● One related picture
1. Number Pages (1-15)
● Start with first page as #1
● Even on always on left (back side)
15. iZone Science Instructional Support Team
Table of Contents Page
Left Side Right Side
How or Organize your ISN /Rubric 1 School Calendar
Table of Contents (TOC) 2 3 Table of Contents (TOC)
Science & Engineering Practices 4 5 Accountable Talk Stems
Teacher Talk Moves 6 7 Unit Page: Convection Currents
8 9
10 11
16. iZone Science Instructional Support Team
● Create your notebook first and decide what handouts you
want to utilize.
● During the first year, you may not be able to integrate the
left & right sides. (see rubric page)
● Try to use the notebook everyday!
● Decide how you will assess the notebook.
Things to remember!
17. iZone Science Instructional Support Team
How can we help students use
their ISNs to make their thinking
visible?
19. Standard
Alignment
6.ESS2.2 – Diagram convection
patterns that flow due to uneven
heating of the Earth.
6.PS3.4 – Conduct an investigation
to demonstrate the way that heat
(thermal energy) moves among
objects through radiation,
conduction, or convection.
21. iZone Science Instructional Support Team
Table of Contents Page
Left Side Right Side
How or Organize your ISN /Rubric 1 School Calendar
Table of Contents (TOC) 2 3 Table of Contents (TOC)
Science & Engineering Practices 4 5 Accountable Talk Stems
Teacher Talk Moves 6 7 Unit Page: Weather & Climate
Heat Convection Model
8
9 Heat Convection Handout
10 11
22. iZone Science Instructional Support Team
Create a model to predict
what will happen to air
when the balloon is
heated & cooled.
After it is heated After it is cooled
7/18/18
Page 9
23. iZone Science Instructional Support Team
Bottle & Balloon
Investigation:
Components of the system
● Bottle
● Balloon
● Air inside the bottle
Phenomenon-What happens to air when it is heated or cooled?
24. iZone Science Instructional Support Team
Directions: On page 8
in your ISN, draw a
model showing what is
going on at the
unobservable level to
cause the observable
phenomenon.
Phenomenon-What happens to air when it is heated or cooled?
Zoom-In Box
26. iZone Science Instructional Support Team
What’s Next:
Integrating more evidence into the ISN
● Video Clips
● Notes
● Informational text
● Consensus group model
27. Key Takeaways
The focus SEP of today’s session is:
SEP 2: Developing and Using Models
Review the SEP progressions for 3-5
and 6-8 with your group. Which
indicator(s) of the focus SEP did you
in throughout today’s session?
28. Key Takeaways
● Interactive science notebooks
should be used as a daily
learning tool to support science
instruction.
● Students should use models to
generate questions, make
predictions and develop
explanations.
30. Stay Connected
iZone Science Weebly izonescience.weebly.com
Remind App Text @izones to 81010
Twitter @iZoneScienceSCS
Instagram iZone Science
REMEMBER:
THE IZONE SCIENCE RESOURCE BANK IS ALWAYS AVAILABLE. IT
HOUSES TONS OF RESOURCES FOR YOU TO PLAN WITH
31. iZone Science Instructional Support Team
Thank You for your time and
participation!
Survey
https://www.surveymonkey.com/r/S3J6567
LaToya N. Pugh
pughln@scsk12.org
Detra Holmes
humbledn@scsk12.org
Jessica Henderson
hendersonj1@scsk12.org
Chrystal Tolbert
tolbertc@scsk12.org
Please join our updated Remind Group
Text @izones to 81010
Editor's Notes
We know that making students’ thinking visible is very important. In order for us to address our students’ needs, we need to know what is inside of their heads!
Speaker reads: Our first focus question is: How can an interactive science science notebook support effective science instruction.
First we want to know what the research says. Remember this is not some type of activity that we just pull out randomly.
Speaker: Can I get a participant to read the bullets please? Speaker says: As I think about bullet 2 & 3, I think about the practices. The practices are “what students do”. A goal for science education is for our students to behave like real scientists. This involves students engaging in the actions and practices of real scientists.
Speaker: Our parent document for our new standards is the Framework for k12 Education. The statements at the top (whitebox) are pulled directly from the framework (guiding statements) and the statements in the blue boxes correlate with research regarding ISNs.
Speaker: Box 1 reads: The framework states that all students should be educated in science and engineering (focus on ALL). Speaker will read the supporting ISN research box.
Speaker: Ask a for volunteers to read the other white boxes and speaker reads the blue boxes (ISN statements that support the framework statement)
Speaker: “How often should our students be engaged in the practices?” (everyday). In the same token, students should be using their interactive notebooks everyday too! It is not an notebook that it only pulled out during “investigations or labs”. If used correctly, the interactive notebook is a learning tool.
Speaker: reads slide and then passes out notebooks to all participants.
Speaker: When we think about creating an ISN, there are some key elements that should be included. Speaker reads slide. The asterisk=first year implementing notebook, teacher may not use these.
Speaker: Just as there are some key elements, there are also some key handouts. As you continue to use and modify your own notebook, you will find out what works best for you and your students.
Speaker passes out white sheets of paper to all. Let teachers know that the cover creates identity and ownership. Give participants time to create cover and to number pages. Tell them that it is a good idea to make student number all the pages on the first day. The cover can be created as homework.
Speaker: This is what your TOC should look like. Speaker then passes out the rubric and the calendar.
Speaker says: Turn to your TOC. Name: Heat convection Model. Let’s turn to page 8.
Speaker: Reads this slide. Don’t forget to have teachers to read the rubric. Let them know all handouts will be available online!
So how does this all play a role in the direction we are heading toward within our district.
Speaker: On page 8 write today’s date in the top left corner. Divide your paper into three columns just as the picture. Also copy the headings.
Speaker reads slide.” Our activity today focuses on around these two standards.
Speaker says: Turn to your TOC. Name: Heat convection Model. Let’s turn to page 8.
Speaker: On page 8 write today’s date in the top left corner. Divide your paper into three columns just as the picture. Also copy the headings.
Speaker: Imagine that you have a special instrument that allows you to see what makes up odor. The large circle in the drawing represents a spot that is magnified many times, so you can see it up close. Create a model of what you would see if you could focus on one tiny spot in the area between the jar and your nose.
The large circle in the drawing represents a spot that is magnified many times, so you can see it up close. Create a model of what you would see if you could focus on one tiny spot in the area between the jar and your nose.
Speaker: Imagine that you have a special instrument that allows you to see what makes up odor. The large circle in the drawing represents a spot that is magnified many times, so you can see it up close. Create a model of what you would see if you could focus on one tiny spot in the area between the jar and your nose.
Speaker: Imagine that you have a special instrument that allows you to see what makes up odor. The large circle in the drawing represents a spot that is magnified many times, so you can see it up close. Create a model of what you would see if you could focus on one tiny spot in the area between the jar and your nose.
