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Interactive Science Notebooks
Transcript of Interactive Science Notebooks
Strategies “We as educators stand at a special point in time… it is because the “art” of teaching is rapidly becoming the “science” of teaching…”
According to the authors, starting in the 1970s, researchers have been looking into the effects of instruction on student learning.
This book was written to report on a culmination of studies in order to conclude which instructional strategies have the strongest impact on student achievement. Classroom Instruction that Works
Research-Based Strategies for Increasing Student Achievement
by Marzano, Pickering & Pollock Next Generation Science Standards for Today’s Students and Tomorrow’s Workforce: Through a collaborative, state-led process managed by Achieve, new K–12 science standards are being developed that will be rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The NGSS will be based on the Framework for K–12 Science Education developed by the National Research Council. Classroom Instruction that Works
Research-Based Strategies for Increasing Student Achievement
by Marzano, Pickering & Pollock When presented with multiple examples, students will be able to make comparisons. By comparing, they will gain a deeper understanding of the examples. Identifying Similarities and Differences Applied Comparison Crayfish have an exoskeleton which means its skeleton is on the outside. They molt, or grow a new exoskeleton and shed the old one, when they grow bigger. Touch their exoskeleton and explain how it feels:
All of the crayfish in this population are of the same species of crayfish. That means, they’re the same “type” of crayfish. Because they are the same species, they will have many similarities. But just like people, individual crayfish can be different. Now look other crayfish in our population… How are they similar or different to your first crayfish? Look at their coloring, patterns and body parts with your eyes and then with the magnifying glass. Touch their exoskeleton. Record your observations about similarities and differences below:
Similarities between our crayfish:
Individual differences: How do crayfish in this population appear to be similar and different?
Observations can be made about our crayfish population and individual crayfish. Observe your crayfish for a short time. What does it look like? Are there certain colors or patterns on it that you see? How could these colors and patterns help them survive in their habitat? Explain…
Now observe with a magnifying glass. Magnifying glasses help make our vision more clear and close up. They extend what can be seen better than our eyes can do on their own. What observations do you see now that you are looking through the magnifying glass? Comparative Questions Crayfish Observations Categories What are Earth’s patterns of movement? Side-by-Side Comparison Tadpole is to frog as caterpillar is to ____________________.
Calf is to cow as cub is to ____________________.
Piglet is to ____________________ as foal is to horse.
____________________ is to chicken as gosling is to goose.
nymph is to ____________________ as nymph is to mayfly.
Apple is to apple tree as tomato is to ____________________.
Seed is to cucumber as egg is to ____________________. What is a life cycle? Analogies How are magnets and electricity alike and different? Venn Diagram To effectively summarize, the student must be able to decide what information can be omitted, how they can substitute information as needed and what information is important enough to be kept. This requires in-depth analysis of important and irrelevant information. Summarizing & Note-Taking Rule Based Summary “Rules” Rule Based Summary Rule Based Summary
A note-taking strategy
Summary Rule #1
Use the Single Strike Out to take out material that is not important for your understanding
Summary Rule #2
Use the Double Strike Out to take out words that repeat information
Summary Rule #3
Replace lists of things with one word
that describes the things in the list.
(example: replace “apples, oranges, lemons and limes” with “fruit). Highlight these words in red.
Summary Rule #4
Find the topic sentence and change the word color to green. If you can’t find the topic sentence, make one up and write it in green.
Scan, Question, Read, Record & Review
Scan the text-
Look briefly at headings, pictures, captions, introductory and concluding paragraphs.
Turn the headings into questions by thinking: what do you expect to learn in this section?
As you read, think of answers to your questions. Reread headings, captions, paragraphs, text features, etc… paying more attention to detail & vocabulary.
Write down in your own words what each section is about. Take notes.
Look back at the notes you took and review, or study, what you read so you can remember it! SQ3R “Rules”
How is a circuit a system? SQ3R Heading #1-
-Detail: Main Idea:
Detail: How Does the Earth’s Land Change Over Time? (main idea & detail)
Crayfish Reproduction (Research) Note-Taking This is a fancy way of saying “Graphic Organizers”, but also pictures and diagrams too! Use of webs, charts and diagrams to help students gain a concrete understanding about the concept. Non-Linguistic Representations Draw, color & label a crayfish to create a diagram How do crayfish breathe in the water? (student-created diagram)
-Include link to dissected crayfish Diagrams Webs Negative Impacts of Humans Process/Cycle Chemical Reactions Cause & Effect A dangerous thing to say in Rochester, NY How can more than one battery be used? Pictures (Cut &Paste) This instructional strategy represents that crucial step in the Scientific Process where students themselves take control of their own inquiries. They do so by generating their own questions, hypothesizing on results & testing out their hypothesis. In the end, they report on their results & make conclusions based on their data. Generating & Testing Hypothesis Sketch:
What is the purpose of your vehicle?
Draw a colored sketch of your car fulfilling its purpose What force can make your vehicle go?
We are all going to start with the same basic car made from K’Nex pieces. But different cars have different purposes. You will be designing a self-propelled car. The purpose of your car will determine the amount of force you give your car.
Think of these examples:
An ice cream truck needs to drive slowly through the neighborhood. The truck should have a force that allows it to drive slowly. It doesn’t need to drive very far because it just travels from house to house.
A police car needs to drive quickly in emergencies and to catch criminals so it needs a type of force that allows it to drive fast and go further.
Using the Basic Car model and the materials you have been given, design a vehicle that is self-propelled (has its own force). Use some of the ideas from Simple Machines and/or energy sources to help you with ideas. Choose different ideas other than the ice cream truck & the police car.
Brainstorm group ideas for force and/or purpose:
Describe the force you decided to use: What force can make your car go? Design & Implementation Giving explicit cues, asking higher level thinking questions and giving a structure for recording important information prior to reading can help pre-set the learner to look for key themes and important details. Questions, Cues &
Advance Organizers Newton’s 1st Law of Motion:
An object that is not moving will not start moving by itself. If an object is moving, it will not stop moving by itself. A force must start or stop an object.
Your skateboard is sitting on the sidewalk in front of your house. It will stay there until something moves it:
the wind, your push, etc… If you are riding on your skateboard down a hill, it will not stop on its own. To stop it, you will need to put down your foot as a break or you will need to crash into something to make it stop rolling downhill. You can slow the skateboard down by steering into the grass which will add friction to the wheels and slow you down.
Marble sitting on the carpet…
Will it start moving by itself?
What could move it? (Give an example)
What will eventually stop this marble? (Give an example) Why do some objects stay still while others move? Leading Questions How do plants make food for themselves? Graphic Organizers Reflection Page List of examples
Draw a connection
Write a synthesis statement
Web of ideas
How would you react if…?
Respond to reflection question
Draw a diagram
Describe an example
Design your own … # Pages
Covers with Mad Scientist photos or collage of scientific images
Table of Contents
Glossary with grade level words
Cut out & glue into a composition notebook, create a bound book or use a binder
Color-coordinate based on subject (use colored binders or tape on the binding of a notebook)
Brain Based Learning activities
Social Studies Interactive Notebooks too! Other ideas for Interactive Notebooks Classroom Instruction that Works: Research Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering & Jane E. Pollock
Collaboration & Comprehension: Inquiry Circles in Action by Stephanie Harvey & Harvey Daniels Recommended Reading… Google Docs!
Students will be able to “interact” with text on-line and complete activities, print and then put into a binder!
No class time spent cutting & pasting!
No time spent at the binding machine! The Next Step… Jessica Melchior
National Board Certified Teacher
Schalmont Central School District