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Implementing Interactive Science Notebooks

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Caitlin Grandell

on 13 June 2014

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Transcript of Implementing Interactive Science Notebooks

Assessment
Why Use Science Journals?

Next Generation Science Standards have a framework for K-12 science education that includes eight practices for science and engineering.


Table of Contents
Date
Activity/ Description
Page Number
What are Science Journals/ Notebooks?
Implementing ISN's
June 10th, 2014

Elements of Science Journals/ Notebook
s
1. BEFORE
Table of Contents (page numbering, headings)
Glossary
Aha Connection
Focus Question, Probe, or Problem
Hypothesis

2. DURING
Vocabulary
Planning
Observations & Interpretations (Data, Sketches, Inserts)
Claims & Evidence
Class Notes

3. AFTER
Analyzing & Conclusion
Reflection
Assessment




Output Input
Every left page
In color for the brain
Brainstorming
Venn diagrams
Pictures
Student Questions
Graphs
Conclusions
Drawings
Diagrams
Poems
Songs
Labs
Reflections
Writing Prompts
Science notebooks allow teachers to assess students' understanding and provide the feedback students need for improving their performance. Science notebooks can be a valuable tool for both teachers and students to use to determine:

a.prior knowledge and existing science ideas
b.how conceptual understanding is being built
c.procedural understanding
d.mastery of curriculum goals
e.the ability to apply/transfer ideas to new context.

http://www.readingrockets.org/article/42347/
Science notebooks are
modeled after the way scientists really work
, and each scientist's notebook is unique to that person, area of inquiry, type of experiment, and investigation. Student scientists
record
their observations, ideas, drawings, and other illustrations such as charts, tables, models, and graphs, along with their
questions, ideas, and reflections
in a running record of their thinking. A notebook may follow a general organization, but the contents can vary from student to student.
Writing frames
have also proven useful as prompts for students' entries in their notebooks (Warwick, Stephenson, Webster, & Bourne, 2003).
http://www.readingrockets.org/article/42347/
Modeling Real Scientists
http://www.readingrockets.org/article/42347/
(Reserve several pages in the front for this use)


Session Objectives:
I can explain why and how to use ISN in the classroom.
I feel capable of implementing an ISN in my classroom.
I know a variety of WICOR strategies to use in tandem with ISN’s
“For severely marginalized students, many of whom are on the verge of dropping out, access to mainstream science is not the issue. Keeping them
engaged
in something so they will stay in school is the first step…
…I believe that science has a greater potential for this type of engagement than other subjects, due to its nature built on curiosity and understanding of the world around us...”
-Gale Seiler
Allen, R. (2007). The essentials of science, grades 7‐12. ASCD: Alexandria, VA.
“People don’t learn from their experiences; they learn from processing their experiences.”
-Bob Garmston

Early Science Journals
Jules Verne: Clockwork Atomics
Early Renaissance Sketches
What does this mean to you?
Credits
http://www.scribd.com/doc/4218834/Interactive-Notebook
http://ljhs.sandi.net/faculty/MTeachworth/physics-folder/interactive-notebook-folder/Interactive%20Notebook%20pages.pdf
Dinak Zike foldables
Aleisha Boehm
http://cicobb.typepad.com/files/vocabulary-notebook.pdf (vocabulary pictures)
http://www.fossweb.com/delegate/ssi-foss-ucm/ucm?dDocName=D567879
Using Science Notebooks in Elementary Classrooms by Michael Klenschy
Teaching Science With Interactive Notebooks (Paperback) by Kellie Marcarelli
http://learningcenter.nsta.org/files/PB209Xweb.pdf
http://www.sciencenotebooks.org/
http://www.thesciencepenguin.com/search/label/science%20notebook
http://www.nsta.org/elementaryschool/connections/201011ReuseThatNotebookRubric.pdf

Every right side
Information given in class
Lecture notes
Book or video notes
Vocabulary
Lab activity notes
Hypothesis
Procedures
Data
Formatting
"Engaging in active science is one part experience and two parts making sense of the experience. Science notebooks help students with the sense-making part."

The Regents of the
University of California
http://www.fossweb.com/delegate/ssi-foss-ucm/ucm?dDocName=D567879
BEFORE: - Cover

What is the impact of interactive science
notebooks on student success in science?

Susan Johnson, Montana State University , 2013


http://scholarworks.montana.edu/xmlui/handle/1/2815
In small groups, talk about what you already know about science notebooks and fill in the K column of your KWLA chart on pg 15 in your notebook with your ideas.
independent thinking
metacognition
student confidence
more organized
increased summative assessment scores
increased capacity to retrieve and apply information to real-life situations
LIVING DOCUMENTS
Teaching Science With Interactive Notebooks (Paperback) by Kellie Marcarelli
Student Teacher
Science Notebook Rules:
(Make these work for you)
1. Start every science session completing the Table of Contents.
2. Each page gets a heading,
page number, and date.
3. All inserts are glued or taped in.
4. Nothing is ripped out.
5. Be colorful & creative!
Example 2
BEFORE: Aha Connection

Teaching Science With Interactive Notebooks (Paperback) by Kellie Marcarelli
BEFORE:
QUESTION, PROBE, PROBLEM

How would you explain…?
Today I want to learn...
How is...similar to...?
What was the problem with...?
Why did...changes occur?
Can you see a possible solution to...?
What happens to___ when ___ ….
What differences exist between . . .?
Can you group by characteristics such as . . .?
Why did . . . changes occur?
HYPOTHESIS
If....then...
DURING: Vocabulary
agree & disagree
carousel
concept map
layered post-its
foldables
pockets
pictures
envelope
Frayer model
Agree & Disagree Vocabulary


Notebooks allow:
1) a way for students to
communicate their understanding and thinking
2) students to strengthen their
language skills
3) teachers to
assess students' understanding
4) a place where students
journal their questions and reflections and record data
5) a way to
organize
information
6) teachers to
integrate
science experiences
with literacy and mathematics
7)
differentiated instruction
for English learners through
...tapping prior knowledge, the five senses, interaction in groups, and primary language support.

Frayer Model
DURING: Planning,
Observations, Interpretations
(Data, Tables, Images, Sketches, Inserts)
http://learningcenter.nsta.org/files/PB209Xweb.pdf
Using Science Notebooks in Elementary Classrooms by Michael Klenschy
Teaching Science With Interactive Notebooks (Paperback) by Kellie Marcarelli
Vocabulary Problem?
Vocabulary Problem #2
AFTER: Analyzing & Conclusion
"Writing is how we think our way into a
subject and make it our own."
William Zinsser, author of Writing To Learn







"The data record can be composed of words, phrases, numbers, and/or data. Data display is reorganizing the data in a logical way to faciliate thinking. The display can take the form of narratives, drawings, artifacts, tables."
www.fossweb.com
For the claim to be valid and accurate, it must be supported
by evidence—statements that are directly correlated with data. The
evidence should refer to specifi c observations, relationships that are
displayed in graphs, tables of data that show trends or patterns, dates,
measurements, and so on.



lizzieharper.co.uk

What is the best way to show my data?
"A picture is worth a thousand words, and a labeled picture is even more useful."

http://www.fossweb.com/delegate/ssi-foss-ucm/ucm?dDocName=D567150
PLANNING -
"This can be written on the board for students to transcribe into their notebooks, or prepared photocopied strips of the focus question can be taped or glued into the notebook. Some teachers look ahead, write all the focus questions on one sheet of paper, copy the sheets, and cut the question apart using a paper cutter."

http://lhsfoss.org/fossweb/news/pdfs/Science_Notebook_FOLIO.pdf
Claims & Evidence
Step By Step Instructions
1. Collect 1 spoon of soil.
2. Record where it came from.
3. Put it in a vial.
4. Add 20 mL of water.
5. Cap the vial and shake.
6. Let it settle overnight.
7. Observe layers
.

Artifact Sample
Sketches
Graphs
Graphs
Diagrams
What do you claim to be true? Back it up with evidence.
How can you prove it?
I claim that when _____, then _____ happens.
Use your data to make a claim, then support it with evidence
Graphic Organizers
Graphic Organizers
Clusters
Box T
Venn
Compare & Contrast
Cause & Effect
Sequential
Writing Frames

• I used to think ____ , but now I think _____ .
• The most important thing to remember about _____ is _______.
• One thing I learned about _____ is ______.

"When providing frames or prompts, you
are helping students organize their thinking. The frame provides a communication structure that allows students to focus their attention
on thinking about the science involved."

(scaffolding!!!!!!)
http://www.fossweb.com/delegate/ssi-foss-ucm/ucm?dDocName=D567150

High School Rubric
Adult Input Page
Unit Assessment - Teacher Feedback
Elementary Rubric
(Glossary Potential)
sciencenotebooks.org
Thanks for your attention.
May science notebooks live on!
Why Should We Use Science Notebooks?
THE NOTEBOOK
Problem
2. DURING
Vocabulary
Planning
Observations & Interpretations
(Data, Sketches, Inserts)
Claims & Evidence
Class Notes
AFTER:
Analyzing & Conclusion
Reflection
Assessment
sciencenotebooks.org
NSTA Science Notebook Assessment Rubric
Talk to your table about something you learned this session and what you plan to implement in your teaching. Write down your thoughts on the KWLA chart on pg 15 in your notebook.
WRAP-UP
Questions?
caitlin.grandell@elkriver.k12.mn.us
Fill in the W column of your chart on pg 15 with what you want to learn about ISN's
Now that we have discussed some of the reasons to use interactive notebooks please complete the article summary frame and the article self reflection summary on pg 14 in your ISN
So, how do I set up an ISN anyway?
Materials:
Notebook (I like 8 1/2 x 11 with a pocket)
Scissors
Glue, Staples, or Tape
Colored pencils
Highlighters
Post it notes
Starter Pages
The Basics
Teacher-directed
OBJECTIVE
information that students are required to
INPUT
goes on the
RIGHT
side of the ISN (odd numbered pages).

Student-directed
SUBJECTIVE
information that students use to show understanding through
OUTPUT
goes on the
LEFT
side of the ISN (even numbered pages).
On pg 18, please brainstorm different way's you provide input to your students.
Use the notebooks at the table and your table partners list the various types of input methods you can use in the interactive notebook.
Using your curriculum, create a unit plan for your students that has the
daily objective
and
input
plan for each day. You can use the notebook planning sheets provided or create a google doc. Whatever your preference. Gretchen will share review with you the curriculum resources available to help you with this.
Cornell Notes-Friend not Foe
If time allows, we will pick out the starter pages and create a google folder.
Output???
What works for me?
Set Clear Expectations!!!
Walk arounds with stamps
Weekly peer notebook checks
Notebook collections on test days
Special assignments are handed in and attached after grading in the notebook

Tips for Change:
Routines
Model, Model, Model
Old tricks, new hat
Push the work onto the students
clock assignments
The internet, pinterest, youtube are your friend.
Find someone who already does what you want to do.
Fake it till you make it :)
Never lose the 3 guiding questions
What do you want them to know or do?
How will you know they know it?
How will they know they know it?
Allow frequent opportunities for student reflection.
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