Interactive Science Notebooks“ People don’t learn from their experiences;

they learn from processing their experiences.” - Bob Garmston

- This is the reflection part of the notebook

“…a science notebook becomes a central place where language, data, and experience

operate jointly to form meaning for all students.”

- M. Klentschy, 2008- This is the portfolio part of the notebook and

works as a real life assessment

What are interactive science notebooks?

Science notebooks are a place where you record your reflections, questions, predictions, evidence, and conclusions. These notebooks are not only a direct measurement of your understanding but also a means of assessment—This is a test grade

Science Notebooks: Writing About Inquiry by Brian Campbell & Lori Fulton

Da Vinci’s Science Notebook

Interactive Science Notebooks are Thinking Tools:Observations within scienceInteractions at a deeper level

Peer to peer Teacher

You tell how and what you have learned with examples, mind maps, color, reflections, pictures, drawings, and research into the topics.

Increase in test and quiz scores

Interactive Science Notebooks show me where you are lacking mastery: The use of science notebooks gives me ways to guide and change your instruction through your response. Example: Frogs

If you do not have a response that shows your thinking on the topic then it makes it difficult to help you.

Thinking means more than a sentence saying “I learned” with nothing to support it. Build on your thinking with examples, further research, drawings, news articles etc…..

Interactive Science Notebooks allow me to tie curriculum areas together: Through the use of notebooks, I am able to use literacy, history, mathematics, and science within a scientific context. You can show overall mastery

Interactive Science Notebooks allow for lesson differentiation

You can show your learning by building your skills and abilitiesDrastically different ability levelsDifferentiation throughout the materials

Each of you has a way of showing what and how you learn.

Creates collaborative opportunitiesInteractive Science Notebooks give you tangible

ways to share your ideas with your peers by showing a similar piece of your work.A great way to get a better notebook is to have someone review and give feedback

Summary:Interactive Science Notebooks are

beneficial because: Thinking tools---Your many ways to show

what and how you are learningShow gaps in what is learned for the

individual and groupsTie curriculum areas together: WICOR

Writing, Inquiry, Collaboration, Organization, and Reading to Learn.

Allow for differentiation Create collaborative opportunities

Learning Learning Style Style

ActivityActivity

Which do you prefer?ActivityUsing OutlinesObserving Others

in role playingPicture/GraphicsWorking w/

Hands

DiscussionUsing NarrativesParticipating in

role playingDescription/

WordsWorking w/ Head

C A

OR

Which do you prefer?

Following Directions

Following OthersPrecisionLogicalLists

Working Independently

Creating your own path

ApproximationCreative

Graphic OrganizersS R

OR

Learning Styles

CS Concrete SequentialAS Abstract SequentialCR Concrete RandomAR Abstract Random

Matching Matching Strategies Strategies to to Learning Learning StylesStyles

Interactive Science Notebooks Fundamentals: A Review

Page Numbers---every page Title the Pages with a date—every

page Tables of Contents Unit Introduction---The objective,

essential question, indicators of mastery.

Input: Right side Output: Left side Evaluation using a Rubic

Table of Contents PageTable of Contents Page Output InputDate Title Page # Date Title Page #9/8/04 Science 2 9/8/04 None 3

Syllabus9/9/04 Interactive 4 9/9/04 Interactive 5

Notebook Notebook

Examples of Right Side InputExamples of Right Side Input

Right Side: Cornell Style NotesA proven method to help students

build both literacy and science skills by writing and reflecting on new material.

Subject: Why take Cornell notes? Date: 10/24/14 PPRROOCCEESSSS

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How can Cornell notes help me organize my ideas? Which side for diagrams? Why use concept maps? What are the benefits to me?

Can be used to provide an outline of chapter or lecture. Organized by main ideas and details. Can be as detailed as necessary. Sequential-- take notes as they are given by instructor or text in an orderly fashion. After class, write a summary of what you learned to clarify and reinforce learning and to assist retention. Can be used as study tool: 1. Define terms or explain concepts listed on left side. 2. Identify the concept or term on the right side. Can be used to provide a "big picture" of the chapter orlecture. Organized by main ideas and sub-topics Limited in how much detail you can represent. Simultaneous - you can use this method for instructors who jump around from topic to topic. After class, you can add questions to the left side Can be used as a study tool -- to get a quick overview and to determine whether you need more information or need to concentrate your study on specific topics.

The Cornell Note-taking System

Notes: Matter 9/15/09

Anything that has mass & volume

Made of tiny particles that are constantly moving.

Four states

1. Solid- closely packed particles that barely move – definite shape & volume (ex.) ice

2. Liquid- flows readily because particles are spaced farther apart thus reducing the attractive force between particles – definite volume takes shape of container (ex) water

Right side

What is matter?

Name & describe the states of matter

Summary: matter has mass & vol. constantly moving particles; comes in four states.

•Title date and page number

•Divide page in fourths

• 3/4 for notes in outline form

•1/4 for question about notes

•Summary that summarizes that page of notes

2

Summary: Right SideAfter class, use the space at the bottom of each page to summarize the notes on that page.

Notebooks help us learn!

•Summarize every page. •Summary added AFTER questions are finished•Summary answers the problem or essential question, or objective

•As soon after class as possible, formulate questions based on the notes in the right-hand column.

•Write the questions in color. (each question in a different color)

• Each color corresponds to an answer

•Writing questions helps to clarify meanings, reveal relationships, establish continuity, and strengthen memory.

•Also, the writing of questions sets up a perfect stage for exam-studying later.

Questions for the Cornell Notes column

Thinking about what YOU are learningLeft Side: Expand on your summary.

REFLECTION: Use Guiding Prompts: ONLINEWhat are you curious about?What would you like to test?What was the main idea?What are the important details to remember?How does this relate to your life?What don’t you understand?Use Research into the topic of the weekUse News items you can annotateUse a mind mapParaphrase and Summarize

Left Side: Student Output

In this example, I chose to do a concept map of the states of matter.

You might choose to do something else.

Sometimes you will be asked to answer questions in this space.

Concept Map: Matter2

MATTER

Mass & volume,Moving particles

4states plasmasolid

liquid gas

definition

What do you have to do to achieve mastery?

1. Objectives: turn them into questions and

answer them.

2. Standards and Indicators: Did you show

the mastery? How did you do this?

3. Essential questions: Did you answer

them?

Depth of Knowledge (DOK)Depth of Knowledge (DOK)

Depth of Knowledge (DOK)Depth of Knowledge (DOK)

DOK 2• Can you explain how ____ affected ____?• How would you apply what you learned to develop ____?• How would you compare ____? Contrast_____?• How would you classify____?• How are____alike? Different?• How would you classify the type of____?• What can you say about____?• How would you summarize____?• What steps are needed to edit___?• When would you use an outline to ___?• How would you estimate___?• How could you organize___?• What would you use to classify___?• What do you notice about___?

Depth of Knowledge (DOK)Depth of Knowledge (DOK)

• How is ____ related to ____?• What conclusions can you draw _____?• How would you adapt_________to create a different____?• How would you test____?• Can you predict the outcome if____?• What is the best answer? Why?• What conclusion can be drawn from these three texts?• What is your interpretation of this text? Support your rationale.• How would you describe the sequence of____?• What facts would you select to support____?• Can you elaborate on the reason____?• What would happen if___?• Can you formulate a theory for___?• How would you test___?• Can you elaborate on the reason___?

Depth of Knowledge (DOK)Depth of Knowledge (DOK)

• Write a thesis, drawing conclusions from multiple sources.

• Design and conduct an experiment. Gather information to develop alternative explanations for the results of an experiment.

• Write a research paper on a topic.• Apply information from one text to another text to

develop a persuasive argument.• What information can you gather to support your idea

about___?• DOK 4 would most likely be the writing of a research

paper or applying information from one text to another text to develop a persuasive argument.

Depth of Knowledge Handout

Examples of Left Side processingExamples of Left Side processing

Examples of Left Side processingExamples of Left Side processing

Examples of Left Side processingExamples of Left Side processing

Sequential DiagramSequential Diagram

Teach Concept Maps to Help Teach Concept Maps to Help Students Access the Big PictureStudents Access the Big Picture

How the fishbone might be used

E:\Powerpoint pics\Powerpoint pics\MVC-014V.MPG

Self-ReflectionSelf-ReflectionAt the end of each days science activity summarize and reflect (left page) on how and what you learned

A way to give teachers critical feedback

What goes into your Reflective Paragraphs

Indicate your overall rating of your notebook based on the 6, 5, 4, 3, 2,1 rubric.What do you think this notebook deserves on an A‑F scale?

Include several sentences on WHY, using specific details, you've chosen this rating.

And, AndPut in How and what you have learned

Reflective ParagraphsUsing sentences and specifics, respond to the

following: What information was new to you? Did the notebook help you this term? What would improve the notebook ? What are your goals for your next unit?

What improvements or areas to change would you like to see in class?

Example: Self Reflection

In this unit, I learned that the reason things freeze and thaw is because they lose and gain energy to their environments. This causes the particles that make them up to spread out.

Continue this to cover the day’s activity.

Scoring Rubric6 Excellent6 Excellent

Complete is checked against an oral presentation of the material covered—student can discuss and demonstrate a complete understaning of the material covered that goes beyond “just the facts.”

Notebook contents complete, dated & labeledPages are numbered (odd: RIGHT‑side even: LEFT‑side)Right-side/Left-side topics correct & organizedTextbook notes/ writing goes beyond basic

requirements---Research topics of the day or week is one way to go beyond

Uses color and effective diagrams that tie the notes to a summary and reflection

Notebook is neat and shows attention to detail.Shows impressive, in-depth self-reflection about the

work.

Scoring Rubric5 Above Average5 Above Average

Complete is checked against an oral presentation of the material covered—student can discuss and demonstrate a complete understaning of the material covered.

Contents complete, dated & labeledPages correctly numbered Right-side/Left-side topics correct & organizedUses color and effective diagramsMost areas meet requirements, but don't go beyondIncludes most of the traits of a "6", but lacks

excellence in all areas.Shows in-depth self-reflectionAnswers the essential question, objective, or focus of

the lesson

Scoring Rubric

4 Average4 AverageComplete is checked against an oral presentation of the

material covered—student can discuss and demonstrate an understanding of the material covered. Does not have in-depth understanding, rote repeating of the material is evident.

Notebook contents are complete (at least 90%) dated & labeled

Pages correctly numberedRight‑side/Left‑side topics are correct & contents organizedUses color and some diagramsInformation shows a basic understandingSome areas meet requirements, but don't go beyondShows limited, but real, self-reflectionSummary does not answer the essential question, objective,

or lesson focus

Scoring Rubric

3 Below Average3 Below AverageComplete is checked against an oral presentation of the

material covered—student can discuss and demonstrate a partial understanding of the material covered. Evidence of not using the notebook to sutdy, or attempting to use knowledg that is not part o f the material covered. Limited understanding

Contents complete (at least 80%) dated & labeledPages correctly numbered Right/Left topics somewhat organizedUses minimal color, few diagramsShows limited understanding Few areas meet all requirementsShows some real self-reflectionSummary does not answer the essential question,

objective, or lesson focus

Scoring Rubric

2 Inadaquate2 InadaquateComplete is checked against an oral presentation of the material covered—student had a very limited understanding of the material covered.

Notebook contents are incomplete.Some attempt at dating & labelingRight-side/left-side inconsistent & contents unorganized

Information & concepts show only a superficial understanding and/or show serious inaccuracies

Notebook is not neatly written, sloppyShows little real self-reflection

Scoring Rubric

1 Incomplete1 IncompleteNotebook turned in, but too incomplete to

evaluate.

Modified from PowerPoint Modified from PowerPoint Developed byDeveloped by Anne Anne

Maben and othersMaben and othersAVID AP Science CoachAVID AP Science Coach

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