Interactive Notebooking and Next Generation Science Standards Jenina Sorenson 3 rd Grade Teacher Collegiate American School Dubai, UAE

A little bit about me This is my tenth year in education I have taught Grades 1, 2, and 3 I spent the past 3 ½ years out of the classroom as the district science instructional coach K-5 in the Kansas City, Missouri metro area And I love what I do

Purpose of the Workshop The purpose of this workshop is to provide an understanding of the following: Interactive Notebooking Getting started with Interactive Notebooking in your classroom A little on the Next Generation Science Standards (NGSS) My goal is for you to leave here feeling comfortable using interactive notebooks – both inside and outside of the classroom. I also want you to be able to read and understand the Next Generation Science Standards (NGSS)

How many times have you heard any of the following? I can’t find my notes I can’t find my homework I can’t find my old quizzes I was absent yesterday, did I miss anything? I was absent last week, did I miss anything? I’m sure it’s in my locker… I’m sure it’s in my book bag… I’m sure it’s in my desk... I can’t remember what we did in class yesterday

If you answered YES! Than I have the solution for YOU! Interactive Notebooks

Stand Up, Hand Up, Pair Up This is a ‘Cooperative Learning Activity.’ You will need to Stand Up, put your Hand Up, and Pair Up with someone that you do not know. Once you have a partner discuss with them the following: ▫What you already know about interactive notebooks, do you use them? How do your students feel about them? Or discuss anything around the topic of interactive notebooks.

What are Interactive Notebooks? Are to enable students to be creative, independent thinkers and writers. Interactive notebooks are used for: ▫Class notes ▫Other activities Are a way for students to use teacher supplied notes to draw whatever illustration makes sense to them. Are a way for students to personalize their work.

Pictures of Student Notebooks

The Process… Requires modeling, modeling, modeling! Takes a bit of patience Must consistently be reinforced Takes time to learn both for the teacher and for the students to develop their own style

And Finally… It encourages pride in student work It encourages cooperative learning It appeals to multiple intelligences It appeals to differentiated learning Students make their own meaningful connections The kids love it and learn so much!

The Payoff It’s a way for students to organize their work Teaches students how to think Uses reading and writing strategies within content areas such as Science, Math and Social Studies Helps students to distinguish between what they know and what they need to focus on EXCITEMENT from the students and beyond!

Interactive Notebooks Can be in pencil, crayon, or colored pencils Are personal and unique to each student Allow students to doodle or draw in their notebooks and still be on task!

What will be in it? Class notes Activities Lab/Lab Notes Student’s Ideas/Doodles/Drawings/Learning Vocabulary Formulas Timelines Basically anything goes!

How Do I Get Started? Identify which subject(s) you want to begin with Let students know what supplies are required Make sure you have copies for notes for each student

Classroom items needed to getting started Composition notebook, Spiral notebook, or the Notebook-loose leaf paper in a three pronged folder for each student Pencils, regular and colored Liquid glue or Glue sticks Crayons Scissors Ruler Teacher supplied notes Grading expectations/Rubrics

How is it organized? Title page Table of contents Unit page Teacher supplied notes Labs Student created graphics/notes Glossary

Let’s take a look! I have brought my student Interactive Notebooks from several subjects What are some observations that you make about the notebooks

Purpose of Next Generation Science Standards Science—and therefore science education, is central to the lives of all Americans, preparing them to be informed citizens in a democracy and knowledgeable consumers. States have previously used the National Science Education Standards from the National Research Council (NRC) and Benchmarks for Science Literacy from the American Association for the Advancement of Science (AAAS) to guide the development of their current state science standards.

Purpose of Next Generation Science Standards These two documents have proved to be both high quality and durable, they are around 15 years old. Needless to say, major advances have since taken place in the world of science and in our understanding of how students learn science effectively. -According to the Next Generation Science Standards website and framework

What do you already know about Next Generation Science Standards (NGSS)?

What is the difference between the Common Core State Standards (CCSS) for Literacy Science and the NGSS? The Common Core State Standards (CCSS) for Literacy were written to help students meet the particular challenges of reading, writing, speaking, listening and language in science. The literacy standards do not replace science standards—they supplement them.

How to read the Next Generation Science Standards Assessable Component (Performance)—state what students should be able to do in order to demonstrate that they have met the standard what they will be held accountable for Foundation Boxes—each performance expectation incorporates all three dimensions from the Framework (a science/engineering practice, a core disciplinary idea, and a crosscutting concept) Connection Boxes (Coherence)—list connections to other ideas within the disciplines of science and engineering and with Common Core State Standards in Mathematics and English Language Arts

How to read the Next Generation Science Standards Assessable Component (Performance)—state what students should be able to do in order to demonstrate that they have met the standard what they will be held accountable for Foundation Boxes—each performance expectation incorporates all three dimensions from the Framework (a science/engineering practice, a core disciplinary idea, and a crosscutting concept) Connection Boxes (Coherence)—list connections to other ideas within the disciplines of science and engineering and with Common Core State Standards in Mathematics and English Language Arts

Color Coding in the Foundation Boxes Disciplinary Core Ideas (DCIs)—the orange box in the middle includes statements that are taken from the Frameworks about the most essential ideas in the major science discipline that all students should understand during 13 years of school. Science and Engineering Practices—the blue box on the left includes just the science and engineering practices used to construct the performance expectations in the box above. Crosscutting Concepts—the green box on the right includes statements derived from the Framework's list of crosscutting concepts, which apply to one or more of the performance expectations in the box above.

Assessable Foundation Connection

3 Ways Science Classes Will Change According to the National Science Teacher Association (NSTA)

1. More than Facts For too long, Science education in the United States has emphasized rote memorization. This approach leaves out the most important part of science: the practices and critical thinking that scientists actually use to do their jobs. “Science is more than a textbook full of facts,” Evans said. Under NGSS< students will instead concentrate on: asking questions, developing hypothesis, testing models, making evidence-based arguments and learning other skills that real scientists use all the time.

2. Missing Science By engaging kids in theory, the new standards will impart a better appreciation of the significance of science, said Jonathan Osborne, a professor of education at Stanford University Theories allow students to fit facts into an overarching structure, providing context for the information. “What students need is a sense of the edifice of science,” Osborne said.

3. College and career prep By engaging kids in theory, the new standards will impart a better appreciation of the significance of science, said Jonathan Osborne, a professor of education at Stanford University Theories allow students to fit facts into an overarching structure, providing context for the information. “What students need is a sense of the edifice of science,” Osborne said.

Any Questions, Comments or Concerns You can me at for any additional Thank you and enjoy the rest of your sessions