1. 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

2. 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

3. Da Vinci’s Science Notebook

4. Interactive Science Notebooks are Thinking Tools:
Observations within science
Interactions 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
Students were often encouraged to use observations in Middle school science classrooms but after their original questions, they weren’t being required to extend those thoughts to wonderings. Journals require students to interact at a deeper level with the content by requiring them to think about the entire process from beginning to end. The NMSA Research Summary on Young Adolescents Development stated that during this time, adolescents are experiencing an increase in metacognition and independent thought and find active learning much more beneficial than passive learning. (

5. 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…..
Example: Teacher collects notebooks from students after talking about frogs and observes that majority of the students have asked about what frogs eat. The teacher then knows that the next day, she needs to address that question.

6. 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

7. Interactive Science Notebooks allow for lesson differentiation
You can show your learning by building your skills and abilities
Drastically different ability levels
Differentiation throughout the materials
Each of you has a way of showing what and how you learn.
In the middle level, students are on drastically different ability levels. Notebooks allow for students lessons to be catered to their ability levels. For example, a student who can’t read can record their findings in pictures or tables. Turning Points discusses creating opportunities for success. Manning (2002) discovered that at this age, students are at a “wide range of individual intellectual development.”

8. Creates collaborative opportunities
Interactive 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

9. Interactive Science Notebooks are beneficial because:
Summary:
Interactive Science Notebooks are beneficial because:
Thinking tools---Your many ways to show what and how you are learning
Show gaps in what is learned for the individual and groups
Tie curriculum areas together: WICOR
Writing, Inquiry, Collaboration, Organization, and Reading to Learn.
Allow for differentiation
Create collaborative opportunities
In conclusion, I believe Science Notebooks would be incredibly beneficial for all Middle Level Science Classes. As shown through many different resources, these resources allow for the exploratory nature of Middle Level Science as well as inquiry based teaching. This is an exciting way to continue to investigate with an exploratory curriculum and the impact it can have on Middle Level Science.

10. Learning Style Activity

11. Which do you prefer? C A Activity Using Outlines
Observing Others in role playing
Picture/Graphics
Working w/ Hands
Discussion
Using Narratives
Participating in role playing
Description/Words
Working w/ Head OR C A

12. Which do you prefer? S R Working Independently Following Directions
Following Others
Precision
Logical
Lists
Working Independently
Creating your own path
Approximation
Creative
Graphic Organizers OR S R

13. CS Concrete Sequential AS Abstract Sequential CR Concrete Random
Learning Styles
CS Concrete Sequential
AS Abstract Sequential
CR Concrete Random
AR Abstract Random

14. Matching Strategies to Learning
Styles

15. 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

16. Table of Contents Page

17. Examples of Right Side Input

18. Right Side: Cornell Style Notes
A proven method to help students build both literacy and science skills by writing and reflecting on new material.

19. Subject: Why take Cornell notes? Date: 10/24/14 P R O C E S M a i n I( o u t p ) M a i n I d e s
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 or
lecture.
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.

20. The Cornell Note-taking System
Right side 2
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
Notes: Matter /15/09
Anything that has mass & volume
Made of tiny particles that are constantly moving.
Four states
Solid- closely packed particles that barely move – definite shape & volume (ex.) ice
Liquid- flows readily because particles are spaced farther apart thus reducing the attractive force between particles – definite volume takes shape of container (ex) water
What is matter?
Name & describe the states of matter
Summary: matter has mass & vol.
constantly moving particles; comes
in four states.

21. Notebooks help us learn!
Summary: Right Side
Notebooks help us learn!
After class, use the space at the bottom of each page to summarize the notes on that page.
Summarize every page.
Summary added AFTER questions are finished
Summary answers the problem or essential question, or objective

22. Questions for the Cornell Notes column
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.

23. Thinking about what YOU are learning Left Side: Expand on your summary.
REFLECTION: Use Guiding Prompts: ONLINE
What 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 week
Use News items you can annotate
Use a mind map
Paraphrase and Summarize

24. 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. 2
Concept Map: Matter
Mass & volume,
Moving particles
definition
MATTER
solid 4
states
plasma
liquid
gas

25. Depth of Knowledge (DOK)
What do you have to do to achieve mastery?
Objectives: turn them into questions and answer them.
Standards and Indicators: Did you show the mastery? How did you do this?
Essential questions: Did you answer them?

26. Depth of Knowledge (DOK)
• 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___?

27. 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___?

28. 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.

29. Depth of Knowledge Handout
Go over the handout with students paste into notebook

30. Examples of Left Side processing

31. Examples of Left Side processing

32. Examples of Left Side processing

33. Sequential Diagram

34. Teach Concept Maps to Help Students Access the Big Picture

35. How the fishbone might be used

36. FOLDABLES

37. Self-Reflection
At 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

38. 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, And
Put in How and what you have learned

39. Reflective Paragraphs
Using 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?

40. 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.

41. Scoring Rubric
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 & labeled
Pages are numbered (odd: RIGHT‑side even: LEFT‑side)
Right-side/Left-side topics correct & organized
Textbook 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.

42. Scoring Rubric
5 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 & labeled
Pages correctly numbered
Right-side/Left-side topics correct & organized
Uses color and effective diagrams
Most areas meet requirements, but don't go beyond
Includes most of the traits of a "6", but lacks excellence in all areas.
Shows in-depth self-reflection
Answers the essential question, objective, or focus of the lesson

43. Scoring Rubric
4 Average
Complete 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 numbered
Right‑side/Left‑side topics are correct & contents organized
Uses color and some diagrams
Information shows a basic understanding
Some areas meet requirements, but don't go beyond
Shows limited, but real, self-reflection
Summary does not answer the essential question, objective, or lesson focus

44. Scoring Rubric
3 Below Average
Complete 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 & labeled
Pages correctly numbered
Right/Left topics somewhat organized
Uses minimal color, few diagrams
Shows limited understanding
Few areas meet all requirements
Shows some real self-reflection
Summary does not answer the essential question, objective, or lesson focus

45. Scoring Rubric
2 Inadaquate
Complete 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 & labeling
Right-side/left-side inconsistent & contents unorganized
Information & concepts show only a superficial understanding and/or show serious inaccuracies
Notebook is not neatly written, sloppy
Shows little real self-reflection

46. Scoring Rubric 1 Incomplete
Notebook turned in, but too incomplete to evaluate.

47. Modified from PowerPoint Developed by Anne Maben and others
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