Name Tents

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Name Tents

• Create a name tent for yourself. On one side,
  put your first name. On the other side, put your
  Hip Hop name. Directions are on the orange
  paper on your table. Please do not write on
  these papers, I will be happy to provide you with
  an e-copy! ?

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Interactive Science Notebooks

• Presented by Doni Cash
• Region 10 ESC
• Doni.Cash_at_Region10.org

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Norms

• Take care of yourself.
• Monitor your technology for learning.
• Participate actively!
• What is said here, stays here. What is learned
  here, leaves here.
• It is okay to have FUN!

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Moon Phase Buddies

• Trim your Phases of the Moon diagram and glue
  inside the front cover of your journal. Now go
  around the room and introduce yourself to 8
  people, and ask them to be your buddy on that
  phase of the moon. This is just like clock
  buddies, only with phases of the moon. Questions?

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Key Ideas

• Interactive journaling will make a difference!
• Students are actively engaged in thinking and
  communicating.
• Students feel ownership because they are
  creating meaningful knowledge for themselves.
• Theres no right or wrong way.
• Modify to find ways that work best for you and
  your students.

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Why Interactive Student Notebooks (ISN) engage
students?

• Students use both their visual and linguistic
  intelligences

• Note taking becomes an active process

• Notebooks help students to systematically
  organize as they learn

• Notebooks become a portfolio on individual
  learning

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Today you will create an ISN to record
information during the training. Later you can
use it as visual model to help your students get
started.
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The first page you create is a title page (like
a book). You decide the title for your ISN.
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Reserve 2 or more pages after the title page for
a Table of Contents (like a book)

• Make columns for
• Date
• Entry
• Page

This helps you find an entry fast when you need it
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For young students it may be helpful to Xerox and
glue in grid pages for the Table of Contents.
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For little kiddoes consider . . .

• Creating a class journal to model the process of
  journaling using a Big Book or a chart tablet.
• Students contribute by finding pictures and
  telling you what to record.
• Blank big books are available at www.abcstuff.com
  for 1.39 each

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Left Hand assignment

• Turn to your Table of Contents (TOC), and record
  your first assignment as ISN Graphic Organizer.
  Make sure you record the date, title, and correct
  page number!
• Create a graphic organizer to record the
  advantages and disadvantages to using a
  composition notebook for you ISN. At the bottom
  of the page, jot down some ideas you are already
  wanting to remember for when you implement this
  (4 pages for TOC, numbering system, etc.)

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Do we have to use special notebooks for our
ISNs?

• Again, there is no right or wrong way to do
  this!
• With your new moon buddy, discuss the advantages
  and disadvantages of using composition books.

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Why composition books work well

• They are different from spirals (kids perceive
  spirals as ordinary).
• The paper is sturdy and kids are less likely to
  rip out pages.
• No wires to get tangled when you stack them.
• Wal-mart/Target-50 (school supply season)
• Dollar storesas many as 10 for 1.

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How are ISNs different from other journals?

• ISNs have a left-side, right-side orientation
  to help students record, organize, and process
  new information. This takes advantage of the way
  each hemisphere of the brain works! Much of the
  classroom and homework can be done in the
  interactive notebook.
• ISNs are not used just as a storehouse of
  information. The students are expected to
  continually reflect and show evidence of this
  reflection through left hand assignments.

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What kind of information goes on each side?

• OUTPUT
• Brainstorming   Mind maps   Concept
  Maps   Venn Diagrams   Pictures   Drawings   D
  iagrams   Writing Prompts   Flow Charts   Lab
  Self
• Reflections   Poems   Songs   Worksheets

• INPUT
• Class notes
• Discussion notes
• Reading notes
• Handouts with new information

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Sample student work
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What does this look like in class? Lets take
some notes!

• Turn to your Table of Contents. Record your next
  assignment as Layers of the Earth. Fill in the
  appropriate page number.
• Glue the Layers of the Earth notes on the right
  hand page. As we discuss, you may highlight or
  underline important information

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And create a foldable!

• Create the Layers of the Earth foldable and glue
  on the left side page. Color as you see
  appropriate. Take a few minutes to review the
  notes on the right and make some connections.
  Once you finish, go compare your notes with those
  of your waning gibbous buddy. Make any
  adjustments you feel
• necessary.

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What if I wanted to use a video?

• Turn to your Table of Contents. Record your
  next assignment as Friction notes (Some may want
  to skip a line so that they can put the left hand
  assignment in first!). Fill in the appropriate
  page number.
• Glue the Friction notes on the left hand page.
  As you watch the video, fill in the blanks.

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What about labs?

• Turn to your TOC and record Puff Cup Lab as your
  next left hand assignment. Fill in the
  appropriate page number.
• Find your full moon buddy. Join with another
  group and complete the Puff Cup Lab. Record your
  data on the left hand side of your ISN.

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Answer the following questions below your data.

• Which surface had the longest average?
• Why do you think this was the result?

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How do we take advantage of our ISNs while
reading?

• Turn to your Table of Contents. Record your next
  assignment as Greenhouse Effect reading. This
  will be a left hand and a right hand assignment.
  Fill in the appropriate page numbers.

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• Read the pages over Greenhouse Effect,
  highlighting, underlining, or making notes to
  yourself as you go along. Once you have
  finished, trim all of the pages so that they are
  the same size. Tape all of the pages together,
  then glue onto the right hand side.
• On the left hand side, practice the kinds of
  interactions you would want your students
  practicing after they read. Find your waxing
  crescent buddy and share what your thoughts and
  reflections were.

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What about vocabulary?

• ISNs are a great place to do vocabulary work.
• We are going to do two different examples of
  vocabulary activities. Any activity you
  currently use can be incorporated!

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Ecology Vocabulary

• Turn to your TOC. Record your next assignment as
  Ecology Vocabulary Match. This will be a right
  hand assignment. Fill in the appropriate page
  number.
• Once you complete the matching activity, tape a
  ziploc bag to the left hand side and record Vocab
  Cards in your TOC.

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• On one side of the index card, write the
  vocabulary word. On the other side of the card,
  draw pictures and/or write short statements that
  show your understanding of the word.
• When you finish your cards, find your full moon
  buddy and share your vocabulary cards. Make any
  additions that you want to make.

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Vocabulary Web

• After you have discussed your cards with your
  buddy, complete a vocabulary web with the same
  words as your next left hand assignment. Make
  sure to record Ecology Vocabulary Web and the
  correct page number in your TOC.

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Vocabulary Briefcase
Vocabulary Briefcase Setup
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Getting Started Step 1
Name, Grade
On the flap, write your name and grade.
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Step 2
Name, Grade
On the cover, write Vocabulary Briefcase.
Vocabulary Briefcase
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Step 3

• Inside, glue pockets as shown.

Nature Of Science
Earth Science
Earth Science
Nature Of Science
Physical Science
Physical Science
Life Science
Life Science
Name, Grade
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Definition Card Set-up
In your own words
Hypothesis
If....Then. What I think will happen in the
investigation.
Draw a picture to help you remember
(front)
(back)
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First 5 Nature of Science cards for your
Vocabulary Briefcase.
Problem
Conclusion
variables
Hypothesis
Data
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You may decorate your Vocabulary Briefcase!
Name, Grade
Vocabulary Briefcase
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Assessment Ideas . . .

• Use a holistic approach.
• Add positive comments,
• use stickers post-it notes.
• Insure accountability by allowing students use
  journals on quizzes and some tests.
• Use peer evaluations.
• Develop a rubric to define
• standards of detail or
• thoroughness.

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Elementary Rubric
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Secondary Rubric
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Lets practice assessment!

• Using one of the three sample rubrics, assess
  your first quarter buddys journal. Use post its
  to make any notes you would like. Remember that
  you want to use this opportunity to practice what
  you will do with student work!

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Why would teachers not use journals?

• Find your waxing crescent buddy, then take in
  another pair. In your group, brainstorm all of
  the reasons why teachers would choose not to use
  journals. We want to share ALL of the reasons so
  that we can cure them today!

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Key Ideas

• Journaling will make a difference!
• Students are actively engaged in thinking and
  communicating.
• Students feel ownership because they are
  creating meaningful knowledge for themselves.
• Theres no right or wrong way.
• Modify to find ways that work best for you and
  your students.

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Final Reflection

• Think about what you observed.
• What were the steps in the
• process?
• What does this have to do with
• Science?
• After talking today, Im thinking.
• or
• A new thought I have is ...

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What books are out there that can help me with
ISNs?

• How to get started
• How to teach technical drawing
• How to monitor journaling growth
• How to keep students improving
• Examples of students journals
• Buy at www.nsta.org
• or other bookstores

by Campbell Fulton ISBN 0-325-00568-0
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• Teaches reading and reasoning skills
• Designed for beginning or intermediate users
• Addresses needs of ELLs
• Research based teaching strategies
• Buy at www.nsta.org or www.amazon.com

By Michael Klentschy ISBN 978-1-93353-103-8
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Bibliography

• http//upstagereview.org/ClassroomArticles/interac
  tive20notebook.pdf
• http//interactive-notebooks.wikispaces.com/
• http//jyounghewes.tripod.com/science_notebooks.ht
  ml
• www.unitedstreaming.com
• Marzano, R., Pickering, D., Pollock, J. (2004)
  Classroom Instruction That Works.  Alexandria,
  Virginia  ASCD.
• Frank, M. (2003). If You're Trying to Get Better
  Grades and Higher Test Scores You've Gotta Have
  This Book! Nashville, Tennessee Incentive
  Publications.
• Bledsoe, K. (2004).  Global Warming.  Logan,
  Iowa  Perfection Learning.