1. Starting with Interactive Science Notebooks

2. C’Mon, Me and Literacy?  Do you look for ways to hold students accountable for their own learning?  Do you search for ways to incorporate learning outcomes related to scientific inquiry?  Do you seek opportunities to develop some of the reading and writing skills needed by 21 st century scientists?

3. Do you want to…  Increase student thinking and achievement?  Provide a means of communicating, tracking, assessing, and reflecting the work students do?

4. Still Not Convinced?  “For me, the notebook shows a progression over the year and organizes all my thoughts and data into one place. This way it is much easier to compare results and correct errors.” Abdullah, 8 th grade  “My notebook allows me to show what I think. Being able to draw out and describe what I am thinking allow me to more vividly express my thoughts or opinions.” Nils, 8 th grade

5. What is an interactive science notebook?  Tool students use to  make connections prior to new learning,  revise their thinking,  deepen their understandings.  Space to take what’s in their brains, lay it out, make meaning, apply it, and share it with others

6. A Student’s Perspective “It’s like my own piece of property that I have to take responsibility for. It shows my personal thinking and creativity. My notebook shows that I can think for myself and figure out where I went wrong for myself instead of someone telling me. I like my interactive notebook because I feel like it’s my own little book where I can write my own questions and answer them. However, I think it represents me. Like if I were to look through a stranger’s interactive notebook, I would get a sense of their personality, too-cool.”

7. How do I use interactive notebooks? 1. Beginning each unit, T and S work together to develop overarching question or problem that will be researched in several lab investigations. 2. T starts each investigation with a key question, giving Ss time to write what they think in their notebooks and then discuss it in groups. 3. T and Ss explore ideas in class, and Ss form own hypotheses.

8. How do I use interactive notebooks? 4. Ss participate in inquiry based investigations  Gathering data, observing, forming questions, making sketches, and beginning to formulate ideas  S/S and S/T interaction and probing questions are crucial  Ss record processes and data in their notebooks 5. T and Ss come together for an accountable talk session  Collected data is used to make meaning of the Ss’s initial ideas and questions.  Discussion can be challenging, but must be based on data based evidence.

9. How do I use interactive notebooks? 6. Processing (homework)  Write conclusions and summaries  Create graphs  Push their thinking to next level

10. Classroom Snapshot  Interactive notebooks constantly in use  Always open: during lab, while reading the text, and during discussions  Lots of writing  Drafts, revisions, complete formal writing, summaries, conclusions, data tables, charts, graphs  More student driven and less teacher driven  Students taking a high degree of ownership for their work  More S/S conversations as they share ideas, clarify ideas, create a consensus

11. Classroom Snapshot  Read page 16 of Teaching Science with Interactive Science Notebooks (Marcarelli, 2010).  What do you notice?  What elements of this scenario are already familiar in your classroom?  What elements of this scenario could you easily add to your classroom?

12. Benefits of Using Interactive Science Notebooks  Connects students’ thinking and experiences in science concepts  Engages students in collaborative inquiry as a way of learning science content  Provides opportunities for all students  Creates a concrete record of reflection, assessment, and connections that can be viewed and discussed  Develops academic language  Provides opportunities to think critically and make informed decisions  Elicits and addresses students’ prior conceptions of scientific phenomenon  Helps build deep understanding of science content  Helps monitor and take control of own learning

13. Research Base  Science notebooks expose thinking, providing important insight for formative assessment (Hargrove &Nesbit, 2003; Gilbert & Kotelman, 2005)  Notebooks encourage active learning and provide opportunities for students to tackle authentic problems (Hargrove &Nesbit, 2003; Gilbert & Kotelman, 2005)  Notebooks provide structure and support for differentiated learning, helping all students to achieve (Amaral, Garrison, & Klentschy, 2002; Gilbert & Kotelman, 2005)  Notebooks facilitate communication with parents and can be used to provide them with evidence of student growth (Hargrove &Nesbit, 2003; Young, 2003)

14. Your Turn  Using the headers provided, match each of the research based strategies from Classroom Instruction that Works with the corresponding use of Interactive Science Notebooks

15. The “AHA” Experience

16. Constructing the Aha Connections Pages (pg. 30) 1. Choose two side by side pages. 2. In the center, write your problem statement or big idea. 3. After each class activity, you will be asked to write a statement that conveys the concepts learned. 4. Take time to share with a partner.  Notice trends and connections.  Use arrows or color to show those connections visually.  Did this activity connect to the Big Aha problem, to another lab or activity, or both? 5. Use these statements as evidence and stems to later write your Aha thesis.

17. Setting Up Your Notebooks 1. Number first 20 pages at the bottom corner.  Odd pages are on the right and even pages on the left. 2. Label the cover with your name. 3. Tape the table of contents on the left side of the front cover. 4. First eight pages 1. Interactive Notebook Rubric 2. Aha Connections Visual Outline 3. Words of Wisdom 4. Why We Keep IN 5. IN Thinking Processes 6. Constructing the Aha Connections Pages 7. How to Write an Aha Connections Thesis 8. How to Write a Self Reflection

18. Setting Up Your Notebooks  Page 9: Cover Page  Write the title very large so that it’s easy to read.  Marshmallow Launchers  Draw a minimum of 3 pictures that represent the title of the unit.  Color the background corner to corner with crayons or coloring pencils.  No markers.

19. Using Your Notebooks  Pages 10-11 Aha Connection Pages 1. In the center, write your problem statement or big idea. (Summarize Step One on your activity sheet). 2. After each class activity (#s2-5), you will be asked to write a statement that conveys the concepts learned. 3. Take time to share with a partner.  Notice trends and connections.  Use arrows or color to show those connections visually.  Did this activity connect to the Big Aha problem, to another lab or activity, or both? 4. Use these statements as evidence and stems to later write your Aha thesis.

20. Using Your Notebooks  Page 12  Step 2 Brainstorming  Page 13  Step 3 Planning  Page 14  Leave blank until you complete page 15, then use this page to analyze your data and create graphs or charts using your data.  Page 15  Step 4: Create and test. Collect raw data and document with drawing, video, or pictures.  Page 16  Step 5: Improve

21. Using Your Notebooks  Go back to pages 10-11  For Steps 2-5:  Write a summary of your task, your evidence, and your conclusions.  Take time to share with a partner.  Notice trends and connections.  Use arrows or color to show those connections visually.  Did this activity connect to the Big Aha problem, to another lab or activity, or both?  Page 17: Use the statements you just created as evidence and stems to write Step 6, your reflection.

22. Expectations for Our Interactive Science Notebooks  Out and open at all times when engaged in content activities.  Lots of writing.  Lots of meaning making.  Lots of accountable talk.  No glue or markers.

23. References  Marcarelli, K. (2010). Teaching Science with Interactive Science Notebooks. Corwin Press: Thousand Oaks, CA.  Pictures of interactive science notebooks courtesy of Kim Goodpasture, Livingston, TN