Notebooking in the Science Classroom

The Bottom Line  Students process information.  Students share with one another.  Students own the learning.

Today’s Objectives  We will understand how notebooking will help shift classrooms from a teaching platform to a learning platform.  We will objectively examine current practice and look for areas to include notebooking.  We will experience multiple notebooking strategies.

Lesson Plans  Think of a week of lessons  Jot down a typical week of plans

Lesson Plan Reflection  Examine your lesson plans  Use your reflections from earlier. How are the beliefs evident in your plans?  How many times did your students  Read?  Write?  Speak?

Word Walls Forced Association _________ is like because... McDonald’s Starbucks The Library A hamburger

Word Walls  Write a 3-5 sentence paragraph using 3 words from the wall.

Word Walls  Select 2 words from the word wall.  Draw a picture, symbol or icon to represent each word.

Word Walls  Use ___ words to explain _______.

Word Walls

Thinking Maps Energy

Thinking Maps Your Name

Thinking Maps  Read article  Create a thinking map to organize your learning.

Notebooking Prompts  Identify a specific concept that you teach.  Select one of the prompts to address that concept in your notebook.

Sentence Stems  ______ is like ________ because…  ______ is different from _____ because...  I still don’t understand …  Motion and force are related by ….  Valence electrons are significant because…  Biomass may be affected by….

Implementation Considerations  Not all entries are graded  Type of notebook to use  Student input is the primary type of entry  Supplies – scissors, glue, colored pencils, sharpeners, small trash cans, graph paper

Reflection  How will notebooking change the following in your classroom?  Routines  Formative Assessment  Daily instruction  Grading  What will you stop doing to notebook?