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Interactive Notebook In Elementary Science

Dr. Aida Alanis Dr. Barbara ten Brink

InterActive Notebook in Elementary Science

Purpose The purpose of the InterActive Notebook is to help students learn and remember important scientific concepts and to interact with their data. Why Do They Work? The InterActive Notebook uses the right and left brain hemispheres to help students sort, categorize, and be creative with the content they are learning. Setting Up The InterActive Notebook • The first four pages are left blank for the Title and the Table of Contents. Starting on the fifth page, the student numbers all the pages on the left side with EVEN numbers and on the right side with ODD numbers. Students design a cover to define their individuality. Students create a Title page. Students insert a Table of Contents. The Interactive notebook will contain: Classroom safety contract Scientific processes Rubrics TEKS Data charts of student progress over time

• • • •

What Goes on the Right Side? Input Goes on the Right Side.
Right Page = Input and Odd numbered pages ALWAYS start the page with the date and subject title at the top of the page. Students interact with information on the right by: ● Writing down information given in class. ● Taking notes on the right side as the teacher le ctures. ● Taking notes about textbook, video, quest speakers. ● Inserting Cornell-style notes. ● Defining vocabulary words and listing concept facts.

● Taking notes for labs and lab instructions, procedures, materials, and textbooks. ● Entering teacher sample problems. ● Inserting worksheets glued into the notebook. ● Asking questions and answers. ● Providing any other from class. questions and stapled or finding type of INPUT

What Goes on the Left Side? Output Goes on the Left Side.
Left Page = Output and even numbered pages The left spiral page demonstrates the students’ understanding of information from the right side page. Students work with the input, and INTERACT with the information in creative, unique, and individual ways. ALWAYS USE COLOR…It helps the brain learn to process information. Students use highlighters or underline the important information with color pencils. Students process information through: ● Brainstorming ● Commentary ● Pictures ● Concept maps ● Writing prompts ● Diagrams

● Charts/tables/graphs ● Mind mapping ● Drawing/sketches ●Questions generated

● Flow charts/timelines ● Venn diagrams ● Significant statements ● Reflections

The following questions will help students understand what goes on the left side of the notebook:
What’s my purpose for reading this?

How does this information fit in with what I already know?

What do I already know about this topic?

What’s my hook for remembering this information?

What’s the big picture here?

How can I picture this information?

What’s the author going to say next?

How can I organize this information? How can I paraphrase and summarize this information?

What are the “expert questions?

Samples of 3rd Grade InterActive Entries
Left Page = Output 2 9-21-02 Magnet Poem Moves stuff around Attracts like material Gets you around the world (compass) Never put near computers Electromagnets are made with magnets Two are on our refrigerator 28 1-2-02 (Homework) Interview Response Right Page = Input 9-21-02 Write down the following definition: Magnet 1. magnet: A magnet is any piece of certain kinds of materials, as iron, that has the property of attracting like material. 3

What information is important here?

What questions does this information raise for me?

1.2.2 Question for Ms. Tuts, Animal Trainer


Q: Why do some animals not like people?

My turtle, Myrtle, likes me but she has to make sure she’s safe. That’s why she hides in her shell sometimes when I want to play with her. She was born with instincts. It’s like when I try to stay near my Dad when we go to a ball game. My instincts tell me to stay safe. 42 1-14-02

A: Animals may seem like they don’t like us because they run away or growl. They are just protecting themselves because that is an instinct.

1.14.2 First 3 Steps of the Scientific Method:


Understanding what a Hypothesis is!! I understand the first two steps of the scientific method but I always forget what the hypothesis is.

An educated GUESS about what I THINK will happen in my experiment. My GUESS or HYPOTHESIS does NOT have to be right!

1. State the Problem: Will I be able to taste different flavors of Kool-Aid if I cannot smell well? 2. I know that smell and taste are connected. I also know that your sense of smell can help you taste better. 3. I think that I will not be able to tell the different flavors of Kool-Aid.

Sample Cornell Style Notes
Student Questions 1. Why are plants green? Factual Information Scientist note that plants are green. Many ideas have been proposed to Understand plant color. Photosynthesis means “to put together with light” meaning that plants use a process to produce food and energy from light. Plants are green because they transmit green light.

2. What’s photosynthesis?

3. What does transmit mean?

Name ________________________________

Unit ________________________

InterActive Notebook Table of Contents
PG 2 4 6 8 10 12 14 LEFT SIDE ITEMS PG 1 3 5 7 9 11 13 15 RIGHT SIDE ITEMS

16 18 20 22 24 26 28 30 32 34 36 38 40

17 19 21 23 25 27 29 31 33 35 37 39 41

Science Laboratory Safety Contract
• I will act responsibly at all times in the laboratory. • I will follow all instructions about laboratory procedures given by the teacher. • I will keep my area clean in the laboratory. • I will wear my safety goggles at all times in the laboratory and protective clothing when necessary. • I know where the fire extinguisher is located in the laboratory and have been trained on its use. • I will immediately notify the teacher of any emergency. • I know who to contract for help in an emergency. • I will tie back long hair, remove jewelry, and wear shoes with closed ends (toes and heels) while in the laboratory. • I will never work alone in the laboratory. • I will not take chemicals or equipment out of the laboratory without permission from the teacher. • I will never eat or drink in the laboratory unless instructed to do so by the teacher. • I will only handle living organisms or preserved specimens when authorized by the teacher. • I will not enter or work in the storage room unless supervised by a teacher.

This contract is to be kept by the student. Students should sign in the appropriate space below and return the bottom portion to the teacher.

I, _____________________________________ have read each of the statements in the Science Laboratory Safety Contract and understand these safety rules. I agree to abide by the safety regulations and any additional written or verbal instructions provided by the school district or my teacher.

________________________________________ Student Signature ________________________________________ Parent Signature

__________________ Date __________________ Date

InterActive Notebook : Student Self-Reflection
Directions: 1. Open your notebook to a concept of your choice. In several REFLECTIVE paragraphs, write specific reasons why you chose the items, why they are your best work, and what these assignments reflect about your skills as a student. Consider the following skills in your reflection: organization, analysis, logic, creativity, thoroughness, and accuracy of information, ability to put new information together, and understanding new concepts, etc. 2. According to the rubric, indicate your overall rating of your notebook. 3. Answer the following: • What information did you learn that was new to you? • Was the notebook easy or difficult for you? Explain. • Has the notebook helped you organize the material? Explain.

• Has your notebook improved? Explain. 4. What are your goals for improvement in this class? 5. What improvements or areas of change would you like to see in the class? Explain.



InterActive Notebook Scoring Rubric
Contents are complete. 100% 80% 20 pts 16 pts 60% 12 pts 40% 8 pts 20% 4 pts 0% 0 pts

100% 5 pts

Table of contents is complete, accurate and up to date. 80% 60% 40% 20% 4 pts 3 pts 2 pts 1 pts

0% 0 pts

All pages are dated and titled and numbered correctly. Left pages are even. Right pages are odd. 100% 80% 60% 40% 20% 0% 5 pts 4 pts 3 pts 2 pts 1 pts 0 pts


Right and left-side topics are organized correctly. consistently sometimes


5 pts

4 pts

3 pts

2 pts

1 pts

0 pts

Use of color and diagrams is effective, helpful and appropriate. The most important information is highlighted or colored. Very effective 20 pts good 16 pts somewhat helpful 12 pts ineffective 8 pts minimal use 4 pts none 0 pts

Notebook is neat and shows attention to detail. Pages are trimmed and glued accurately. Handwriting is neat. Coloring and diagrams are well done. excellent 20 pts good 16 pts fair 12 pts poor 8 pts messy 4 pts sloppy 0 pts

Notebook shows excellent understanding of content and impressive self-reflection of the work done. Meaningful objectives are written for every page. Mistakes are corrected. Unit self-reflection is done well. Parent review is completed. An understanding of the material is demonstrated. understanding 20 pts excellent understanding 16 pts good understanding 8 pts fair understanding 4 pts limited understanding 0 pts

12 pts


TOTAL SCORE_________

InterActive Science Notebook Scoring Rubric
6 Excellent • Notebook contents are complete, dated, and labeled • Pages are numbered (odd: RIGHT-side even: LEFT-side) • Right-side/Left-side topics are correct and contents organized • Textbook notes/writing goes beyond basic requirements • Uses color and effective diagrams • Notebook is neat and shows attention to detail • Shows impressive, in-depth self-reflection about the work 5 Above Average • Notebook contents are complete, dated, and labeled • Pages are numbered (odd: RIGHT-side even: LEFT-side) • Right-side/Left-side topics are correct and contents 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 4 Average • Notebook contents are complete (at least 90%), dated, and labeled

• • • • • •

Pages are numbered (odd: RIGHT-side even: LEFT-side) Right-side/Left-side topics are correct and contents organized Uses color and effective diagrams Information shows a basic understanding of content topics Some areas meet requirements, but don’t go beyond Shows limited, but real, self-reflection

3 Below Average • Notebook contents are complete (at least 80%), dated, and labeled • Pages are numbered (odd: RIGHT-side even: LEFT-side) • Right-side/Left-side topics are somewhat organized • Uses minimal color and few diagrams • Information shows a limited understanding of content topics • Few areas meet all requirements • Shows some real self-reflection 2 Inadequate • Notebook contents are incomplete • Some attempt at dating and labeling of entries is made • Right-side/Left-side is inconsistent and contents are unorganized • Information and concepts show only a superficial understanding of the subject matter and/or show serious inaccuracies • Notebook is not neatly written, sloppiness prevails • Shows little real self-reflection 1 Incomplete Notebook turned in, but too incomplete to evaluate

InterActive Notebook in Elementary Science Parent Review
Dear Parent, Your child is keeping an InterActive Notebook in Science this year. Please look through the notebook and respond to the following items. Thank you for your time and support. 1. The work I/we found most interesting was……..because……..

2. habits?

What does the notebook tell you about your child’s learning


Comments, questions, or concerns?

Student’s Name: _____________________________ Parent’s Signature: ___________________________

Date: ________________ Date: ________________