Monday, August 25th

RTW: What did you do this weekend?

Objective: Set up ISN (Please take out your notebook!)

Agenda:Set up ISN

Homework: None

What are ISNs

A tool for you to use to make prior connections as well as access and process information and learning

Our ISNs will reflect this organization in our brainBy using color and sorting our ideas we can

remember things with more clarity and depth

Right vs. Left Side

Teacher directed OBJECTIVE that students are required to INPUT goes on the RIGHT side of the ISN

Student-directed SUBJECTIVE information that students use to show understanding through OUTPUT goes on the LEFT side of the ISN.

Examples of Right vs. LeftRight side of the notebook is for “Through”

proceduresNotesLabsActivitiesTeacher-Led Activities

Left side of the notebook is for “In and Out” proceduresRTWsExit SlipsConcept MapsYour thoughts/connections

Setting Up Your Notebook When you number your pages, it will be like a

book, even numbers on the left and odd numbers on the right.

DO NOT TEAR PAGES OUT OF YOUR NOTEBOOK! (to reduce this urge, you might want to write in pencil or have whiteout)

When given a handout you should adhere it into the notebook with glue.

Daily Up Keep

When you enter the class, check the front table to see if you need to glue anything into your notebook for the day.

Grab these sheets, adhere them to the next blank page and make sure you record the page in your TOC.

You will complete a RTW on the left side each day (which will be posted on the overhead)

Missing Days

Any handouts that you need to add to your ISN will be in the “While You Were Out” Bin or you can print them off online.

“3 Before Me” rule if you missed any daysClassmate #1, #2, #3…Class Website (uhstitans.com)Edmodo”While You Were Out” bin

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The left spiral page demonstrates your understanding of the information from the right side of the page. You work with the input and interact with the information in creative, unique and individual ways. The left side incorporates and reflects how you learn as well as what you learn. These activities are to help focus your attention and guide your learning of content and concepts. Output goes on the left side! Left side items include: Brainstorming Discovery headlines Biography posters Concept maps Riddles Your questions Pictographs Cartoons Poetry and songs

Metaphors and analogies

Venn diagrams Data and graphs you

generate Analysis writing Reflection writing Quickwrites Four square analogies Mnemonics

Significant statements Flowcharts Graphic organizers Drawings Writing prompts Other creative avenues

for processing information

Things to know about left sides

Every left side page gets used. Always use appropriate color... It helps the brain learn and organize information. Quizzes and tests are left side items. The left side activity should allow you to demonstrate your learning target!

Interactive Student Notebook (ISN) What goes on the Left Side?

11. Acrostic

9. Write a letter.

10. Flow-chart

8. Riddle Card

6. Cinquain

12. Song Lyric 1.

Costas’s Question

s 3. Folding Fact-

Sheet

2. Venn Diagram

4. Concept Map

5. Haiku 7.

Cartoon Project

Possible left side activities

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Keeping Interactive Student Notebooks: The Right Side

Interactive notebooks will be used in this class daily to help you learn and remember important concepts. Why do they work? This notebook style uses both the right and left hemispheres of the brain to help you sort, categorize, remember and creatively interact with the new knowledge you are gaining. The more you process information the more you begin to understand it. This leads to longer retention.

What goes on the right side? INPUT GOES ON THE RIGHT SIDE! Input is all the information that you are supposed to learn. Some examples of input are: notes on- lecture, guest speaker, text or other source; vocabulary words; video and film notes; teacher questions; readings; questions and answers; sample problems; and lab information and procedures.

The Keys to Fantastic Right Sides

Always start the page with your name, date, and title at the top of the page.

Right sides have odd numbered pages.

The right page is for writing down information you are given in class.

Use Cornell style notes for lecture, discussion, text, etc. Write up your study questions ASAP.

Write legibly. Use highlighting and color to make important information stand out.

Write summaries at the bottom of each page of notes to reduce the amount you have to study.

Sample Cornell Style Notes

Student Questions

Why are plants green instead of blue or red?

Factual Information

Scientists note that plants are green. Many hypotheses have been proposed to understand plant color.

How does photosynthesis work to make food?

Photosynthesis means to put together with light meaning that plants use a process to produce food and energy from light.

What’s the difference between transmit and absorb?

Plants are green because they transmit green light.

*Ask in class tomorrow: What is the key difference between photosystem I and II?

Photosystem I: Sun’s energy breaks water into two. Electrons are set free and boost energy levels… Chlorophyll absorbs the free energy

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Interactive Student Notebook (ISN) 12 “Left Side” Activities

#1 Levels of QuestioningReview your Cornell Notes for the section of your interactive notebook assigned. For each question that you wrote, identify the LEVEL of the question, according to Costa’s system of classification. If there are NO Level Three questions, compose at least 1 beneath the original question.

Level 1: Basic Input

Complete Count Match Name/Define Observe Describe List

Select Identify Recite Scan

Level 2: Processing Information

Compare Contrast Sort Distinguish Explain Why Infer Sequence

Analyze Synthesize Make Analogies

Level 3: Creating your Own Ideas

Evaluate Generalize Imagine Judge/Predict If/Then Speculate Hypothesize

Forecast Idealize Apply the Principle

#2 Venn DiagramCreate a Venn Diagram that compares and contrasts two vocabulary words or concepts discussed in today’s lesson. Use three colors. One color is for the first circle and the unique characteristics of the term or concept it represents. The second color is for the second circle and the unique characteristics of the term or concept it represents. The third color is for the intersection area, and the common characteristics shared by the terms or concepts.

#3 Fabulous Folding Fact-sheetsCreate a Folding Fact-sheet for the terms or concepts assigned.

PICTURE

Term/Concept

PICTURE

PICTURE

PICTURE

PICTURE

Term/ConceptTerm/Concept

Term/Concept Term/Concept

Pronunciation

Part of Language

Definition

Formula (if any)

Use the term in a sentence that provides context

Pronunciation

Part of Language

Definition

Formula (if any)

Pronunciation

Part of Language

Definition

Formula (if any)

Venn Diagram

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I nteractive Science Notebook Grading Rubric

100%- 90%

Notebook contents are NEATLY completed, titled, dated, and labeled. Pages are numbered correctly. Right-side/Lef t-side topics are correct and contents organized according to class model notebook. Table of Contents refl ects all entries to date. Lecture notes go BEYOND BASI C REQUI REMENTS. All assignments are complete and were turned in on time. Uses color and eff ective diagrams. Shows I MPRESSI VE, I N-DEPTH, self -refl ections with purposeful summaries.

89%- 80%

Notebook contents are NEATLY complete, dated, and labeled. Pages are numbered correctly. Right-side/Lef t-side topics are correct and contents organized according to class model notebook. Table of contents refl ects all entries to date. I ncludes MOST OF THE TRAI TS OF an A but LACKS EXCELLENCE in all areas. All assignments are complete but 1 or 2 may have been turned in late MOST areas meet requirements but don’t go beyond. Shows I N-DEPTH self -refl ection with purposeful summaries.

79%- 70%

Notebooks contents are mostly neat and complete (at least 90%), dated and labeled. Pages are numbered correctly. Right-side/Lef t-side topics are correct and contents organized with no more than 1 assignment incorrectly placed. Table of contents refl ects at least 90% of all entries to date. Uses color and some diagrams. I nf ormation shows BASI C understanding of content topics. Most assignments are complete. SOME areas meet requirements, but don’t go beyond Shows LI MI TED BUT REAL self -refl ection with completed summaries.

69%- 60%

Notebooks contents are complete (at least 80%), dated and labeled. Pages are numbered correctly. Right-side/Lef t-side topics are correct and contents organized and organized with no more than 3 assignments incorrectly placed. Table of contents refl ects at least 80% of all entries to date. Uses minimal color and f ew diagrams. I nf ormation shows a LI MI TED understanding of content topics. Some assignments are complete. FEW areas meet all requirements Shows SOME real self -refl ection with summaries.

59%- 51%

Notebook contents are I NCOMPLETE. More than half the pages are incomplete. SOME attempt at dating and labeling of entries is made. Majority of pages are not titled or dated Right-side/Lef t-side is I NCONSI STENT and contents are UNORGANI ZED with more than 5 assignments incorrectly placed. Table of contents shows LI MI TED attempts of keeping current entries to date. I nf ormation and concepts show only a SUPERFI CI AL UNDERSTANDI NG of the subject matter and/ or show serious inaccuracies. Many assignments are not complete. Notebook is NOT NEATLY WRI TTEN Shows LI TTLE real self -refl ection and many summaries are missing.

50% Notebook turned in, but TOO I NCOMPLETE TO SCORE. Majority of pages are missing or incomplete. Does inconsistent dating and labeling, and numbering. Shows minimal understanding of concepts, not neatly written.

0%

Notebook not turned in, NO EVI DENCE of WORK DONE.

Interactive Notebook Scoring Rubric

4+ Notebook exceeds all expectations; demonstrates superior understanding of material in unit through left side processing and questioning in Cornell notes; includes review materials

4 A

Contents are complete, dated and labeled; left sides/right sides show mastery pattern of organization; notes are Cornell style with excellent questioning as well as going beyond basic requirements; notebook integrates other sources of information; demonstrates extensive left side processing of information; uses color in a meaningful way throughout notebook; includes effective diagrams and pictures; shows impressive, in-depth reflection about the work; includes significant adult signature and comments; pages are numbered correctly

3 B

Contents are mostly complete (~2-3 missing/incomplete pieces), dated and labeled; left sides/right sides show basic pattern of organization; notes are Cornell style with questioning; demonstrates some left side processing of information; uses color; includes diagrams and pictures; shows reflection about the work; has significant adult signature; pages are numbered correctly

2 C

Contents are somewhat complete (max. 5 missing/incomplete pieces), dated, labeled and legible; notes are Cornell style; left sides/right sides show developing pattern of organization; left sides include some processing of information or minimal processing; work includes diagrams and pictures; has reflection; pages are numbered correctly

*MAXIMUM SCORE WITH NO PARENT SIGNATURE & COMMENTS

1 D

Contents are partially complete, dated, labeled and legible; notes are Cornell style; left sides/right sides show random pattern; few left sides include processing of information; has minimal reflection; pages are numbered

0 Inc

Contents are incomplete; some attempt at dating and labeling entries is made; left sides/right sides show little pattern; minimal left side processing of information; no reflection; pages are numbered ; too incomplete to evaluate

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Levels of Questioning

Level Three:

Application

(Generates more questions than

answers)

Predict

Create

What if…

If… then…

Hypothesize

Evaluate

Apply

Imagine

Judge

Build

Compose

Design

Develop

Diagram

Write

Speculate

Level Two:

Processing

(Manipulating information, some

answers, some questions)

Why

Cause and Effect

Compare/Contrast

Infer

Categorize

Sequence

Consider

Analyze

Summarize

Explanation

Synthesis

Interpret

Group

Criticize

Level One:

Information

Recall

(All answers, no questions)

Who

What

When

Where

How

Tell

Select

Describe

Name

Scan

State

List

Define

Count

Narrate

Explain

Identify

Express

Observe

Recite

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Signal Words for Levels of Questions

LEVEL THREE (Application) 1. Apply - to put to practical use 2. Evaluate - appraise, value 3. Hypothesize - to adopt as an assumption 4. Imagine - to form a mental picture of something;

guess 5. Judge - to form an estimate or evaluation 6. Predict - to declare in advance 7. Speculate - to think or wonder about a subject

LEVEL TWO (Processing) 1. Analyze - to make an examination of a thing 2. Compare - to examine for likenesses and differences 3. Contrast - to show differences when compared 4. Group - to cluster 5. Infer - to derive as a conclusion from facts 6. Sequence - chronological order of events 7. Synthesize - the combination of parts into a whole LEVEL ONE (Information Recall) 1. Define - the meaning of 2. Describe - to represent in words 3. Identify - to establish or name 4. List - a series of words 5. Name - to mention or identify 6. Observe - to see or sense through careful attention 7. Recite - to repeat 8. Scan - to read through briefly

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Key Terms

Formative Assessment

Input

Output Activities

Probes

Cooperative Learning Strategies

Key References

History Alive- http://tutorial.teachtci.com/

Article: 5 Good Reasons to Use Science Notebooks

Science Formative Assessments by Page Keeley

Visit: www.edmodo.com for

all workshop resources!

Gems of Wisdom

Using Formative Assessments

Learning Targets and Skills 1. I can cite evidence that supports the use of ISNs.

2. I can differentiate between formative assessments and activities.

3. I can utilize formative assessments to show evidence of learning.

4. I can cite evidence that supports the use of formative assessments in my classroom.

5. I can increase student engagement through the use of formative assessments.

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Name: _______________________

Table of Contents Unit: __________________________________________

Left Side Items Page Right Side Items Page

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Cornell Notes TemplateName Date

Topic Class

Questions Notes

Summary

OBSERVATIONS ORGANIZER Writing Frame

Think of properties you can see such as size, shape, color, lines, texture, pattern, behavior…

I observed…

Think of the other senses of smell, sound, touch, and perhaps taste!

I noticed…

Connect it with something that you already know.

It reminds me of…

Add more detail as needed. This is so because…

Be curious and ask questions you could investigate.

I am curious about… It surprised me that… OR I wonder what would happen if…

Design

Write 1 key quote or idea

What does this section mean/look like in your classroom?

Empowerment

Implementation Assessment

IIN Reflection

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Integrating Interactive Notebooks

10-Article-Integrating-Interactive-Notebooks.pdf

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Questioning PracticeLevel 3

Level 2

Level 1

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Writing Higher-Level Questions

Bryan wanted to investigate what materials are good insulators. He filled four different containers with water and sealed each one with the same kind of lid. He left one container without any insulation. Then, he wrapped 3 containers with a different insulating material (Styrofoam, cork, and cotton) and set them outside for 4 hours during a sunny day. He used a thermometer to determine the temperature of water in each jar.

Level 1 Level 2 Level 3

What 3 materials does Bryan use to insulate the jars?

Explain why you think Bryan chose these insulation items.

Predict what material will be the best/worst insulator.

What is Bryan’s dependent variable?

What unit of measure should Bryan use when taking the temperature?

What is Bryan’s independent variable?

What is Bryan’s control group?

What constants did Bryan used to ensure accuracy?

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