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Interactive Notebooks in the Science Classroom. Mrs. Lee’s 3 rd Grade Class Reagan Elementary Rogers, AR January 23-24, 2012 Tami Lee, Classroom teacher Trudy Cansler, Literacy Facilitator. Standards Covered. ELA Standards. Science Standards.

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interactive notebooks in the science classroom

Interactive Notebooks in the Science Classroom

Mrs. Lee’s 3rd Grade Class

Reagan Elementary

Rogers, AR

January 23-24, 2012

Tami Lee, Classroom teacher

Trudy Cansler, Literacy Facilitator

standards covered
Standards Covered
  • ELA Standards
  • Science Standards

Mrs. Cansler focused more on the ELA standard while teaching the students how to create an interactive notebook. Mrs. Lee then helped the students apply that knowledge in the content area.

slide3

The purpose of the GANAG structure

To give students the opportunity to actively use the nine high-yield strategies:

(2) Identifying Similarities and Differences

(7) Cooperative Learning

(8) Setting Objectives and Providing Feedback

(3) Summarizing and Note Taking

(4) Reinforcing Effort and Providing Recognition

(9) Generating and Testing Hypotheses

(5) Homework and Practice

(10) Cues, Questions and Advance Organizers

(6) Nonlinguistic Representations

slide4

GANAG is a lesson structure that allows teachers to plan for student use of research based instructional strategies.

G= goal

A= access prior knowledge

N= new information

A= application

G= generalize the goal

day 1

Day 1

Setting Up the Interactive Notebook

Trudy Cansler, Literacy Facilitator

accessing prior knowledge
Accessing Prior Knowledge

“Turn and talk to your partner.”

(10) Cues, Questions and Advance Organizers

(7) Cooperative Learning

(6) Nonlinguistic Representations

slide7
Goal

I can use an interactive notebook to take notes.

(8) Setting Objectives and Providing Feedback

new information

Mrs. Cansler introduced the Interactive Notebook to the class using a

PowerPoint and examples of notebooks from 5th grade and her own personal college notebook.

New Information:

(6) Nonlinguistic Representations

(2) Identifying Similarities and Differences

slide9

The students turned and talked about the different ways they thought they could use the notebooks.

(7) Cooperative Learning

application

The students used what they had just learned about Interactive Notebooks to begin setting up their notebook for use in their science class.

Application

(5) Homework and Practice

The students checked with their shoulder partner to make sure they were getting information in the correct place.

The students put their fingers on their noses to let the teacher know they were ready to move on to the next step.

generalize the goal
Generalize the Goal

The students revisited the earlier goal by rating how competent they felt about using the notebook after the lesson. They also wrote a couple of ways that they could use an Interactive Notebook.

(8) Setting Objectives and Providing Feedback

(4) Reinforcing Effort and Providing Recognition

day 2

Day 2

Using the Interactive Notebook in the Science Class

Tami Lee, 3rd Grade Teacher

slide13
Goal

We are learning about Earth’s Movement.

(8) Setting Objectives and Providing Feedback

accessing prior knowledge1

(6) Nonlinguistic Representations

Accessing Prior Knowledge

Click on this picture to view the website the teacher used.

Mrs. Lee showed the students a website that had a model showing the Earth’s rotation on its axis and the revolution of the Earth around the sun. The students wrote down their observations in their Interactive Notebooks and then turned and talked with their partners about what they had written.

(4) Reinforcing Effort and Providing Recognition

(3) Summarizing and Note Taking

slide15

New Information

Mrs. Lee typed up the definitions that the kids would need and had them glued onto the right side of the notebook before the lesson began. She felt at times it is easier with 3rd grade students to have things pre printed for them rather than having them write everything.

new information1

(10) Cues, Questions and Advance Organizers

New Information

(6) Nonlinguistic Representations

Mrs. Lee went through a Smartboard Lesson introducing the Earth’s movement to the students that included a cloze activity. The students used the definitions from the right side of the interactive notebook to help them fill in the blanks while they went through the cloze activity.

A couple of students gave their answers and the class gave a thumb sign to show if they agreed with that answer or not.

The students took turns uncovering the correct answer.

(4) Reinforcing Effort and Providing Recognition

application1
Application

Part 1: The students practiced revolving and rotating with a partner.

Part 2: The students used crumpled up blue and yellow paper to represent the Earth and Sun to show how the Earth revolves and rotates.

(5) Homework and Practice

(2) Identifying Similarities and Differences

slide18

Part 3: The students created a diagram on the left side of their interactive notebooks to show the Earth revolving and rotating around the sun.

(5) Homework and Practice

(2) Identifying Similarities and Differences

(3) Summarizing and Note Taking

generalize the goal1
Generalize the Goal

The students revisited the earlier goal by rating how they felt about it now. They also wrote a brief summary on the left side of their notebooks about what they had learned during the lesson.

Both students only moved their numbers up one rating. This went right along with what Mrs. Lee was seeing as well. She felt this was okay since it was the first day of this topic and it would be further developed in future lessons.

The students have become much better at being honest in their ratings because Mrs. Lee has been working with them on this for a couple of months.

(8) Setting Objectives and Providing Feedback

(3) Summarizing and Note Taking

slide20

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervisionand Curriculum Development.

Pollock, J. E. (2007). Improving student learning one teacher at a time. Alexandria, VA: Association for Supervision and Curriculum Development.

Pollock, J. E., & Ford, Sharon M. (2009). Improving student learning one principal at a time. Alexandria, VA: Association for Supervision and Curriculum Development.

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