Science Interactive Notebooks in the Classroomby: Jocelyn Young

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Writing is one of the ways in which children learn in science. When students make observations and explain them in writing, they clarify and organize their thoughts and ideas. Keeping science interactive notebooks is a technique for increasing student understanding and organizing their learning. Further, by using interactive notebooks, students model one of the most vital and enduring functions of scientists in all disciplines—recording information, figures, and data. The guidelines presented here emphasize the many benefits that science interactive notebooks bring to the classroom.

A Chapter From...Science the "Write" Way
Grades
  • Elementary
  • Middle
Publication Date
10/31/2011

Community ActivitySaved in 536 Libraries

Reviews (5)
  • on Wed Nov 30, 2016 7:53 PM

This chapter provides relevant information because most teachers use interactive notebooks in their class. The article explains how to set-up/design the interactive notebook, and how to incorporate writing into the notebook. Other educators can use the information provided to start the process of using interactive notebooks or to redesign how they use interactive notebooks to ensure students are writing. I would adapt the information to incorporate interactive notebooks with all subjects because it will incorporate literacy across the curriculum. The type of interactive notebooks, discussed in this chapter, will require students to become proficient writers in all subjects and not just science. The chapter provides information about students using writing to demonstrate and apply their knowledge/learning in Science. Science interactive notebooks provide a purpose for learning and ensuring success for all students. By using interactive notebooks in science, students are given multiple opportunities to engage in the writing process, scientific inquiry, organize information, and show mastery of learning the standards. Interactive notebooks provides teachers with multiple opportunities to access the students’ learning, make connections with prior knowledge, and implement new skills and concepts in Science.

Niesha A
Niesha A

  • on Wed Nov 30, 2016 7:53 PM

This chapter provides relevant information because most teachers use interactive notebooks in their class. The article explains how to set-up/design the interactive notebook, and how to incorporate writing into the notebook. Other educators can use the information provided to start the process of using interactive notebooks or to redesign how they use interactive notebooks to ensure students are writing. I would adapt the information to incorporate interactive notebooks with all subjects because it will incorporate literacy across the curriculum. The type of interactive notebooks, discussed in this chapter, will require students to become proficient writers in all subjects and not just science. The chapter provides information about students using writing to demonstrate and apply their knowledge/learning in Science. Science interactive notebooks provide a purpose for learning and ensuring success for all students. By using interactive notebooks in science, students are given multiple opportunities to engage in the writing process, scientific inquiry, organize information, and show mastery of learning the standards. Interactive notebooks provides teachers with multiple opportunities to access the students’ learning, make connections with prior knowledge, and implement new skills and concepts in Science.

Niesha A
Niesha A

  • on Sun Nov 27, 2016 9:03 PM

This chapter gives teachers a guide for how to design, assign, and plan for interactive notebooks. The author emphasized the importance of incorporating writing into the everyday science routine through interactive notebooks. I appreciated the incorporation of writing, because students often have difficulty writing down their thoughts and observations in complete sentences. I wish that the book chapter would have presented multiple strategies and approaches to designing the interactive notebook, because I do not think that interactive notebooks can be a one size fits all format. As a teacher, I think that this article is a great guide in getting started with implementing interactive notebooks, but you may challenge yourself to find different options that work better for you and your students. Overall, this chapter is very helpful! I love that the students get to document their exploration of science and then look back at their own thoughts and the way they have changed. This is an awesome interactive activity for science classrooms!

Olivia Westfall
Olivia Westfall

  • on Sun Nov 27, 2016 9:03 PM

This chapter gives teachers a guide for how to design, assign, and plan for interactive notebooks. The author emphasized the importance of incorporating writing into the everyday science routine through interactive notebooks. I appreciated the incorporation of writing, because students often have difficulty writing down their thoughts and observations in complete sentences. I wish that the book chapter would have presented multiple strategies and approaches to designing the interactive notebook, because I do not think that interactive notebooks can be a one size fits all format. As a teacher, I think that this article is a great guide in getting started with implementing interactive notebooks, but you may challenge yourself to find different options that work better for you and your students. Overall, this chapter is very helpful! I love that the students get to document their exploration of science and then look back at their own thoughts and the way they have changed. This is an awesome interactive activity for science classrooms!

Olivia Westfall
Olivia Westfall

  • on Tue Jun 03, 2014 11:31 AM

The author introduces interactive notebooks - notebooks in which both teachers and students design what information goes into the notebook. By giving students ownership of the information in the notebook, instead of it all being teacher driven, it allows students to be more responsible and feel more like scientists. I really like that she emphasizes that English and math do not stop at the door of the science classroom. However, this is just one way of setting these up and I encourage the reader to check out other methods to find one that fits their teaching style.

Tina Harris  (Fairmount, IN)
Tina Harris (Fairmount, IN)


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