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Interactive Science Notebook (ISN)

Interactive Science Notebook (ISN). Interactive Science Notebook (ISN). Hughey. Left/Right Brain Activity. Cornell Notes. Overview. We are using spiral notebooks for our ISN this year. We will try to do one per unit, it may require more.

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Interactive Science Notebook (ISN)

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  1. Interactive Science Notebook (ISN) Interactive Science Notebook (ISN) Hughey Left/Right Brain Activity Cornell Notes

  2. Overview • We are using spiral notebooks for our ISN this year. • We will try to do one per unit, it may require more. • The purpose is to help students not only to organize their data, information and content, but to also be able to reflect and interact with the information in a creative format. • You are encouraged to decorate the cover with unit appropriate pictures and material • The ISN utilizes the following components: • writing, inquiry, collaboration, organization and reading

  3. Overview - Organization • Inside cover is Page 0. This could be the student’s page – an all about me page. A student could include their likes and dislikes of science, learning style, whether they are right-brain, left-brain or more bilateral. Start numbering pages beginning with page 1 as the first page. • Page 1 should be the Table of Contents • Page 2 The Left Side • Page 3 The Right Side • Back inside cover is the ISN Scoring • First page before the back cover is ISN Scoring Rubric

  4. Page 1 – Table of Contents

  5. Overview - Organization • Inside cover is Page 0. This could be the student’s page – an all about me page. A student could include their likes and dislikes of science, learning style, whether they are right-brain, left-brain or more bilateral. (See Right/Left brain activity sent with this page.) • Start numbering pages beginning with page 1 as the first page. • Page 1 should be the Table of Contents • Page 2 The Left Side • Page 3 The Right Side • Back inside cover is the ISN Scoring • First page before the back cover is ISN Scoring Rubric

  6. Page 2 – the Left Side • The left page demonstrates your understanding of the information from the right side of the page. You take the INPUT from the right side of the notebook and interact with this information in a creative, unique, and individual way. This side of the notebook reflects how you learn science, so it is your OUTPUT.

  7. Page 2 – the Left Side (cont) OUTPUT can be: Brainstorming, concept maps, riddles, illustrations, diagrams, cartoons, poetry, songs, Venn diagrams, data and graphs, analytical writing, reflection writing, quick writes, mnemonics, flow charts, graphic organizers, writing prompts, concept designs • Left Side Notes: • EVEN numbered pages. Relates to what you did on the right side. • Always use color for learning, it activates the brain. It also helps with organization. Try always using at least 3 different colors. Remember black is actually not a color – it absorbs all light doesn’t reflect. • Homework, quizzes, tests, and other summative assessments are left side items.

  8. Overview - Organization • Inside cover is Page 0. This could be the student’s page – an all about me page. A student could include their likes and dislikes of science, learning style, whether they are right-brain, left-brain or more bilateral. (See Right/Left brain activity sent with this page.) • Start numbering pages beginning with page 1 as the first page. • Page 1 should be the Table of Contents • Page 2 The Left Side • Page 3 The Right Side • Back inside cover is the ISN Scoring • First page before the back cover is ISN Scoring Rubric

  9. Page 3 – the Right Side • The right-side notebook page contains the information you put into the notebook and the information you need to learn called INPUT and includes: • Notes from a lecture or guest speaker, Text or article, vocabulary words, video notes, procedures, readings, questions and answers, labs, Cornell notes

  10. Page 3 – the Right Side (cont) • Keys to a complete Right Side: • Right sides have ODD numbered pages. Always start the page with the date and title at the top of the page. • The right page is for writing down information you are given in class. • Mark up the information you need to remember – highlight, underline, and circle text. • Get in the habit of writing a summary of what you’ve learned at the bottom of the page. Summarizing is one of the best strategies to help you retain information.

  11. Overview - Organization • Inside cover is Page 0. This could be the student’s page – an all about me page. A student could include their likes and dislikes of science, learning style, whether they are right-brain, left-brain or more bilateral. (See Right/Left brain activity sent with this page.) • Start numbering pages beginning with page 1 as the first page. • Page 1 should be the Table of Contents • Page 2 The Left Side • Page 3 The Right Side • First page before the back cover is ISN Scoring Rubric • Back inside cover is the ISN Scoring

  12. ISN Scoring Rubric – 5 pts

  13. ISN Scoring Rubric – 4 pts

  14. ISN Scoring Rubric – 3 pts

  15. ISN Scoring Rubric – 2 pts

  16. ISN Scoring Rubric – 1 pts

  17. Overview - Organization • Inside cover is Page 0. This could be the student’s page – an all about me page. A student could include their likes and dislikes of science, learning style, whether they are right-brain, left-brain or more bilateral. (See Right/Left brain activity sent with this page.) • Start numbering pages beginning with page 1 as the first page. • Page 1 should be the Table of Contents • Page 2 The Left Side • Page 3 The Right Side • First page before the back cover is ISN Scoring Rubric • Back inside cover is the ISN Scoring

  18. ISN Scoring Sheet

  19. ISN Scoring Sheet pt 2

  20. Reflecting on the ISN • As you near the end of a unit, this is the time for you to reflect upon their work in the ISN. This reflection should start on the left side and continue on to the right side. This should be a high-quality reflection of the work completed for the unit. Below are some ideas for this reflection: • Choose four items that represent your best work (two from the right and two from the left. • Give specific reasons as to why these items were chosen as exemplar work as well as why these assignments reflect your skill set.

  21. Reflecting questions • Instead of “It was fun”, try to answer the following questions • What about the left side activities helped you better understand and recall the material? • How did you use different levels of questions to help you reach a deeper level of understanding? • What did you learn from the activity? • What would you do differently in the future? Why? • What overall rating would you give your notebook and why? • What are your goals for improvement in this class? • What specific changes would you like to see in this class? Explain. • List specific areas in which you feel you need to improve or need help improving

  22. Left/Right Brain Activity • Write down the number for the question and whether you chose A or B. • You have to answer each question. Choose the best answer for you, by that, I mean the most natural behavior for you

  23. Questions 1-2 Question #1 • On a trip, I make plans and follow them • On a trip, I decide at the moment what to do. Question #2 • I almost always find things in the place where they belong • I often have to search to find things like keys, books, papers.

  24. Questions 3-4 Question #3 • I remember who gives me a gift, so I can give them a gift later • I don’t keep track. I buy gifts when I see something I like. Question #4 • I prefer art that gives me a certain feeling when I see it. • I prefer art that reminds me of places I’ve been or things I like

  25. Questions 5-6 Question #5 • I use my work to plan my day • I use time to plan my day’s work Question #6 • I have almost no order in my drawers and closet • My drawers and closet are well organized

  26. Questions 7-8 Question #7 • I prefer pictures centered on walls and furniture in a straight line • I prefer pictures off center and furniture angled in corners. Question #8 • I use imagination when it’s appropriate • I use imagination constantly

  27. Questions 9-10 Question #9 • I can usually figure out what’s going to happen next • I can usually feel what’s going to happen next. Question #10 • Where I put things depends on what I am doing • I have a particular place for everything.

  28. Questions 11-12 Question #11 • I usually agree with new ideas before most other people • I usually question new ideas more than most other people. Question #12 • I can’t always describe how I solved a problem • I can clearly describe how I solved a problem

  29. Questions 13-14 Question #13 • With a difficult decision, I go with the best information. • With a difficult decision, I go with my feelings. Question #14 • I usually finish one thought before changing the subject • I frequently interrupt a thought to explain something else

  30. Questions 15-16 Question #15 • I work best in a neat, orderly, place. • I work best in a very comfortable place. Question #16 • I need change and variety to do my best work. • I need routine and stability to do my best work.

  31. Scoring • Underline the statements 4, 5, 6, 10, 11, 12, and 16 • For the underlined statements, count the A’s • For the statements NOT underlined, count the B’s • Total the two

  32. Scoring pt 2 Points Type • 0-3 Strong sequencing hemisphere • 4-6 Moderate sequencing hemisphere • 7-9 Bilateral balance • 10-12 Moderate associating hemisphere • 13-16 Strong associating hemisphere

  33. Cornell Notes

  34. History of Cornell Notes • Developed in 1949 at Cornell University by Walter Pauk. • Designed in response to frustration over student test scores. • Meant to be easily used as a test study guide. • Adopted by most major law schools as the preferred note taking method.

  35. Cornell Notes

  36. First & Last Name Class Title Period Date Topic Questions, Subtitles, Headings, Etc. Class Notes 2 1/2” 3 to 4 sentence summary across the bottom of the last page of the day’s notes

  37. Cornell Notes • Divide the paper into three sections. • Draw a dark horizontal line about 5 or 6 lines from the bottom. Use a heavy magic marker so that it is clear. • Draw a dark vertical line about 2 inches from the left side of the paper from the top to the horizontal line. • Document • Write course name, date and topic at the top of each page

  38. Cornell Notes • Write Notes • The large box to the right is for writing notes. • Skip a line between ideas and topics • Don't use complete sentences. Use abbreviations, whenever possible. Develop a shorthand of your own, such as using & for the word "and". • Review and clarify • Review the notes as soon as possible after class. • Pull out main ideas, key points, dates, and people, and write them in the left column.

  39. Cornell Notes • Summarize • Write a summary of the main ideas in the bottom section. • Study your notes • Reread your notes in the right column. • Spend most of your time studying the ideas in the left column and the summary at the bottom. These are the most important ideas and will probably include most of the information that will be tested.

  40. Left Side Questions • These questions should elicit critical thinking skills. • Levels 3through6 in Bloom’s Taxonomy.

  41. Brief Review of Bloom's Taxonomy 1.KNOWLEDGE: recalling information 2.COMPREHENSION: understanding meaning 3.APPLICATION: using learning in new situations 4.ANALYSIS: ability to see parts & relationships 5.SYNTHESIS: Use parts to create a new whole 6.EVALUATION: judgment based on criteria

  42. Left Side Questions pt 2 Your questions should reflect: • Info you don’t understand or want to discuss with your teacher/tutor. • Info you think would go good on an essay test. • Gaps in your notes.

  43. How will it look when done? Don’t forget the heading: Name, Class, Period, Date, Topic Questions, subtitles, etc. go here, in the left hand column. Remember, we want higher level critical thinking questions. Notes go here, in the large right hand column. A 3 to 4 sentence summary down there on the bottom of the last page of notes

  44. Example (Diagram copied during lecture) (Questions about it ) • How do the ticks find the cattle? • Why don’t the ticks usually kill their host? • How could tick infestations in cattle impact humans?

  45. Anthropods Ninth Grade Biology Notes Paul sends his examples

  46. Physics Notes in College Paul sends his examples

  47. Paul sends his examples Summary w/ diagrams

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