Interactive Notebooking and
Next Generation Science Standards
Jenina Sorenson
3rd Grade Teacher
Collegiate American School
Dubai, UAE
A little bit about me
• This is my tenth year in
education
• I have taught Grades 1, 2, and
3
• I spent the past 3 ½ years out
of the classroom as the district
science instructional coach K-5
in the Kansas City, Missouri
metro area
• And I love what I do
Purpose of the Workshop
The purpose of this workshop is to provide an
understanding of the following:
• Interactive Notebooking
• Getting started with Interactive Notebooking in your
classroom
• A little on the Next Generation Science Standards (NGSS)
My goal is for you to leave here feeling comfortable
using interactive notebooks – both inside and outside
of the classroom. I also want you to be able to read
and understand the Next Generation Science
Standards (NGSS)
How many times have you heard
any of the following?
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I can’t find my notes
I can’t find my homework
I can’t find my old quizzes
I was absent yesterday, did I miss anything?
I was absent last week, did I miss anything?
I’m sure it’s in my locker…
I’m sure it’s in my book bag…
I’m sure it’s in my desk...
I can’t remember what we did in class yesterday
If you answered YES!
Than I have the solution for YOU!
Stand Up, Hand Up, Pair Up
• This is a ‘Cooperative Learning Activity.’
You will need to Stand Up, put your Hand Up,
and Pair Up with someone that you do not know.
• Once you have a partner discuss with them the
following:
▫ What you already know about interactive
notebooks, do you use them? How do your
students feel about them? Or discuss anything
around the topic of interactive notebooks.
What are Interactive Notebooks?
• Are to enable students to be creative,
independent thinkers and writers. Interactive
notebooks are used for:
▫ Class notes
▫ Other activities
• Are a way for students to use teacher supplied
notes to draw whatever illustration makes sense
to them.
• Are a way for students to personalize their work.
Pictures of Student Notebooks
Pictures of Student Notebooks
Pictures of Student Notebooks
The Process…
• Requires modeling, modeling, modeling!
• Takes a bit of patience
• Must consistently be reinforced
• Takes time to learn both for the teacher and
for the students to develop their own style
And Finally…
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It encourages pride in student work
It encourages cooperative learning
It appeals to multiple intelligences
It appeals to differentiated learning
Students make their own meaningful connections
The kids love it and learn so much!
The Payoff
• It’s a way for students to organize their work
• Teaches students how to think
• Uses reading and writing strategies within content
areas such as Science, Math and Social Studies
• Helps students to distinguish between what they
know and what they need to focus on
• EXCITEMENT from the students and beyond!
Interactive Notebooks
• Can be in pencil, crayon, or colored pencils
• Are personal and unique to each student
• Allow students to doodle or draw in their
notebooks and still be on task!
What will be in it?
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Class notes
Activities
Lab/Lab Notes
Student’s Ideas/Doodles/Drawings/Learning
Vocabulary
Formulas
Timelines
Basically anything goes!
How Do I Get Started?
• Identify which subject(s) you want to begin with
• Let students know what supplies are required
• Make sure you have copies for notes for each
student
Classroom items needed to getting
started
• Composition notebook, Spiral notebook, or the
Notebook-loose leaf paper in a three pronged
folder for each student
• Pencils, regular and colored
• Liquid glue or Glue sticks
• Crayons
• Scissors
• Ruler
• Teacher supplied notes
• Grading expectations/Rubrics
How is it organized?
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Title page
Table of contents
Unit page
Teacher supplied notes
Labs
Student created graphics/notes
Glossary
Let’s take a look!
• I have brought my student Interactive
Notebooks from several subjects
• What are some observations that you make
about the notebooks
Purpose of Next Generation Science
Standards
• Science—and therefore science education, is central
to the lives of all Americans, preparing them to be
informed citizens in a democracy and
knowledgeable consumers.
• States have previously used the National Science
Education Standards from the National Research
Council (NRC) and Benchmarks for Science Literacy
from the American Association for the Advancement
of Science (AAAS) to guide the development of their
current state science standards.
Purpose of Next Generation Science
Standards
• These two documents have proved to be both
high quality and durable, they are around 15
years old.
• Needless to say, major advances have since
taken place in the world of science and in our
understanding of how students learn science
effectively.
-According to the Next Generation Science
Standards website and framework
What do you already know about Next
Generation Science Standards (NGSS)?
What is the difference between the
Common Core State Standards (CCSS)
for Literacy Science and the NGSS?
• The Common Core State Standards (CCSS) for
Literacy were written to help students meet the
particular challenges of reading, writing,
speaking, listening and language in science.
• The literacy standards do not replace science
standards—they supplement them.
How to read the Next Generation
Science Standards
• Assessable Component (Performance)—state what
students should be able to do in order to demonstrate that
they have met the standard what they will be held accountable
for
• Foundation Boxes—each performance expectation
incorporates all three dimensions from the Framework (a
science/engineering practice, a core disciplinary idea, and a
crosscutting concept)
• Connection Boxes (Coherence)—list connections to other
ideas within the disciplines of science and engineering and
with Common Core State Standards in Mathematics and
English Language Arts
How to read the Next Generation
Science Standards
• Assessable Component (Performance)—state what
students should be able to do in order to demonstrate that
they have met the standard what they will be held accountable
for
• Foundation Boxes—each performance expectation
incorporates all three dimensions from the Framework (a
science/engineering practice, a core disciplinary idea, and a
crosscutting concept)
• Connection Boxes (Coherence)—list connections to other
ideas within the disciplines of science and engineering and
with Common Core State Standards in Mathematics and
English Language Arts
Color Coding in the Foundation Boxes
• Disciplinary Core Ideas (DCIs)—the orange box in the
middle includes statements that are taken from the
Frameworks about the most essential ideas in the major
science discipline that all students should understand during
13 years of school.
• Science and Engineering Practices—the blue box on the
left includes just the science and engineering practices used to
construct the performance expectations in the box above.
• Crosscutting Concepts—the green box on the right
includes statements derived from the Framework's list of
crosscutting concepts, which apply to one or more of the
performance expectations in the box above.
Assessable
Foundation
Connection
3 Ways Science Classes Will Change
According to the National Science
Teacher Association (NSTA)
1. More than Facts
• For too long, Science education in the United States
has emphasized rote memorization. This approach
leaves out the most important part of science: the
practices and critical thinking that scientists actually
use to do their jobs. “Science is more than a
textbook full of facts,” Evans said.
• Under NGSS< students will instead concentrate on:
asking questions, developing hypothesis, testing
models, making evidence-based arguments and
learning other skills that real scientists use all the
time.
2. Missing Science
• By engaging kids in theory, the new standards
will impart a better appreciation of the
significance of science, said Jonathan Osborne, a
professor of education at Stanford University
• Theories allow students to fit facts into an
overarching structure, providing context for the
information. “What students need is a sense of
the edifice of science,” Osborne said.
3. College and career prep
• By engaging kids in theory, the new standards
will impart a better appreciation of the
significance of science, said Jonathan Osborne, a
professor of education at Stanford University
• Theories allow students to fit facts into an
overarching structure, providing context for the
information. “What students need is a sense of
the edifice of science,” Osborne said.
Any Questions, Comments or Concerns
• You can email me at jeninas@casdubai.com for
any additional information
• Thank you and enjoy the rest of your sessions