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Teaching Science with Interactive Notebooks

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Table of Contents

Foreword Preface Acknowledgments About the Author 1. Introduction 2. Organizing Notebooks for Learning 3. Gaining Student Buy In and Ownership 4. Using Notebooks During Investigations 5. Getting Started: The First Three Days 6. Using the Notebooks: Days Four to Seven 7. Learning Through Writing 8. Learning Through Discussion 9. Conclusion Resource A: Reproducibles Resource B: Crosscurricular Connections References and Further Reading Index

About the Author

Kellie Marcarelli is a middle school science teacher and department chair at Pershing Middle School in the San Diego Unified School District, where she teaches eighth grade physics and chemistry. Beyond the classroom, Kellie serves as a trainer, teacher-leader, and curriculum evaluator and assists in the screening process for the Greater San Diego Science and Engineering Fair. Her professional experience includes working as a staff developer for the Middle School Science Education Leadership Initiative (MSSELI), the California Math and Science Partnership program, and the San Diego Unified School District; presenting regularly at NSTA's national conference as well as state and regional science education conferences, and working with WestEd's K-12 Alliance. She is also actively involved in STEM outreach with local professionals in the science community. She is the recipient of the California State Science Fair Teacher of the Year, the San Diego Science Alliance Partnership Teacher of the Year, and the Greater San Diego Science and Engineering Fair Teacher of the Year awards.


"Interactive notebooks are awesome. This book gives you step-by-step instructions on what they are, their many uses, and day to day instructions on getting them up and running smoothly in your classroom." -- Meghan Mathis * Teach * "Easy to read, with good examples and illustrations. The rationale is spelled out for every step, the setup for the interactive notebook is clearly explained, and you can hear the enthusiasm of the author, which makes the reader enthusiastic about trying the strategy." -- Maria Mesires, Seventh-Grade Science Teacher "Whether they are doing hands-on investigation, synthesizing a piece of text, or researching online, my students do the work of scientists by creating something every day in their science notebooks. The notebooks are veritable portfolios of their thinking. My students take pride in collecting daily evidence of their work and are better able to organize, focus, and reflect on their learning in the notebook spread. Because I am planning with the notebook in mind, my lessons are clearer and the structure allows us to focus on the learning at hand. I can't imagine not using them. This is not rocket science, just good teaching!" -- David Rothauser, Science Teacher "In an era when science teachers are being asked more and more to teach writing skills and build science literacy, this book presents an engaging and creative way to answer that challenge and encourage the use of higher-order thinking skills." -- Michael Baker, Eighth-Grade Science Teacher "A powerful reference that will be full of my sticky notes and used daily." -- Jennifer Weibert, District Science Coach "Marcarelli's book provides teachers with research-based strategies that actively engage students in their own learning. With interactive notebooks, students learn how to collect and organize scientific information and how to communicate and refine their thinking. Moreover, students take ownership and pride in their work. This book is a valuable tool that every science teacher should have. -- Don Whisman, Vice Principal and Director "Highly recommend this book to science teachers who want to do science notebooks but fear the drudgery that sometimes is associated with them. The interactive notebooks that Marcarelli creates not only are interesting for the teacher but also fun and motivating for students." -- NSTA Recommends "Teaching Science With Interactive Notebooks provides teacher-friendly, practical advice for strategies that all science teachers can use." -- From the Foreword by Rodger W. Bybee

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