Reflection: Developing a Conceptual Understanding 4: It's Raining, It's Pouring...Precipitation is Forming! - Section 3: Explore

 

I use the interactive notebooks in science almost daily because it keeps the student engaged during the lesson, by organizing their learning through actively recording notes, drawing diagrams, making inferences, etc.  

At the beginning of the year, I set up the interactive notebook with students. We create a table of contents, review an input and output page and paste the chart in the front of the notebook.  This serves as a reference throughout the year for the students.  The two main parts of the notebook include the input and output pages.  The input page is set up on the right side and includes notes, vocabulary words, lab/activity instruction, teacher based questions.  The left side is for students to demonstrate their understanding of a concept and shows how they learn. I go over the purpose of the rubric and its components so my students are aware of the expectations for a grading.  I remind students of the rubric expectations each task. 

 

I use the interactive notebook as a portfolio to monitor student growth in writing, thinking, organizing, illustrating, and following directions. I find students process more information, show understanding, and retention because they are actively involved in the lesson. It is also a great piece during parent conferences, providing evidence of student learning and understanding.


 

  interactive notebooks
  Developing a Conceptual Understanding: interactive notebooks
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4: It's Raining, It's Pouring...Precipitation is Forming!

Unit 1: Weather
Lesson 4 of 9

Objective: SWBAT distinguish among four forms of precipitation: rain, snow, sleet, and hail. They will predict precipitation based on temperatures in a given area, and sequence each one's formation.

Big Idea: Students will distinguish among the various forms of precipitation (rain, snow, sleet, and hail) and compare each of them by reading descriptions and a graphic organizer to sequence the steps of how each one forms.

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Subject(s):
Science, climate, Weather and Atmospheric Science, rainfall, sequencing, transition words, Air, storm
  85 minutes
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