Skip to main content

Flips and Flaps




I saw this when Dinah Zike presented at NSTA last year (Boston). I thought what a fabulous way to get more space out of your notebook pages! Not only can you present information on the flip up page but then students can write more information underneath. This method is featured in her notebooking book (http://www.dinah.org/).
I have been experimenting with glue verses tape. The first picture I taped the map down (taping edge to edge....if you use tape do not go past the edge or it no longer flips up as smoothly) the other two pictures I glued the top portion down (that is probably the best way to go. I was just experimenting with the tape).
Picture #1 - I downloaded a map of all the countries that use the metric system verse the standard system. Underneath students created a simple "cheat sheet" to help them remember that a millimeter is approximately the size of your pencil tip, centimeter as wide as your finger, etc.
Picture #2 - Students were compairing and contrasting rainforest plants and desert plants. Their written work is underneath the flaps.
Picture #3 - I wanted the students to really be able to tell me the difference between autotroph and heterotroph so I isolated those two words from the reading above it and had students create flaps that defined it underneath and then they had to draw a picture to help them remember.
My elementary students love the "flip flaps" (that is what they call them).

Comments

michelle said…
wow! I am so happy I found this blog. I am really looking forward to reading through all that is available here. Thanks for sharing this with everyone. Blessings for the New Year.
CatBells said…
Your notebooking blog is incredible. I teach fourth grade, too, and used notebooks last year. I learned so much by reading through your blog. Thanks for sharing!
ahilliman said…
could you please connect to me on edmodo.com my name is Alicia Hilliman. I am having some technical difficulties trying to connect to you and your email is not working either. I love your ideas and look forward to sharing resources!!! Thanks so much!!
Heather said…
I would love to know where you get the information that the kids have on the left side of their journals.
Eve Heaton said…
The information on the left hand side of the notebook comes from a variety of different sources (textbook, internet, review books, etc.)

Eve
Heather said…
Do you have them to buy? Our textbooks are inadequate that I need to figure out a new resource for my students.
Eve Heaton said…
Heather -

No I don't purchase the information. I basically look at the state standards and cross reference against our textbook. If the information is inadequate then I look for secondary sources on the internet or within our school's test prep documents.

Eve

Popular posts from this blog

Digital Citizen Cards

This project idea came from a monthly challenge put out by Adobe Express. We have the free EDU version deployed in our district and I thought this might be fun to try with a class. I liked that there was a prize element where the students could win a classroom set of hero cards  and it tied in with Digital Citizenship Week (October 17-21).  I teamed up with an elementary technology lab teacher and we decided to try it with one fifth grade class.  We looked over the available templates and decided we liked the layout of the 6-8 template the best (because they had to list advice for staying safe online).  One of the best things about these Adobe monthly challenge templates is that they can be modified. The revised template can then be sent to students via a link or through Google Classroom.  All the templates for this challenge Adobe gives you a sample template with sample wording but we wanted students to come up with their own wording. Neither one of us was ke...

Picture of the Day - Activity

I attended a training class and a science coach shared an activity that he does with his students to help them differentiate between observations, inferences, and predictions. He puts a picture on the interactive white board as a warm up (he gets the pictures from a variety of sources but uses National Geographic's Picture of the Day a lot). The picture above is from the National Geographic site. He has the students make five observations. Then he makes the students make five inferences. Finally he has the students make five predictions. He does this every day and it really drives home the difference between those three key inquiry vocabulary terms. I've done this activity with both my sixth and fourth grade science classes and the students really got into it and became proficient at telling me the difference between those terms.

Weathering, Erosion, and Deposition Activity

I saw this activity at a science conference years ago and haven't had a chance to use it in a classroom until this week (mainly because I didn't teach weathering, erosion, and deposition). It is a great way to reinforce the definition of the weathering, erosion, and deposition in a highly kinesthetic manner. Basically you break the students up into groups of three. One group is "Weathering" another group is "Erosion" and the third group is "Deposition". Add tape to the back because you are going to stick them to the forehead of the children in each group. The "weathering" students get a sheet of paper that is their "rock" they will be breaking down. At the start of the activity the "weathering" students will start ripping tiny pieces of their "rock" and handing it to the "erosion" students. The "erosion" students will be running their tiny piece of "rock...