Social Studies Lapbooks - The Basics - Part 1 of 5

This is Part 1 of a 5 Part series. 
You can read other parts by clicking the links below:
SS Lapbooks - Part 2 - Alternate Uses
SS Lapbooks - Part 3 - Written Responses
SS Lapbooks - Part 4 - Vocabulary Development
SS Lapbooks - Part 5 - Time Management

What are SS Lapbooks?

If you are new to the terminology, a lapbook can be described as a folder-like object used to organize and demonstrate learning. They oftentimes have pockets, foldable pieces, flaps, and the like to offer a hands-on approach to learning. Lapbooks also offer students an opportunity to demonstrate learning through written and/or visual means. Oftentimes lapbooks are unit or topic specific. 

My Original Design

I have seen countless designs for lapbooks. There aren't any rules to their design or construction; the only limit is your imagination. With a folder and a few pieces of paper, educators can guide students through a lapbook in whatever way works best. I have been using lapbooks for quite a few years and I still find ways to switch up the way I use them; even if it's a unit or topic I have previously taught.

The lapbooks within my social studies resources are offered in 2 styles: one design for K-1 and a more elaborate (but similar design) for grade 2-6. All of my lapbooks are designed for an inquiry-based method of instruction.

BASIC DESIGN of MY LAPBOOKS

Front Cover (used to stage the compelling question/launch the inquiry)

The front cover has a header using the Inquiry Question. It helps remind students of the question we are researching in order to answer. Underneath the header I have designated space for the students to think/draw/write about the topic. This section is a place for students to share their ideas before learning anything specific related to the inquiry question. This space is sometimes referenced later on. It is common for students to have a different perspective on what they initially wrote in that area!

Grade 3 Inquiries: Space on Each Cover to Start the Unit

One Section Per Question (usually 3 questions)

Nearly all of the inquiries have 3 supporting questions that help students navigate toward an answer to the main question. For each question I designate once panel (or section) of the lapbook. When teachers use 1.5 file folders to construct a lapbook, the interior of the lapbooks will have three sections. This layout helps students see their work in an organized fashion and to locate facts and evidence to support their written response at the end of the inquiry. Each section typically has a title as well. 

The information and responses within each of the 3 sections varies. Students may be responding to text or anchor charts, they may be using PPT or video to formulate responses. The inner panels encourage individualized response based on evidence while guiding students as a whole group. The student responses give students ownership over their learning and encourage them to think and respond independently.

Grade 5 Inquiry: Interior of Lapbook Showing Three Sections for the Supporting Questions

Vocabulary Section

One of my goals is to always foster avenues toward building vocabulary. It is a weak point for many (including adults!). My lapbooks have an entire panel dedicated to vocabulary. It contains 2 flip books that hone in on important vocabulary that will be heard, spoken, read, and written throughout the inquiry. It is difficult to teach about the Transcontinental Railroad if students do not have a mastery level understanding of the word "transcontinental". 

Flip books are one way to nurture the mastery required. I also use vocabulary matching games and a small foldable piece labeled "Other Interesting Words". The "Other Interesting Words" foldable is a great way to give students an opportunity to reread text and find the words they want to learn. It's individualized and offers ultimate differentiation.

Additional Notes Section

The back middle section is for taking notes. I use this area to give students the space needed for taking notes during discussions or while watching videos. Sometimes we need more space, other times it's barely used. It truly depends on the content we are discussing and how the conversations unfold in the classroom.

Writing

All lapbooks include a written component. In my quest to be more thematic in my teaching, and to tie in as much ELA as possible, each inquiry includes a written response for each of the 3 supporting questions as well as the initial compelling question.

For grades K-1 the written portions involve a lot of drawing and the use of labels. Teachers can guide the students who are ready toward writing sentences. For the grades 2-6, writing is comprised of 2-point and 4-point responses.

If students have taken their time answering the supporting questions for each section while using evidence from the texts, discussions, and videos, the final summative question will be easier to draft and write. In the bigger picture, the students will have been gathering their own evidence throughout the inquiry which can guide them during their 4-point response. The supporting questions are graded using a 2-point rubric. The summative question is graded on a 4-point rubric.

TIPS & TRICKS FOR LAPBOOKS

Fine Motor

By design, there is a significant amount of cutting and pasting with my lapbooks. For the primary grades I keep the lines simple - straight lines or basic circles. The intermediate lapbooks will incorporate a bit more fine motor skill.

To save time in the classroom (or if fine motor development isn't a top priority that day) teachers can pre-cut the majority of the pieces. I oftentimes will cut the pieces in preparation for the lesson. Students will then need to only fold and glue the pieces into their lapbooks.

Color-coding

Color-coding pieces is another way to reduce cognitive load. For instance, I always print the vocabulary pieces on the same color for every lapbook we make. If I start the year with using yellow for vocabulary- I continue with the same color all year long. 

Differentiation

It can be a challenge to differentiate. We want to keep the rigor up while making the content accessible. One way you can differentiate when using inquiries is to adjust the amount of "answers" you provide. You can offer two different pages during note-taking. One with blanks where students will needs to find the information and fill it in themselves. Another for your needier students with the answers already in place. Ask them to highlight the most important parts. Or, have them take bulleted notes on the Additional Notes Section and see how many of their notes match the section page. Some inquiries will include this type of differentiation within the resource. 

Fifth Grade Inquiry Note Page

ORGANIZED AND ENGAGING

Lapbooks are an excellent way to keep the content organized and your students engaged. My students love social studies lapbooks and oftentimes ask when we are creating the next one or what the topic will be! I always get a kick out of seeing the expression on the students' faces when they see the upcoming lapbook on display in the front of the room. Their excitement is palpable.

You can see a range of grades and topics for social studies in my Teachers Pay Teachers store by clicking the links below:

IOWA SOCIAL STUDIES INQUIRIES
NEW YORK STATE SOCIAL STUDIES INQUIRIES
SOCIAL STUDIES RESOURCES: K-2
SOCIAL STUDIES RESOURCES: 3-6