Sunday, August 20, 2017
Blog Post #2
Dave Burgess, in his TED talk, “Teach Like A Pirate”, discusses how asking questions jumpstarts the creative process. Think about your students and the content you will be teaching your students 2-3 weeks from now. List the first 5 questions that come to your mind. Revisit this blog post in one week (keeping these 5 questions in mind throughout the week) and tell us how you answered your 5 questions.
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Topic: Human Sexuality (7th grade health)
ReplyDelete1. How will I get every student to be comfortable talking about this topic?
2. What do students already know about practicing safe sex?
3. What games can I create to make the topic more fun and less embarrassing
4. What do students already know about STIS? (compared to 8th grade -which I taught for 3 years prior)
5. What should my assessment look like?
Topic: Sink or Float (preschool lesson)
ReplyDelete1. How will I keep all students engaged?
2. How to decide what objects to use?
3. What do students already know about things that float or sink?
4. How do I make the lesson hands on for students?
5. How will I record and assess?
Topic: Christmas Nutcracker unit- 3rd Grade Music
ReplyDelete1. Do the students remember the story of the Nutcracker from last year?
2. What songs do they recall from last year?
3. How do I keep the students engaged in this unit?
4. How do I change my lessons to increase their knowledge in the unit?
5. How will I assess this unit?
Night of the Notable Biography Research - 4th and 5th grade gifted
ReplyDelete1. Why did you choose the "notable" person that you did?
2. Why are they "notable"?
After their initial research...
3. Did you learn anything about your person that you didn't know before?
4. In your person's life, who was the person/s that influenced them the most?
5. Was there any other career that your person might have chosen besides what made them famous?
5 QUESTIONS for Fahrenheit 451
ReplyDelete1. How can I get students to better understand the concept of censorship? Where have they seen it in society, in their home, in school?
2. What does a dystopian society look like and a utopian society look like?
3. What is better - conformity or individuality?
4. Why does Ray Bradbury allude to William Faulkner, Mildred Millay, and Walt Whitman when mentioning authors whose books were burned in the "1st fire" in the novel?
5. What do 200 ft. billboards say about society?
RESPONSES:
1. I had students look up "images/visuals" in Google and then share what they thought was the best.
2. I provided students 2 videos to watch about characteristics of dystopia and utopia and then create one of them visually with art supplies.
3. This became a quick-write.
4. I put students in teams of 3 and each was assigned one of the authors and what they wrote about and why society would want those "authors" books burned.
5. Students were shown "electronic" billboards and discussed why these are more effective in today's society.
I'm looking at the Hour of Code/ai coming up soon (beginning of December - this post was written before it was posted, sorry!). 1)I am wondering how I get my 5th and 6th graders excited about Hour of Code/AI after they've done it for several years already.
ReplyDelete2)How can I change the space for hour of code?
3)How can I make it into a contest? 4)How can I give them opportunity for artistic expression during hour of code?
In the same vein, 5) how do I get my little kids kindergartners and first grades excited about hour of code? 6)How do I make it easy enough for their level? 7)How do I make them persistent in their endeavor to try it out?
Bringing some excitement into the room as I introduce the topic for the day included a little bit of hype as they entered as well as some opportunities to do various activities at different stations rather than everyone in one space working in the lab.
DeleteI did a little bit of change of lighting as well as the stations ideas. They loved the look of the robots looking at them from across the room!
One station, and admittedly probably the least entertaining, was a station where kids did a difficult maze and a puzzle on paper. I told them that if they finished it and turned it in, they would get points in our class game which they all want to win.
I gave them artistic expression opportunites during hour of code by having them program the robots to do what they wanted as well as some of the work they did on the hour of code activities online where they could make their own dancer and dance moves, etc.
The littles all thought the change of pace and trying something new on the computer was a lot of fun.
I was able to find different activities for every level that were similar enough for me to keep track of what we were doing, but different enough that it wasn’t “the same as last year.”
I had some incentives up my sleeve for the persistence, but the kids really wanted to do their own thing on the various activities and there was no whining about being bored or not wanting to do what they were doing. I was really encouraged.
Dave Burgess, in his TED talk, “Teach Like A Pirate”, discusses how asking questions jumpstarts the creative process. Think about your students and the content you will be teaching your students 2-3 weeks from now. List the first 5 questions that come to your mind. Revisit this blog post in one week (keeping these 5 questions in mind throughout the week) and tell us how you answered your 5 questions.
ReplyDeleteAs I think about my students and the material that I will be teaching over the next 2-3 weeks, here are the first 5 questions that come to mind:
1). How can I make WWI competitive?
2). How can I give my student choice?
3). How can I include a simulation to make it more real?
4). How can I demonstrate acts of individual heroism that the students can attach to?
5). How can I use primary source documents from the war to make it more real and relevant?
1). I will make it competitive with a WWI simulation game that I found to help students understand strengths and weakness and treaty writing.
Delete2). I will give my students choice by allowing them 3 different ways to show they understand the Treaty of Versailles.
3). This will be covered by #1
4). I will present 5 unsung heroes (1 to start each day). These will be people that are not really famous but did something to change the world during the war or after.
5). I will use the copy of the Zimmermann Telegram to spark interest in how the United States got involved in WWI.
Subject: Survival Skills 3rd-5th grade
ReplyDelete1. Is there some where I can add an artistic element to this lesson?
2. Is there a way I can add a kinesthetic activity to get students more engaged?
3. How can I introduce the lesson in such a way that grabs the students' attention and keeps them interested?
4. How can I make the lesson relevant to the students?
5. How can I make the class enjoyable so that the students are looking forward to coming to the next class?
It's one week later and these are my responses:
Delete1. Yes, I can have my students build their own blind or camouflage an animal in a habitat.
2. Yes, I can have the students play "Predator vs Prey" a spin off game of hide and seek/tag.
3. I can prepare an opening story or adventure where our classroom is a Savannah and we are an antelope being stocked by a lioness. I could have questions like in a chose your own adventure book and we can learn together why that was or wasn't a great choice.
4. Talk/read about a recent or current survival event that happened where camouflage was used to add in the survival. Could talk about Arrirack and how he camouflages himself in other Youtuber's videos.
5. Have enthusiasm and being "on" while teaching the lesson and make a "sales pitch" for the next survival lesson. For example: Today we survived in the Savannah, but can we survive in the abyss of a Cave? We'll find out next week!
How can I involve more movement in talking about color theory?
ReplyDeleteWhat does a more interesting way to teaching painting skills look like?
How to teach proper painting posture?
Is there a way to incorporate more creation of the materials we use in illuminated letters?
How to make it feel like they are medieval monks working on this illumination?
Responses:
To involve more movement I created several signposts of colors and created a game where I would give them a color and if they needed analogous or the compliment.
Set up my painting easel and reinacted like we were painting with bob ross.
Students painted on the floor holding sticks with their paintbrush attached to the end. They had to use their shoulders instead of their wrists to paint.
We used simple paint binder and students had to use ashes to create one of the paints they would be using like the process we learned about.
Borrowed some fake candles turned the lights off so they were drawing in dim light conditions and we played chants lightly in the background.
Subject: Life Skills (High school students gifted)
ReplyDelete1. Is there a place outside of my classroom to teach this lesson?
2. How can I get my students interested in this lesson?
3. How do I my students engaged about the subject?
4. How do I get involved with the student to teach this lesson?
5. Can I make teaching the lesson so interesting that they are begging to come back tomorrow to learn more?
4th-6th Grade English
ReplyDelete1. How can I incorporate Valentines Day into the lesson?
2. How can I incorporate more movement into the lesson?
3. How can I engage the students more?
4. How can I relate the content to student interest?
5. How can I give clear instructions?
1. How can I incorporate Valentines Day into the lesson? Our review game can be Valentine themed. I bought the class Valentines and can put them in their Valentine bags before class starts. I can wear my Valentine shirt, socks, and earrings since it's dress in pink/red day in honor of Valentine's Day. I can write with the red and pink markers on the white board.
Delete2. How can I incorporate more movement into the lesson? I can have students come up to the board to label the parts of the sentence when we are parsing the parts of speech. I can have little exercise breaks in between the three main parts of the lesson.
3. How can I engage the students more? I can get out the big analytical task sheets instead of using the smaller ones. I can move around the room more and give the students more chances to answer out loud to their table partner.
4. How can I relate the content to student interest? I can put their names or interests into the sample sentence that we will be diagramming as a class.
5. How can I give clear instructions? I can write them on the board after I've said them so that if someone forgets what to do next, they see it along with having heard the instructions. I can make sure that I am speaking clearly and at a volume everyone can hear. I can have students repeat back the instructions so I know they have understood.
I teach 7th grade ELA and the unit that we are on focuses on conservation of nature & survival in nature. Here are the first 5 questions that came to my mind:
ReplyDelete1. How can I get my students to actively participate in "being green"?
2. Is there a writing connection I could make to our mini lesson on memoirs?
3. Can I incorporate figurative language into the memoirs we may write?
4. Is there a way to review figurative language using pop culture references like songs or movies, commercials, or sporting events?
5. What are fun/entertaining/engaging ways to teach poetry?
1. How can I get my students to actively participate in "being green"?
DeleteA: My students were actively "being green" by finding a large tub and making that our classroom recycling bin. Instead of throwing our scraps or scratch paper in the garbage, we recycle it now.
2. Is there a writing connection I could make to our mini lesson on memoirs?
A: Students practiced writing their own memoirs about a time in their life when they faced a challenge and practiced point of view and theme in their writing.
3. Can I incorporate figurative language into the memoirs we may write?
A: While students wrote their memoir, they had to incorporate one piece of figurative language somewhere in their text. I encouraged them to think outside the box with their figurative language and they did really well!
4. Is there a way to review figurative language using pop culture references like songs or movies, commercials, or sporting events?
A: I found many videos on YouTube that use figurative language in Disney movies, as well as some in music. My students really enjoyed watching those and matching which figurative language went with each clip. They didn't realize how many movies they have watched before contain figurative language.
5. What are fun/entertaining/engaging ways to teach poetry?
A: I compiled a list of poems from previous students and famous poets and had my classes guess if the poem was written by a poet or written by a peer. This was an interesting way to introduce the unit, since many students find poetry difficult. When they see examples of poems written by peers, they know that it is possible for them to do it themselves, and that it's really not that hard.
Since I am not currently teaching at the moment, I am going to use an example of a writing lesson I taught while being in the classroom and reflected on during that time.
ReplyDelete1. What is the purpose of this writing task?
a. Students are working on a body paragraph and having three details with explanations that relate back to the topic sentence of the paragraph.
2. What goal are my students trying to achieve and what do they need to achieve it?
a. My students are trying to achieve writing a detailed paragraph and using their resources to help them. A few of my students like to write 4-5 words to make a sentence, so we are working on elaborating and fluffing our writing by adding details and explanations of what we are talking about.
3. Am I modeling what good writing looks like and do students have access to manipulatives to help them be successful?
a. I used to model a paragraph we would be working on for each of my classes that had writing as a goal, so we would pick up on that paper each class which made it unique to them. We would work together and practice what a good paragraph should look like and how good writing does not come at a snap of a finger. This process takes time and using the laminated cut outs that had the writing process and what it entails helped students immensely.
4. How much choice do students have in this task?
a. For this writing task, students were able to choose what they wanted to write about, which definitely helped engagement as it was something they enjoyed to learn/do. Although we are all working on the same outcome, they were able to bring their own voice into their writing.
5. How am I responding to their writing?
a. A lot of times immediate feedback was helpful to kiddos that needed reassurance, but also targeted feedback on just one skill for the day was something I strived to achieve each day. I wanted students to have freedom in their writing, but also find their own mistakes to learn and grow from it so they could become better writers.
Topic- Inventions of Ancient China
ReplyDelete1. How can I make this subject meaningful for students?
2. How can I get my students to buy into their work?
3. How do I make students comfortable presenting?
4. What am I wanting students to take away from this topic?
5. How can I model my expectations for the activity effectively?
1. I can do my best to make it meaningful by showing them how some of the inventions we are learning about are still being used today.
Delete2. I would hope that by showcasing how these impact their lives today, it might make the inventions more personal. I plan on having them present in the format of "Shark Tank" which will require them to feel comfortable with their invention and sharing the information with the class.
3. I can have students practice presenting with their group or with other students in the room to get comfortable with the content that they will be sharing with the class. I can also have them practice speaking in front of the class through popcorn reading, calling on all students (not only the ones who raise their hands), or by doing activities that will help students get to know all of their classmates.
4. Similar to question one, I want my students to understand how these inventions impacted not only Ancient China, but their lives today.
5. I can put together a presentation of my own to showcase an example of what I am having them do within their groups.
I will be teahing PRODUCT Design in Photo 1:
ReplyDelete1. How can I engage students as I teach the history and purpose of advertising? (I could show fun ads, have a guessing game for the products)
2. How can I get students to see the "art" in the ads we look at in class? (I can review design elements, including the philosophy of color and emotions - perhaps create a game)
3. How can I invite "choice" into the lesson module? (I can give students choices on the products that they will photograph to create a producte ad)
4. How can I create collaboration within the class? ( I have taught this before with a PBL model and plan to modify that to have students work in teams)
5. How can I celebrate what students create? (I can print the product ads to hang up and I can have opporunities for a group presentation)
The topic that we're on for one of my classes is the broad topic of World War 2. There are many people, events, countries, and interesting stories/themes for students to pursue within this topic and its a great opportunity for me to get outside my comfort zone and ask/answer these questions.
ReplyDelete1. What’s a fun or surprising way to kick off this lesson and grab students’ attention? Perhaps I can tell a unique spy thriller about some not well known spies who operated in Europe.
2. How can I connect this topic to things my students care about or experience in real life? Because there are so many themes, i can ask each student to pick a famous person in either an athlete or a musician. I can then connect that by showing them examples of WW2 soldiers who had been famous professional athletes or musicians who joined the war effort and imagine if the people they picked did that today if there was a world conflict and were called to serve.
3. What hands-on or interactive activity will get students actively involved?
-i could have them spend some time researching and answering questions about the previously named atheletes/musicians.
4. How can I turn this lesson into a challenge or problem-solving scenario?
- An example of this would be to ask students to solve a complicated humanitarian issue from the war such as the red cross efforts.
5. What strategies can I use to make sure every student participates and stays engaged?
-Think/pair/share is a great tool for these activities to stimulate growth and knowledge to help students who work well individually, groups, as well as the overall group.
Topic: Build It (Preschool unit)
ReplyDelete1. How will I keep the students engaged?
2. What materials can I use that challenge them creatively and intellectually?
3. What kinds of collaborative activities can I have them do?
4. What types of books can I integrate into these lessons?
5. What types of higher order questions will I ask the students?
1. I kept the students engaged with exciting read alouds and group building challenges.
Delete2. We broke into groups and had different materials to create The Three Little Pigs houses. Straws, Popsicle sticks, and duplo Legos.
3. With their group, the students had to build a house out of their given materials. Then we had to test each of them out with the big bad wolf (hair dryer).
4. I read books that had to do with building homes such as The Three Little Pigs, The Three Little Rabbits, and Bird Builds A Nest.
5. After the story-Why did the brick house keep standing and not the straw and stick house? Which pig do you think was the smartest and why? How did the pigs work together in the story? Which materials would you choose and why?
Topic: Dental Health (preschool)
ReplyDelete1. How can I bring the dentist to school?
2. How can I help children feel comfortable at the dentist?
3. Why do they need to know how to keep their teeth and mouth healthy?
4. What are some ways we can incorporate toothbrushing into class?
5. How will I determine that children understand the content I am teaching?
1. The Tooth Fairy's helper joined our classroom to discuss dental hygiene.
Delete2. Children asked questions and got to play with child safe dental tools, read books, etc.
3. Teeth are used for talking, eating, singing, whistling, etc.
4. Brush teeth after snack
5. Observe them at toothbrushing times.
Topic: Finding Range, Mode, Median, and Mean
ReplyDelete1) How can I assess students' prior knowledge?
2) How can I stimulate an interest in learning this skill?
3) How can I provide collaborative practice of this skill?
4) How can I help students make a real life connection to this skill?
5) What might be an engaging cumulative activity for this skill?
As I am not currently in the classroom, I am writing these questions and responses to a lesson I did every year in science in the past.
ReplyDeleteGrade Level: 2nd
Topic: Animal Habitats
Questions:
1. How can I encourage student focus and engagement?
2. What prior knowledge do students have of what a habitat is?
3. What animals would make the best examples to help encourage student interest?
4. How can I encourage students to put in effort?
5. How can I encourage future student excitement?
Responses:
1. I kept students engaged and focused by reading stories, showing pictures, playing videos, and pointing out habitats around them in their everyday lives.
2. Students had a basic understanding of what a habitat was, and I was able to build on that prior knowledge.
3. I picked animals that seemed exciting and unique to show the students what a variety of animals there was to choose from.
4. I encouraged students to put in effort by giving them time both at school and at home to work on their projects. I showed them pictures of habitats made by previous students.
5. When we finished the project, I had each student present their habitat with a short paper that told about their animal. Once everyone finished, we rearranged the classroom and invited the first graders to come and learn about the animals from the second graders. After the presentations, the habitats were placed in the hallway for a couple weeks so students in other grades would be able to view them as well.
Five questions that come to mind regarding a 4-year plan lesson -
ReplyDelete1) How can I help my students understand the importance of planning ahead?
2) How can I make the lesson relevant to all students?
3) How can I help students understand graduation requirements?
4) How will I support student that are not sure what they want to do post-high school?
5) How will I involve parents/guardians in plan development?
Responses to My questions - 1+ Weeks Later
Delete1 - How can I help my students understand the importance of planning ahead? I could use a hook strategy such as Work Backwards. I could provide them various images of post-high school success and have them work backwards to how the person got to the destination. Utilizing a hook such as this would provide the engagement needed for student to connect with the importance I am trying to get students see.
2 - How can I make the lesson relevant to all students? One way would be to have students think about their future self and then plan backwards. Doing this each student refines the activity to their individual goals.
3 - How can I help students understand graduation requirements? - An activity that I could use is using real world examples of student that did not meet graduation requirements (anonymous of course) for various reasons. Students would be challenged to identify what requirement the student did not meet. Student would then share what they discovered with the me and the rest of the class.
4 - How will I support students that are not sure what they want to do post-high school? - I would support these students by having them take various career assessments to help them identify careers that may be of interest.
5 - How will I involve parents/guardians in plan development? The plan could be sent home for input/approval at various steps of the process. Another option would be to host a student-parent planning night where student and parents could work on the plan together.
This lesson comes from our Economics Unit on Credit.
ReplyDelete1. How can I get students to be understand the importance of credit?
a.) As a class we will examine all the ways in which credit impacts our lives and almost every single money transaction is a reflection of our credit. Students were surprised when we examined how credit can impact such things as car loans and rent.
2. How can I get students to understand the importance of paying bills on time?
a.) As a class we examined all of the fees that financial institutions have for paying your debts lates from overdraft fees, late payment fees and charges to your accounts because you did not pay your debt on time.
3. How can I get students to understand the importance of keeping a balanced checkbook.
a.) Most students had no idea what a check register was and that they had to balance their checking account. Most students have never written a check and always use either cash of their debit cards. We discussed what happens if you try to use your debit card and have no money in your checking account in terms of declined purchase to being charged a fee for using your debit card and overdrawing your account.
4. How can I get students to understand the negative impact of credit cards?
a.) We examined using an Apple Card to purchase a new computer at 18% interest and all of the good and bad that can come from using a credit card. Students were shocked to see that a $1,700 Mac book could end up costing them more than $4,000 because of a couple of an unforeseen expense (need new tires) which caused you to not be able to follow your budget and either miss a payment or make just the bare minimum payments for a month or two.
5. How can I get students to understand the impact of a credit score?
a.) We examined the different levels of credit scores and all of the things they can do to impact their credit scores in a positive and negative way. We examined the different interests rates in terms of credit cards and loans that you can receive with varying credit scores and the impact that lower interest rates can have on how much you pay in terms of monthly and for the length of the loan.
Blog Post #2
ReplyDeleteDave Burgess, in his TED talk, “Teach Like A Pirate”, discusses how asking questions jumpstarts the creative process. Think about your students and the content you will be teaching your students 2-3 weeks from now. List the first 5 questions that come to your mind. Revisit this blog post in one week (keeping these 5 questions in mind throughout the week) and tell us how you answered your 5 questions.
This topic comes from our social studies unit. Symbols of Freedom
1. How can I help my students understand how certain symbols represent freedom?
2. How can I instill pride in my students for the freedoms they have?
3. How can I engage my students as they discuss a symbol that is important to them?
4. How can I help my students evaluate their lives without the freedoms we enjoy?
5. How can I develop a cumulative lesson to review the state and national symbols they have learned about?
The USA Flag is a symbol of the freedoms we have beginning with the original 13 states and continuing with all 50 states. The many monuments in Washington, D.C., represent the men who are remembered for their leadership and courage in our country's past. We sing songs of freedom as well as recite the National Anthem. We've learned about the Constitution and the many freedoms we enjoy as citizens of the USA. In a cumulative lesson, the students identified 20 symbols of freedom for the USA and the state of Iowa. We discussed the freedoms of assembly, religion, speech, trial by jury, etc.
DeleteWe are currently state testing. We will completing the testing very soon and be moving to our probability and statistics unit. 5 Questions that I have are:
ReplyDelete1. How can I incorporate student interest into the probability activities to increase motivation this time of year? (students have testing fatigue)
2. How can I modify or change the activities to be able to get our students outside while still keeping focus?
3. What does my balance of learning concepts and application look like?
4. Can I involve any community members into my learning activities?
5. How will I test for proficiency that looks different from a typical unit test?
1) How can I motivate and keep my students excited about the testing process?
ReplyDelete2) How can I instill confidence in my students as they tackle hard things or give up too easily?
3) Why does what I do matter in this child's life?
4) How can I do more for each student that I work with?
5) How can I equate the importance of education to life?
I like your questions.
Delete1) How can I motivate and keep my students excited about the testing process? With state testing going on this week, it was not too difficult to keep my students engaged as they were in that mode. With state testing completed for most of the students throughout the district, it will be interesting as the year winds down, but I have found that a piece of candy, playing with a fidget, or the promise of a reward to be a benefit and a motivation for my students.
Delete2) How can I instill confidence in my students as they tackle hard things or give up too easily? Ensuring my students that there will be questions/tasks that will be easy, hard tasks that will take some time and thought, and tasks that they don't know yet and it will be okay to admit that works well for me.
3) Why does what I do matter in this child's life? This is a tough question, but as I ponder it, my one-on-one time and my interaction does make a difference in each life that I am able to touch as one child gets my full attention, my recognition, and my compliments.
4) How can I do more for each student that I work with? Giving my full attention to each student makes a difference.
5) How can I equate the importance of education to life? In life there will be easy things, hard things, and things we need help with. It is good to work hard and it is smart to ask for help, guidance, and advice when needed.
Topic-3rd Grade Multiplying by Multiples of 10
ReplyDelete1) What hands-on activity would help my students better understand multiplying by multiples of 10?
2) How will I keep my students engaged?
3)How can I create student dialogue during this lesson?
4)How can I celebrate the work my students do during this lesson?
5)What types of books can I use to help my students build a better understanding of multiplying by multiples of 10?
1) What hands-on activity would help my students better understand multiplying by multiples of 10? I had my students play “War” with a deck of cards. Students drew one card each-multiplying the number on the card by 10. The winner of each round had the highest product.
Delete2) How will I keep my students engaged? Instead of having my students complete a worksheet, I used observational notes as I watched my students solve word problems on the board. If they got it right, they crumpled their paper and tried to make a basket for extra points. The word problems involved multiplying numbers (1-100) by 10.
3)How can I create student dialogue during this lesson? I created student dialogue during this lesson by breaking my students into teams of two and asking them to create a song or a poem for learning how to multiply numbers by 10.
4)How can I celebrate the work my students do during this lesson? Students got a party blower and got to blow it as they turned in their exit tickets. I also made little cups with ten M&Ms inside and handed them out-a nice little treat as we wrapped up our lesson.
5)What types of books can I use to help my students build a better understanding of multiplying by multiples of 10? I could not find any books for multiplying by 10, so I had my students create an 8 block comic strip where the character(s) were multiplying by 10. (Homework)
1. How can I instill in my high school students to plan a rigorous 1, year, 2 year, three year, and four year academic plan?
ReplyDelete2. How do we get our middle school students to believe that it is OK to do well in school?
3. How do we ensure to my teaching staff that students need to make mistakes in order to learn and how do we assess them for successful learning?
4. How do I insure that my high school students understand the graduation requirements?
5. How do I ensure that parents understand graduation requirements?
Dave Burgess, in his TED talk, “Teach Like A Pirate”, discusses how asking questions jumpstarts the creative process. Think about your students and the content you will be teaching your students 2-3 weeks from now. List the first 5 questions that come to your mind. Revisit this blog post in one week (keeping these 5 questions in mind throughout the week) and tell us how you answered your 5 questions.
ReplyDeleteWhat background knowledge do my students have about waves, energy and information?
Are there any art installations or examples of visual art that can get them talking about waves, energy and information?
How could an 8-16 count movement connect to receiving information?
What are examples of how students receive information that might be described in the example of a dolphin and their young?
What does matter have to do with sound?
Topic-Estimating and Data for Junior K
ReplyDelete1. How can I make estimating and data feel fun?
2. What everyday classroom objects can students estimate and sort in a hands-on way?
3. How can I use movement or center activities?
4. What kinds of real-life questions can I ask, to help them relate to real life?
5. What visuals can I use?