Consider the questions in the boxes below as you design learning experiences that support student achievement of desired results and exploration of unit essential questions.
A. Building Background/Connecting to Students’ Current Understandings, Knowledge and Skills
B. Student Exploration of Essential Questions
Classroom Systems:
1. Clarify classroom routines & rituals - have students perform different roles each day
2. Create a classroom society to be used in minisociety
3. Discuss families & neighborhoods - systems are everywhere
4. Service learning project - how our actions influence a system
5. Brainstorm ways each student is part of our classroom system
6. In small groups, name the different aspects of each of the systems in your classroom
7. Take digital pictures of pieces of the classroom system
8. RAFTS: You are a student in Karen/Tamara's classroom. You are to develop a brochure which will orient a new student/substitute teacher (choice) to the rituals and routines of our classroom. The new student/substitute teacher should be able to quickly be a member of our classroom system just by reading your brochure. See rubric for specific guidelines on your brochure. Classroom_Systems__Brochure_Rubric.doc
Student Exemplar #1: brochure_1.pub
Student Exemplar #2: brochure_2.pub
Earth Systems:
1. Mystery gallery walk - examining different types of rocks/minerals. What do you notice, what do you wonder (write on sticky notes). As a whole class, categorize notices into characteristics for each rock.
2. Write descriptions, weigh, measure, and classify a rock of your choice.
3. Explore the collecting rocks webquest: http://www.rocksforkids.com\
4. Travel to Lory State Park. Meet with a park Ranger to conduct hands-on activities to reinforce the three types of rocks, learn about the process of uplift (using Arthur's Rock as an example), and practice classifying rocks.
5. Rock Life Story: Pick a mineral that you would like to research. With a partner, conduct research on your mineral and record what you learn in 2-column notes. Then, on your own, write a story that tells how you become a rock, what type of rock you will become, and what parts of the rock cycle caused you to become a rock. See rubric for specific requirements: rocks rubric.doc
Student Exemplar #1: rock_story_1.doc
Student Exemplar #2: rock_story_2.doc
Solar System:
1. Students write 3 things they already know about the solar system and three things they want to learn about the solar system
in a T-chart.
2. Students are assigned homework: research one aspect of the solar system that you would like to explore further. Print out a
picture and write a short caption to accompany/explain the photo.
2. Photo/Video gallery walk (also using student's prior homework) - students write their notices and wonders on their own paper.
Students document their biggest "wonder" on big chart paper.
3. Students work on the solar system matrix.doc
Student Exemplars from the Solar System Matrix: why_is_the_sky_blue.pdf write_your_own_question.pdf letter_to_a_friend.doc life_of_a_star_poem.pdf weight_calculations.pdf
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Comments (2)
kkoski@... said
at 3:57 pm on Jun 2, 2010
Success - Better understanding of technology that is available for us to use in our classroom.
Challenge - Not enough coffee in the morning
tmedland@... said
at 3:59 pm on Jun 2, 2010
Success: Learning to use the wiki is easy!
Challenge: Filling our school's backward design lesson planning system into the UBD template.
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