Try one out in class if you can and tell us what you did and how it worked.
If you can't fit one in this week, explain how you could use one in an upcoming unit.
Post a response by Friday February 6th and respond to one or two of your colleagues posts by Monday February 9th.
Also, if you need to catch up on posting/commenting from previous weeks, please continue to do so.
Thanks,
Carrie
I did not have time for all classes... in fact, just started last Friday's lesson for 1 class only with FACT 49 Recognizing Exceptions. I projected on the screen something along these lines... " Do you agree that when species exceed the carrying capacity, it always leads to starvation?" I had students jot down their thoughts and "think, pair, share". I was intrigued with possible answers and felt it would be a good measure for how much info they've retained during a fast paced week. Had some strange answers, but some good ones as well... for example "maybe the government increased hunting privileges" , or "individuals began to emigrate elsewhere". I did not do this fact great justice with the fast pace, but it did allow for discussion and a little teacher directed guidance at the end.
ReplyDeleteThis is a good scenario to use with this FACT. I think the way we present it sometimes they think it will just be starvation. This would be a really good start to a discussion on carrying capacity in general.
DeleteI did not get a chance to try any of these and this set of 5 was my least favorite--I didn't read one that I loved and was dying to try. The one I think I could most likely use was #48: Question Generating. I could use this during the Fruitvale unit by showing the three different types of soil samples that we test the rate of flow/percolation through. Then I would ask students to think of some good questions about these types of ground materials.
ReplyDeleteI asked students to generate questions recently this year--not on a particular topic but about our unit as a whole. I told them the good ones would be used as problems of the day and they would get red tickets. Students took it very seriously and loved seeing their names on the board as the author each day. This might be a good incentive for this FACT.