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 20th and respond to one or two of your colleagues posts by Monday February 23rd.
Also, if you need to catch up on posting/commenting from previous weeks, please continue to do so.
Thanks,
Carrie
I would like to use FACT #55 sometime soon with a P.O.D. I would ask a multiple choice question and give he kids post-its on which to record their answers. They then pass them to me and I place them on a bar graph to show the range of answers.
ReplyDeleteA couple things--it said you should try to ask a more thoughtful question than just one recalling facts. This is tricky with multiple choice questions. I was thinking of asking where they think Lebanon's drinking water comes from. This could elicit some serious thinking and a good discussion.
Also, it said you could give each class a different color and keep the bar graph going no all day. I would make sure to keep it hidden while kids were thinking though so as not to influence their decision.
I tried FACT #51 REPRESENTATION ANALYSIS the day after students conducted the ecological succession game. I projected the PowerPoint slide of a time-progression diagram of primary succession which students observed previously on the classroom screen while taking notes. The scientific representation of successional changes on the slide are accurately depicted as far as specie replacement over time. I was hoping students would notice that the diagram may be misleading in one aspect...the exposed rock to lichen portion of the diagram takes equal space over time as the other progressive specie changes in the future. This contrasts with what they experienced during the ecological succession game, as they were often stuck in the bare rock or lichen stage until they drew the excessive time card.
ReplyDeleteThis fact helped me gauge the class understanding/learning from the game, I found that many could not identify the "mistake" in the diagram, which led to a discussion and hopefully better understanding of primary succession and the lengthy time involved.
What a perfect diagram to do this one with! I agree that all the diagrams we show use equal space to show each stage. We could then challenge the students to come up with their own, more accurate diagram after a class discussion. Good one to keep in mind. I was thinking of using this one especially with astronomy.
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