Today’s Plan: Planning & Building/Creating Phase (20 minutes)

Slides:

Advertisements

Similar presentations

1. Questioning and Wondering 2. Reading and Learning 3. Planning for Looking and Listening 4. Looking and Listening 5. Analyzing and Interpreting 6. Developing.

Advertisements

Universal Design for Learning Part II: Classroom Application

 The Brown Treesnake on Guam (Guam: US Territory, 16+ hr. flight from LA)  Biodiversity Crisis Threats & Solutions  Populations over time Graphing.

 Biodiversity ( Bi 6a quiz)  The Brown Treesnake on Guam (Guam: US Territory, 16+ hr. flight from LA)

Guess the fast food logo! We are learning today about advertising and junk food (Please underline date and title!) All pupils will.

COMPONENT 3A: COMMUNICATING WITH STUDENTS Framework for Teaching Domain 3: Instruction.

INTRODUCTION TO THE PURITANS American Literature Honors Mr. Gallegos Semester One.

Essential Question Why is the Alphabet important? Why do we need to know how to write each letter?. Unit Question Can you show me how to write each letter.

Happy Tuesday! You may sit where you like This is what we are doing today: How we start class What scientists do Where is everything? Lab Safety Safety.

What are the 3 parts of the cell theory? Bellringer

AMY VASQUEZ, CHRISTINA CARLSON AND MEGAN ANDERSON REILLY Academic Conversations.

Intercultural language learning activities in the Chinese language classroom Joanne Chen 2015.

Academic Conversations

Academic Conversations

DO NOW Date: 3/6 Only 3% of the entire Atlantic Blue Tuna population remains today due to overfishing. What effect might this have on the oceans?

Establishing an Active Classroom

Watch the video and then summarize the speech.

Monday, Apr. 13th p. 242, 243.

Expeditionary Learning Professional Development

Discovery Time! Now that you have completed your guided notes, it is time to do some research and discovery on your own. Go to the front of the room and.

Establishing an Active Classroom

Learning Objective: To write a counter argument.

Begin with the End in MIND…

Climate Change Design Challenge Unit Lesson 2

קורס פיננסי – מושגים פיננסיים / כלכליים

Emerging Technologies Barking & Dagenham College

PLC Team: Reflect & Revise

How to Support Literacy through NGSS in the Classroom

Label the shapes.. Where are important physical features and countries of Southwest Asia located?

Dream Catchers First Nations Art.

Dream Catchers First Nations Art.

English-Language Development

Connecticut Core Standards for English Language Arts & Literacy

Connecticut Core Standards for English Language Arts & Literacy

Energy Transfer.

Do Now Thinking about the different Latino Movements we looked at yesterday, which do you think was the most effective at achieving its goal? Explain.

Climate Change Design Challenge Unit Lesson 2

Answer this question on your handout!

Who Am I? Monday September 10th 2012

11/2/2015 Bell Work Please have one person at your table grab your portfolios. We have learned a great deal in this class so far! Whether.

Connecticut Core Standards for English Language Arts & Literacy

ALL BINDERS/BOOKS IN BACK OF ROOM Leadership Notebook & Pencil

Code to Enhance Learning

Reflective Log Unit ## Name....

Becoming a Community of Memoirists

Connecticut Core Standards for English Language Arts & Literacy

Ways to keep my body safe and clean

Create multilingual products Options: Create one product in English and another, but related, in the first language Create a product where English.

Before Reading Before Reading After Reading

Coming up soon Monday: Searching the Literature Quiz

Today is Monday, October 22, 2012

Answer this question on your handout!

Who Am I? Monday September 10th 2012

Your Name Language Arts / Grade 8 Teacher Name Date OCEAA

Advisory Lessons Westport Middle School

Analyzing the Significance of the Novel’s Title:

I can tell the products of 6’s facts

Answer this question on your handout!

Emerging Technologies

Radio, Recording and Popular Music

2018 Virginia Science Standards of Learning

Reflection week beginning 6th March

Starting and Ending Class – Conclusion

Connecticut Core Standards for English Language Arts & Literacy

Literary refreshing template

Numeracy Across the Curriculum

Connecticut Core Standards for English Language Arts & Literacy

Polling Projects Peer Assessment.

Presentation transcript:

I can effectively collaborate with my group to create a creature catcher. Today’s Plan: Planning & Building/Creating Phase (20 minutes) Measure & Share Results (15 minutes) Data Analysis (10 minutes) Language Arts Connection (informational writing)

How will we make this happen? I can effectively collaborate with my group to create a creature catcher. Title How will we make this happen?

Phase 1: Planning & Creating Your group should complete the first component of the handout BEFORE you begin building your Creature Catcher. I can effectively collaborate with my group to create a creature catcher.

Phase 2: Measuring & Sharing Results Groups will partner to test one another’s designs I can effectively collaborate with my group to create a creature catcher.

Phase 3: Data Analysis Reflect on the different designs from the groups in the class. What seemed to have the greatest impact on being able to catch the creatures? I can effectively collaborate with my group to create a creature catcher.

https://www.youtube.com/watch?v=MuKs9o1s8h8 I can effectively collaborate with my group to create a creature catcher.

Cross-Curricular Connection Option 1 Option 2 Option 3 After watching the video, write an informational paragraph to tell how the video relates to the STEM activity completed in class. After watching the video, write an informational poem about the way a spider fits into their ecosystem. After watching the video, create an informational model that presents a food chain that includes spiders. I can compose an informational