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This activity was not used "yet" in my classroom but I plan to use it as students are always happy to get away from doing lots of writing and more hands on activity and they will be working with a partner, and will use each work to tell a little about how this emergency or terror could have potential casualties.

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Peirce,LR
The students used this as an opportunity to review for an upcoming progress check that would ask for the parts of a Quadratic function. The language used in this part of the year is new to them and would not normally be found in any previous math classes. They are all things that have to come together to make the function a Quadratic and they also had to figure out what pieces did not belong.

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The Wizard of "e" Some students need direct teaching to comprehend how an "e" at the end of some words can impact on their pronunciations and meanings. Students need to be taught this concept in order for them to decode efficiently. Assuming that students have already been taught their vowel sounds, teachers can begin this advance lesson of vowel-consonant-e via a kinesthetic word web. Using a wizard's hat labeled, Wizard of "e", will bring this concept to life in a tactile, kinesthetic and amusing way which will appeal to students with different learning styles. The hat is to be worn by the student that's in the center of the web. Next, various V-C-e words will be given out to students as well as those that have ambiguous meanings and pronunciations, such as, live and dove. Students will be encouraged to discuss how the "e" at the end of each word impacts on the former vowel to transform the word thereby realizing "e's" magical powers. Of course there are exceptions to V-C-e that can be taught after students are secure in this lesson.

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Merily Horwat - Core Technologies Word Web

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Merily Horwat - Core Technologies Word Web

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I did not have the opportunity to do the word web activity with my class, however this word web could be used to help students identify the nine core technologies they are responsible for knowing and understanding in Foundations of Technology class. Each student would be asked to explain their core technology and the use of core technologies as a whole.

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Levels of Ecological Organization /Sixth Grade Science

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Levels of Ecological Organization /Sixth Grade Science

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Adriana Ahumada
Students will review the levels of ecological organization using this kinesthetic word web. The instructions would be for students to work in groups of four, form a line and point in the direction from smallest level to largest level of ecological organization. Each student can explain what part of the ecosystem their level includes.

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Anna Amos
I have created these while I was still teaching second grade but didn't have a chance to try them. So, I used the cards with a fourth grade class that I'm teaching this week. It went well with their main idea reading lesson, even thought the topics are not really relevant to it. The students liked this activity because it allowed them to move around and experience something new. The group with the math cards had difficulty determining their main idea-subtraction, but the other 2 groups did well and were able to explain their choices.

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While I am not a teacher yet, I thought this activity would be perfect when breaking down the muscles located in certain regions of the body. I think this would work well in a health class because of the variety of muscles that could be named and the possible combinations (ie: gluteus Maximus could be a part of the leg or hip).

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This word web consisted of derivative topics we have learned over the last few units. I used it as a review exercise the day before an assessment. Some of the groups were derivative rules and some were applications of the derivative. This was one of the most rewarding activities I have experienced in the classroom. Students didn't mind the "work" because they didn't have to write. The student discourse that occurred in the short time to complete the activity was impressive. Students who often sit silent were speaking up. It was incredible to see 30 students working together. We had a great conversation following the activity about how some cards could go into other groups and we were able to laugh about one group kicking members out.

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Content Review: Radicals, Squares, Roots- Stephanie S.

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Content Review: Radicals, Squares, Roots- Stephanie S.

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This is the Word Web activity I plan to use to review what we covered in the radicals and square roots unit when we finish the content in 7th grade IM class. I will hand out these number and word cards to students and ask them to form a group. I will let them know there are five groups. The students will exercise their knowledge on this content and also make discussion in order to identify other group members. They will verbalize what they already know, and gain other students' understanding of these numbers. I made cards at various levels of difficulty so they will need to work together. They will also have some fun working with word cards, and how they relate to numbers. When an answer is presented by each group, the reasoning behind the answer will be explained by the students.

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Patrice Belotte
For my word web, I’ve chosen to focus on genres of writing.

For Fiction, Nonfiction, and Poetry there’s genre-specific terminology, purpose, writers, an image, and types/examples.

This would work for me at the start of a semester and would give me an idea of what students know about writing genres, knowledge of course-specific vocabulary, and how they might connect or apply that knowledge.

I think this activity would be worth returning to, as well, at the end of the course.  It would be worthwhile for me to see how their connections and applications have changed, as well as interesting for the kids to reflect on the knowledge they’ve gained.
(Picture below is only of the fiction set.)

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I used the kinestheic word web to introduce new vocabulary to my level 1 students. I used pictures and the word in Spanish on the cards. At first students were a little lost but once they realized they had to actually work with each other to figure out where they belonged the activity took off. The students thought it was a fun way to see new vocabulary words and also they were able to use some of their background knowledge to help them figure out the groups.

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The concepts for my APUSH class are organized by theme (ie Progressive Era, World War I etc.). I took each thematic description and pasted it to a blue notecard. I then took the concepts that went with that theme and pasted them to white note cards. Each student was given a card and they had to find their theme and other concepts in the group. It took a few minutes but the majority of students matched correctly.

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We are currently reading “The Hunger Games” with my 8th grade class. I used the kinesthetic web to see if they could match the correct character description with the correct character. I started with the main character descriptions and plan to add more characters as we read. It was a struggle in the beginning to get them involved, but after doing it a few times they seem to enjoy the process.

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I tried this with my kindergarteners. They have been studying animal habitats. I created cards with the different regions (polar, woodland, desert, rainforest), as the central idea, and other cards with descriptions of the weather, animals that live there, and specific adaptations. Some of the students quickly figured out their “group”, and were checking with their classmates to see if they should be added to their group. Other students did not quite get it, but I encouraged them to ask their classmates for help. We reviewed all the groups at the end and had to shuffle a few students around, but I think it was a great review.

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Since I am not yet a teacher, this is just an idea of how I would use a word web in science.
I would have different elements of the periodic table to be the center of the webs and cards that have details of the element to be matched. I think this would work well in a chemistry course where students need to identify the properties of certain elements.
I like the process of a word web because it gets students up and moving while working as teams and thinking for themselves about which web they should be in.

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1st Grade - ReadingI don’t have easy access to a classroom so I’m going to describe what I’d do with the word web.  I’m working with a number of kids on the chunk -at and how they’re able to make a new word simply by adding a letter.  It’s a topic that seems to bore them if they don’t get it right away and I’m hoping that the physical component of this will help them learn the concept.  The children stand in a circle the center of which has an “-at” card.  Each child has a letter (r, c, m,…) taped to their shirt.  I hand one child a ball of yarn then the children have to toss the ball of yarn - keeping hold of a part of it -  and as I say a word, for instance, rat, the child with the ball of yarn has to toss it to the person who’s letter makes the word.  The end of which is that there’s an actual “web” of yarn.

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1st Grade - ReadingI don’t have easy access to a classroom so I’m going to describe what I’d do with the word web.  I’m working with a number of kids on the chunk -at and how they’re able to make a new word simply by adding a letter.  It’s a topic that seems to bore them if they don’t get it right away and I’m hoping that the physical component of this will help them learn the concept.  The children stand in a circle the center of which has an “-at” card.  Each child has a letter (r, c, m,…) taped to their shirt.  I hand one child a ball of yarn then the children have to toss the ball of yarn - keeping hold of a part of it -  and as I say a word, for instance, rat, the child with the ball of yarn has to toss it to the person who’s letter makes the word.  The end of which is that there’s an actual “web” of yarn.

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The “picture” got skewed in the upload but hopefully you understand what I’m saying.

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Art students need to know how to critique an art work. This word web helps students to recognize important art terms while they master the four key components to critique a piece of art effectively and efficiently. This four steps art criticism technique is used in all grade levels K-12.

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7th Grade - Spanish/Present Tense -ar Verbs by Eireté De Jesús

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7th Grade - Spanish/Present Tense -ar Verbs by Eireté De Jesús

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I used this with the pronouns/present tense -ar verbs. I did two webs. The first one was with the pronouns as the main word, and the conjugated verbs as the ones in relation to. the second web was with the infinitive of the verb as the main word, and the conjugations as the related ones.
It was very confusing for them in the beginning, because they related the verbs but left out the pronouns. After a while one of the students noticed the pattern and fixed her web. The second web was a little bit easier, because they knew possible patterns to follow.
They said it was a very fun way to relate verbs and pronouns.

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I used this in connection with Writing to Inform and connected it to Dental Health Month. We have read articles and used Pebble Go to do research. The cards all have a food/drink picture and there were 2 main topic cards (a "happy" tooth and a "sad" tooth). The web was a bit confusing for them at first. They found a partner and when I told them to keep looking for the main idea, they thought of food groups which I thought was great as we studied that about 3 weeks ago! They needed additional prompting, but were very proud when they found their main idea and sorted themselves!

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Grade: 7 Science: Animal Cell: Word Web  by Gurpreet K.

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Grade: 7 Science: Animal Cell: Word Web  by Gurpreet K.

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This will be used in the unit,"Looking Inside Cells" to learn the key terms relating to the cell organelles and also to compare and contrast between the structures found in the plant cells and animal cells, to observe the characteristics of plant and animal cells.The word web is very helpful to activate the student's prior knowledge, to help them learn the scientific vocabulary words, and understand the big ideas.

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Science: Grade 8: Climate: Word Web by Gurpreet K

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Science: Grade 8: Climate: Word Web by Gurpreet K

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I used my kinesthetic web with my science class to study the different climates in the U.S. Students worked in groups to create a poster on one of the climate types assigned to them. This is a very interesting and engaging activity and creating a word web is very successful in my classroom as it is easy to relate to the main topic.

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My web served as both an activator and a note-taking tool to start first grade research on the Grand Canyon. The goal for writing is to identify things to do and things to see in a place, and add a detail from what they see in images and videos so they can write their opinion about the place in writing. Many of my kids are ESOL and from another country, so the concept of other places in our big country can be hard to grasp. Because I have really small class sizes (don't hate me - the first group had 12 kids), I split it up into two groups - things to see and things to do. It worked GREAT. I loved it. The students then talked through a couple tough ones - a picture of caves and a picture of a helicopter flying, and then we use the cards to take notes.

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SAMPLE
Grade:7
Subject: Science Our next unit the students are going to be learning about the different types of energy.  This will be used as a way to get students to realize the different types of energy and as a test review.  My class has a lot of students who are reading below grade level and are English Language Learners.  To support them I added visuals.

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SAMPLE
Subject: Wampanoag Indians
Grade: 2

I used my kinesthetic web with the second grade students that I work with.  We have been studying about the Wampanoag Indians and they needed to write a paper about what they had learned.  In addition to reading the information as a class,  the teacher had shared an illustration of a Wampanoag village, showing different components of the village.  Before they began writing, I pulled a couple students to work on the kinesthetic web.  I explained to them that they needed to find the main topic and then the supporting details and that this would make it easier for them to write their paragraph.  They got the idea right away. They had never done this before and were excited to try.  After constructing the web, all the kids told me that they thought this was a really "cool" and useful activity and felt much more confident writing their paper.