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Marking the text for familiar words

-Gephart

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Students researched, built and tested hurricane proof structures.

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English language development students read stories about kids who were changing the world. After reading, they participated in a Jigsaw activity to share details of their stories with other students.

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Science 7 grade Inquiry, writing, Collaboration 

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Science 7 grade Inquiry, writing, Collaboration 

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Newton’s second law of motion.  How does mass affect acceleration?

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Rock Cycle Lab- Students used crayons to model the rock cycle process. In this picture students broke down the crayon (weathering) in to smaller pieces then compacted them together to create sedimentary rocks.

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Students were given various rocks and asked to sort them into categories based on their observations.

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Students worked together to analyze the feeding relationships of organisms in an ecosystem in order to create a food web.

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Hot Wheels lab- how does increasing potential energy affect the distance a car will travel.

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7th grade science collaboration/engineering 

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7th grade science collaboration/engineering 

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Students competing with their stomp rockets to see which design will travel the furthest.

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Newton’s First Law of motion-students are testing inertia hats.

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6th grade students brought in props to photograph. They helped one another with different arrangements of their objects.

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Student completed a reading and chart about reform movements in the mid 1800's and selected one to highlight as the most successful or important

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Student completed a reading and chart about reform movements in the mid 1800's and selected one to highlight as the most successful or important

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Student completed a reading and chart about reform movements in the mid 1800's and selected one to highlight as the most successful or important

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Collaboration and Design

8PE read google slides about the history of football and positioning. They then designed paper footballs and goalposts. The students collaborated together to design and play round robin tournament.

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6th Grade Science- Collaboration and Inquiry Weathering Walk 

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6th Grade Science- Collaboration and Inquiry Weathering Walk 

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Students worked with a partner to identify and describe examples of weathering around our school yard. Students had to provide evidence and reasoning as to whether the example was physical or chemical weathering.

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6th Grade Science- Sugar Cube Lab Inquiry

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6th Grade Science- Sugar Cube Lab Inquiry

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Students modeled physical weathering (abrasion) on Earth's surface by shaking sugar cubes in an empty water bottle. Students massed the sugar cubes before and after and used this lab to compare to the Appalachian mountains weathering over time.

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Students used playdoh to create a model of the Appalachian Mountains vs. the Rocky Mountains to show the effects of physical weathering.

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Students created Wish you Were Here Postcards describing a geological landform in Maryland and how the diverse geology influenced human activity. Then, students peer reviewed 2 of their classmates postcards to provide feedback.

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Fletcher

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Citation Information

Blessing, S. T, "Cotton plant in bloom," Digital Public Library of America, https://dp.la/item/4d53ed3e297b790074bb79a28ce09d36.

Note: These citations are programmatically generated and may be incomplete.

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A photograph of a cotton plant in bloom.

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The Digital Public Library of America brings together the riches of America's libraries, archives, and museums, and makes them freely available to the world.

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Artifact gallery walk for the Cotton Gin and Expansion of Slavery - Fletcher

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Science 7- Inquiry, Collaboration, Engineering 

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Science 7- Inquiry, Collaboration, Engineering 

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Students had 10 minutes to discuss, design, and build a working foam roller coaster.

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Students tried to draw a straight line as the earth model (paper) was turning in order to model the coriolis effect.

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Students investigated what happens when wind blows across the ocean and hits land.

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Unity Day - Keith Haring Collaborative Mural

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Students learned about the artist/social activist Keith Haring, and collaboratively worked on a mural promotion unity.

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7th grade science Collaboration and inquiry

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7th grade science Collaboration and inquiry

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Mini Rube Goldberg builds

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7th grade science -Collaboration,  Inquiry, Engineering 

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7th grade science -Collaboration,  Inquiry, Engineering 

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Students formulate hypotheses on how to increase the strength of an electromagnetic before attempting to build one.  Student were given different size batteries and different length wires.  This group was super excited to how many paper clips they could pick up.

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Students in Advanced ELA completed a novel study project for a novel of their choosing. It was a menu board and students had options to choose from and had to create a 3 course project and choose 1 activity from each menu section. These were some of their main course creations.

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Doodle Notes to learn about forces.

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Understanding forces with 2 different source- NFL and Brainpop to find main idea.

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Mini Rube Goldberg building using at least 3 simple machines.

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Corn Plastic to the Rescue- Marking the text to learn about a biodegradable packaging material made from corn.

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6th Science Inquiry Collaboration and Writing 

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6th Science Inquiry Collaboration and Writing 

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Students modeled with beans to determine how fast Bacteria can spread. They had to calculate how many Bacteria cells spread each minute, graph the results and analyze their findings.

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6th Science Collaboration and Peer Reflection 

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6th Science Collaboration and Peer Reflection 

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Students had to compare a cell to something (object, place, thing etc) for their Cell Analogy project. Students worked in pairs to create either a digital or poster project. Then their peers had a gallery walk to provide feedback on their project.

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Challenge: develop a container to MINIMIZE the transfer of thermal energy.

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Students worked together to learn about insulation properties. Challenge: develop a container to MINIMIZE the transfer of thermal energy.

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Evidence for Feds vs Anti Feds One Pager

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Evidence for Feds vs Anti Feds One Pager

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Federalist vs. Anti-Federalist One Pager

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To support CER skills students use a mark up the text strategy while reading. After gathering evidence on their own, they work collaboratively to choose the best evidence to support a given claim, and write reasoning to justify how the evidence support the claim.

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comparing evidence with neighbor

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DANCE/Productive struggle, classroom as a studio setting (from PD). 

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DANCE/Productive struggle, classroom as a studio setting (from PD). 

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In Dance for Athletes 8, students are working together to make choices in choreography. There is a lot of productive struggle to decide what comes next, what isn't working, how to include everyone's ideas, etc. In professional development, we read an article about how a good classroom would look like a studio setting where students create, give feedback to peers, analyze, etc. That is exactly what the dance education classroom has always been. I've been using UDI for a very long time. It works for my subject.

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In Dance 8, they are using peer to peer review to chunk the material and have a better understanding of the details. The text is the movement sequence. Peers review material and help each other regularly.

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Dance 6 worked in groups to choose any of the 20 ballet vocabulary words they learned to choreograph their own ballet dance. 

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Dance 6 worked in groups to choose any of the 20 ballet vocabulary words they learned to choreograph their own ballet dance.

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Students collaborating during Health to design a poster about Advocating against the use of Drugs.

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Students collaborating during Health to design a commercial/PSA about Advocating against the use of Drugs.

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Students created their own theme that encompassed 2 poems. Then they collaborated together to incorporate each person's theme in their FINAL theme. After students completed a gallery walk to look at each group's theme and voted on which one best represented both poems.

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Comparing two texts by annotating each.

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Students annotating the text.

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Spanish 1B students stretching their listening comprehension and speaking clarity by interviewing each other

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Students using whiteboards to share work and complete an escape room activity online

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6th Grade Science Writing and Collaboration 

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6th Grade Science Writing and Collaboration 

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Students completed a Stick it Together activity where each student explained whether a virus was living or nonliving. They then collaborated all their ideas into one final answer in the form of a CER.

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Marking the Text (MTT)

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Marking the Text (MTT)

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Students collaborating during a relational capacity activity.

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Students collaborating during a relational capacity activity. 

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Students collaborating during a relational capacity activity.

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Students collaborating during a relational capacity activity.

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English learners used Quick Write/Quick Draw strategy to relate the content to their own lives. Students were provided sentence frames on the board to help them get started on the writing portion.

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English learners practiced marking the text  while reading about Alexander Hamilton and answering comprehension questions.

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Ron Finley marking the text and CER writing about natural vs processed foods,

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Students acted out a deer and resources scenario to investigate the impact of changing environments.

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Students went on a simulated dig and then collaborated to reconstruct the found fossils while making assumptions about the past environment.

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For a lesson on the Geography of Ancient Greece students took part in a "preview of content ...through different modalities" then used higher order thinking skills (first collaboratively then individually) to make predictions about how the lives of people who lived in Ancient Greece were affected by geography. After the prediction students used Mark Up the Text strategies to find evidence supporting or refuting their predictions.

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Using a format like facebook (fakebook in this example) to increase student interest level that halps them relate to the assginment

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Student are using speaking and listening skills during Philosophical Chairs.

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Students working collaboratively to create a straw tower that can hold a tennis ball.

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Students working collaboratively to create a straw tower that can hold a tennis ball.

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Students work together to test reactions to a stimulus using their dominant/non-dominant hand.

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From Garrity . French 1 A Students Students collaborated to produce a creative output with the classroom directions vocabulary . This is an example of board games

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Students worked in randomly assigned groups to work together to convert fractions into decimals

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Students worked in groups to review vocabulary on scatterplots through a game of pictionary

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French 2 Students mark up texts about French-speaking celebrities throughout the 1st marking period in order to add to their own working vocabulary and ultimately to be able to describe themselves and their interests in both letters and compositions. After completing these texts, they are often asked to make comparisons between themselves and French-speaking adolescents or celebrities in either spoken or written form.

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We mark the text with our bodies in dance. This class is using lyrics from The Nightmare Before Christmas music. They marked the text by choreographing this movement to the lyrics, "teeth growing sharp and eyes glowing red."

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DANCE/Reading, writing, note taking kinesthetically and verbally in a dance class.

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DANCE/Reading, writing, note taking kinesthetically and verbally in a dance class.

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This is what literacy looks like in dance.  We read, write, revise, take notes, mark the text with our bodies.  Students are choreographing in groups. They are communicating verbally and physically to create a dance.  They are stopping to mark the text by mentioning and performing specific skills (vocab) included in the sequence they created.

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Owl Pellet dissection it further investigate the digestive system and excretory system and how they work together.

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W - writing: students took Cornell notes in their art folder on the Pop Art movement during video introduction
I - inquiry: Students watched the hamburger video by Andy Warhol and discussed whether or not they considered it "art".
C- collaboration: students shared differing ideas on the hamburger video discussion
O - organization: students keep all notes and papers organized in their art folders.
R- Students read an article that included visual examples of Pop Art and completed a Frayer Diagram on what they learned.

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Students dissected flowers to identify their reproductive parts while building academic vocabulary for “specialized plant structures”.