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Historical Post Cards are a tool that allow students to be creative while showcasing their knowledge. Students will be given a prompt to write about a given set of information as if they are from this part of history. Students could be asked to pretend to write from the perspective of a famous scientist or historical figure, or as someone from a general time period experiencing the world around them.

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SCIENCE VARIATION | S4E1: Obtain, evaluate, and communicate information to compare, and contrast the physical attribute of stars and planets. 

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SCIENCE VARIATION | S4E1: Obtain, evaluate, and communicate information to compare, and contrast the physical attribute of stars and planets. 

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Students can pretend they are an astronaut. They will write a postcard back home to explain one or more unit concepts that they’ve learned while in space:

Why some stars appear to be larger or brighter

Difference between stars and planets

Appearance of the surface of planets

Comparing two planets they have “visited”

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ELA INTEGRATION | ELAGSE4W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

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ELA INTEGRATION | ELAGSE4W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

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By writing historical post cards in any subject, students are able to hone narrative skills and practice using effective details and and sequences of events to convey their learning.

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While whole class fish bowl conversations can be used as summative assessments, small designated, fishbowl groups based on student needs, can be an asset in evaluating student understanding.

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Follow Up Topic Stems:

Which strategies work best for you in solving addition and subtraction problem? Why?

How would you help someone who did not understand the [INSERT STRATEGY] method?

Why is learning these strategies important?

Conversation Stems:

I respectfully disagree with that answer because…

Can you please explain why you answered that?

I would like to add on to [STUDENT]’s answer…

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Subject Variation | How do conversations strategies differ? 

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Subject Variation | How do conversations strategies differ? 

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Depending on the context of a fishbowl, discussion is used, conversations between students can be as narrow or broad as the teacher plans to direct them. If a fishbowl conversation is used to grasp general understanding, questions can be more broad:

What was one thing about this topic that you found most interesting?

What was the most important piece of information you took from this topic/lesson?

If you’re using a fishbowl activity to assess a very specific standard, no matter the topic, the teacher can provide sentence starters, or a conversation topic starter to keep students on the right track with constructive conversation.

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A quick and visual way to assess student understanding and identify areas for growth is through the use of word clouds. It is a useful way to measure student understanding, promote engagement, and start class discussions.

Select a relevant topic or concept from a lesson or unit that you want to assess.

Ask students to come up with words or brief phrases related to the selected topic.

Enter the words or phrases that you have gathered from the students into a word cloud generator program or tool. The words will be represented visually by the generator, with words that are frequently used being larger and more noticeable.

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Independent Doodle Notes is an assessment that allows students to work independently on recalling important key events of the lesson. This is a quick way to assess students' knowledge of what they know and how key events and people are all connected.

Students will:

-Draw images representing an event or a person.

-Write words, dates, and or quotes.

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Jigsaw learning is a formative assessment approach made for teaching complex subjects with multiple components. This encourages group learning, communication skills, and a deeper comprehension of the material.

The instructor divides a small amount of material into manageable sections.

Every section is assigned to a different small group of students. The students work together to fully comprehend and become experts in the material that pertains to their specific area of study.

After gaining proficiency in their assigned areas, the groups take turns teaching the rest of the class about their part of the whole.

The teacher actively observes and listens during these presentations, taking the opportunity to assess the depth of understanding.

Example:

Subject: Ecosystems

Break down the topic of ecosystem into key parts, such as producers, consumers, decomposers, and their functions.

Assign one of these elements to every group

Students in each group research and master the assigned component

Provide resources such as books, websites, videos, etc.

Encourage group collaboration so that students can exchange knowledge and have in-depth discussions

Ask each group to create visual aids to help teach their classmates about their assigned part

Each group will take turns to present their findings to the entire class

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Students will be asked to list two things that are true or accurate about the learning and one idea that may sound like it might be accurate but isn't.

Students will be assessed on understanding when they turn in their responses and go over the list in class the following day as a review activity.