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1) What aspects of the resources did you find helpful in planning your learning center? (100+ words):

First, I found some of the tips for McFarland-McDaniels (n.d) very useful when planning a learning center. I think having very clear directions and practicing with students ahead of time is important. These are meant to be independent learning centers and we want students to feel at ease and successful, not confused and frustrated. Also, a reflection form would help me see which learning centers were too simple, too difficult, not engaging, etc. I can then keep the centers that work best and replace the ones that students reflected negatively on. Also, I realized that I need to include an element of choice for students within these centers. An element of choice creates the most effective learning environment (“Learning Center,” n.d.). Science centers can focus around the cognitive, language, physical, and/or social aspects of science. For example, students may increase their vocabulary through the learning and use of science-specific terms (“Learning Center,” n.d.). The Learning Center Contract is a great idea, though needs to be edited and updated. (It still references a card catalogue in the library.) (Ross, 1983). I would like to personalize this contract for my science classroom with my gifted students. This is a great extension station students can work at during content lessons they have already mastered or when they have completed class work early. I like the element of students creating their own steps within the research assignment and driving the center activity themselves. I think the contract provides the perfect balance between guidance on the assignment and creative freedom. Since we are a 1:1 Chromebook school, research centers are available to students daily.

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Students will turn in the completed brochure and a learning center reflection sheet.

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What do I turn in when I complete the learning center?

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Step 4: In the remainder of the brochure, research and include the following information about your severe weather: 1. An illustration of what the severe weather looks like. 2. A written description or definition of the severe weather. 3. A world map with areas most at risk of this severe weather colored. 3. How humans can prepare for this severe weather and stay safe. 4. A data table showing the activity and locations of the severe weather in the past 12 months. (Please see the example brochure at the learning center to help with each part of the brochure.)

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Step 3: Write the name of the severe weather chosen on the front of the brochure. Use pictures, color, fancy lettering, and anything else that makes the front attractive and exciting.

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Step 2: Select a piece of colored paper and fold it into a brochure. (Please use the example at the learning center to help you.)

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Step 1: Select one type of severe weather (blizzard, heat wave, tornado, hurricane, thunderstorm, flood, drought) to research.

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Severe Weather Brochure Directions

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What are the directions for this learning center?

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List of weather data websites

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Copy of World Map (Provided)

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Pencils

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Chromebook

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Crayons

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Colored Paper

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What materials will I need for this learning center?

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Analyze data on severe weather to forecast future events

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What is the objective of this learning center?

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Severe Weather Brochure

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What is the title of this learning center?