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Students worked in groups to match pieces of text with various comics. This encouraged them to pay attention to context clues and details, which will help to improve their comprehension and other reading skills.

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Students working with their group to research their side of the assigned topic and to build their presentation for the debate.

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"Debating Pros/Cons of Video Games" - Teran

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"Debating Pros/Cons of Video Games" - Teran

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In order to prepare the students for their upcoming argumentative essay, students worked in groups of four to prepare for a class debate on a presented topic. Before beginning the lesson I had students fill in a KWL chart about what they already knew about video games, what questions did they have about video games, and then when the debate was going to be finished they were to list what they learned after listening to the debate. Groups were assigned at random and given a side of the prompt to be on. The prompt that the students were presented for the debate was "Do video games have a negative or positive effect on student's health?". Each group member was assigned a section of the worksheet to focus on and fill in; claim, evidence, counterargument, and closing statements. This lesson had students collaborating on writing claims for their side, predicting the counterclaims, researching usable evidence, and practicing speaking/listening skills depending on whether they were presenting or in the audience.

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Natural Selection: Game - "Oh Deer"

Before working on the natural selection simulation, students go outside for a real life simulation.

Setup: Thousands of hole punched paper of at least 5 different colors are dispersed randomly on the grass.

Sequence: Students are lined up on one side of the grass. When the whistle blows students run and try to collect as many "confetti bugs" as possible in 1 minute. 1 student starts on the other end of the grass and functions as the predator. While students are searching for food (confetti bugs) the predator is hunting by tagging 1 student. If a student is tagged they become food for the predator which increases the predator population the next round (the tagged student is added to the predator side).  Each round increases predator population until there are more predators than prey. If a predator cannot find a prey animal before the time is up they "starve" that round, nourish the earth and increase the population of the herbivores (prey) the next round.

This continues for 15 minutes.

Students return to the classroom and count the different numbers of confetti bug colors they were able to find.

Class analyzes the different color of confetti bugs, and population of predator and prey animals each round.

Students notice patterns with camouflage (confetti bugs) and how predators and prey produce a balance ecosystem.

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Students used model dimensions and scale factor to find the dimensions of the actual objects. Students had to find the information required and use them appropriately to solve them proportionally.

Students then used 4 Corners to share answers with other classmates

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McCloskey Explore and Discover Proportions

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McCloskey Explore and Discover Proportions

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In this activity students in groups of 3 or 4 were asked to sort and match the equation, graph and table to the corresponding story/description of the problem. There were 5 Stories to that needed matching equations, tables and graphs, and as an exit ticket, individual students had to choose their answers to 1 story and justify their reasoning by completing the sentence stem.

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In this lessons students watched a short video of a child putting coins into a coinstar machine.  The picture shows the receipt with the number of each coin.  The objective is to figure out how much money the coins are worth.  This activity helped my students apply decimal operations to a real world situation. Students were able to show their thinking in a variety of ways.  Students shared their strategies with each other and they learned that there are multiple ways to figure out the answer.

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Students debated with each other to try to convince the audience that their side was the stronger argument by using reasons and evidence from the book. 

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“Opening Statement, Rebuttals, and Closing Statement” - Amarante

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“Opening Statement, Rebuttals, and Closing Statement” - Amarante

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We have been reading Mary Shelley’s Frankenstein and we are at the part of the book where the creature requests that Frankenstein create another like him so he can have a companion.  In groups of 4 students prepared a debate in preparation of writing an argumentative essay. The prompt that they were using for the debate was, “Should Victor Frankenstein create a mate for the creature”.  Each team member wrote a part of the debate; an opening statement, rebuttals (anticipating what the other side might argue), and a closing statement. Academic language was discussed as the parts of the debate closely resemble parts of an argumentative essay (claim, counterclaim, evidence, etc.).  Teams were given time to practice to make sure their debate was cohesive and all went together.  Teams were randomly chosen to debate each other and the rest of the class took the evidence and reasoning that was used to determine a winner for each debate.  This lesson had students write claims, counterclaims, find and cite textual evidence, and practiced listening, speaking, and collaboration skills.

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Mrs. Creek, Mr. Leal &  Mr. Rhames & : Explore and Discover" Creating A Multiplication Math Fact Table

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Mrs. Creek, Mr. Leal &  Mr. Rhames & : Explore and Discover" Creating A Multiplication Math Fact Table

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SP.ED. Team

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Chaney/Vasquez: Text Graffiti activity in ELA 6

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Chaney/Vasquez: Text Graffiti activity in ELA 6

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This is evidence from a Text Graffiti activity we did with our ELA 6 kids as a pre-reading task before starting Bridge to Terabithia. As students rotated around to each artifact they had not seen before, they explored new ideas, visuals, and texts to set a framework of understanding to help them jump into reading the novel. They connected to prior knowledge and found themes emerge that they could relate to.

As they continued through each rotation in the activity, they discovered other people's ideas that could enlighten their own thinking. They were encouraged to identify any agreements or *respectful* disagreements between their own thinking and that of their peers. They then evaluated the top three most important responses when they returned to their original artifact which was fully graffitied at that point.

It was awesome collaboration between students and some even recalled these texts when reading through the novel - to reveal that the new ideas they came across did stick with them. It blew open their own perspective and really helped them see other's ideas and unique thoughts.

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In this lesson, students had to go through a planning process before recording a podcast. Each day the students did a different step as they planned and recorded their broadcast. Students had to choose from creating an informational or story telling podcast. Each group practiced using their writing skills and their communication skills. The project took a week and was done step by step each day. On Friday, they recorded until it was to their liking. They did a wonderful job and used Seesaw to record.

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WEST - Exploring India's River Valley Civilization. 

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WEST - Exploring India's River Valley Civilization. 

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NOTE: This was more of a mini-unit than a single lesson - took about a week.

To begin our "INDIA UNIT" students took part in an inquiry activity in which they made predictions about the Indus valley civilizations based on visual sources. Then, we used these predictions in a whole-class discussion to introduce the Indus River Valley Civilizations.

Armed with a little context, and some general ideas about the culture and geography of ancient India, students then took part in a Virtual Field Trip to the ruins of Harrapa and Mohenjo-Daro where they were able to use Google Earth to explore the ruins and recorded their observations and findings.

Then students worked in small groups to generate a list of focus questions to guide our further exploration of Ancient India's River Valley civilizations using the Question Formulation Technique (QFT) protocol. Students had the option of answering one of their created focus questions as part of the unit's summative writing prompt.

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Indus Valley Virtual Field Trip - Quick Version

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Create data, gather, organize, plot/graph, analyze.

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Nixon/Flettner: Scatter Plot Activity with Height and Shoe Length

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Nixon/Flettner: Scatter Plot Activity with Height and Shoe Length

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Students had to measure their shoe length and height accurately, then record other classmates' information to create a bivariate data table.  Students then label and plot data on the coordinate plane to create a visual representation of the relationship between their height and shoe length.  Using a line of best fit, students analyzed and determined the pattern shows a positive correlation.
On the back of the paper, there were additional questions to discuss with classmates and estimate height/lengths, as well as identify any outliers.

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In groups of 3-4, each student was able to recreate the water cycle. There is a small beaker at the bottom that collected the "precipitation" that they were able to see after. It essentially measured if their demo worked.

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This is the 1st page. It was part 2 out of 3 of the lesson I conducted.

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Perales: "Explore & Discover" Water Cycle Lab (Pt. 2) 

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Perales: "Explore & Discover" Water Cycle Lab (Pt. 2) 

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Before we began to learn about the steps of the water cycle, students were shown a series of images that represented the  steps of the water cycle. They used observation skills (on Peardeck) to hypothesize what was going on and how it happened. We then had a brief lesson describing the steps of the water cycle and connected the images to each step. We then did a hands-on group lab where students were able to recreate the water cycle by following the steps above to create a small-scale version of the water cycle. Day 3 is a set of discussion questions connecting what they learned to their observations from the lab.

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Notice first... then discuss... then solve mentally

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"Explore & Discover" Contemplate then Calculate

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"Explore & Discover" Contemplate then Calculate

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This is a routine that we do about once every other week to support students in math practice 7 noticing structure and patterns. This routine is mental math and students are able to share their thinking with a partner and with whole class. Students are also asked to repeat their classmate's explanation to foster listening skills.

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My "Explore and Discover" is called "Story Time"

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My "Explore and Discover" is called "Story Time"