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Christina Ashburn - 4th grade, Chester Park School of Inquiry

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Christina Ashburn - 4th grade, Chester Park School of Inquiry

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My students are learning about animal adaptations. I had them looking at Cause and Effect of adaptations, Patterns in adaptations, Structure and Function in adaptations, and Stability and Change in adaptations (CCC)! Then we did a 3-2-1 and looked at the definitions, and they brainstormed examples on their own. Then they Brainstormed their ideas in groups, and then we discussed what they talked about as a class. After that, we looked at a PowerPoint that I created, where they made claims and data to back up their claims of adaptations (SEP 7). They were excited to add to the discussion and have true SCIENTIFIC conversations about adaptations. I believe, with this process, they also created a deeper understanding of adaptations in which they can apply their knowledge.

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Alexandra Stutt - 3rd Grade; Chester Park Elementary School of the Arts

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Alexandra Stutt - 3rd Grade; Chester Park Elementary School of the Arts

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The lesson that I did with my students was the 3-2-1 activity to introduce soil.  Students were able to discuss the structure and function of soil (connecting with that CCC).  It went well considering I had extra students in my classroom because a teacher on my team was unexpectedly out for the day.  This activity was great to get students thinking about soil and to activate their prior knowledge.  Students were able to share their thoughts for each response.  Students responded well to how soil relates to their daily lives, although other students really struggled with responding to this.  A few things that were difficult when working through this lesson were getting students to engage in conversations and easily finding different people to talk to.  Third graders have difficulty talking to people they don’t normally converse with.  I did do this lesson a second time and found similar results.

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Suzette Brunson - Pair Education Center, Lexington 2

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Suzette Brunson - Pair Education Center, Lexington 2

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CCC - I currently teach 9-12 grade science students.  My students are going into a magnetic unit, so I had them open up with an article called "What is a Compass?"  They each received a copy of the article and as a group we initially read the article aloud. The students then had to read the article for a second time and answer the assigned 4 questions. Once everyone was finished we broke up into two different groups (small class size). The students were instructed to discuss the article and the questions among their group members. Once they were all finished we brought it back to a group discussion. This allowed me the opportunity to address any questions and then use this article to launch our new unit.

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Christy Lechzier- Lewisville Elementary School, Chester County

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Christy Lechzier- Lewisville Elementary School, Chester County

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321-CCC- I teach 4th grade. We used this activity as a review of math angle types.  I divided the class into groups and gave them instructions on the promethean board on what I needed them to accomplish in their groups in a certain amount of time before I told them the next instruction.  This was a quick easy way to review a math concept we were learning for the past week.The students were heterogeneously grouped which was a nice change. The students enjoyed the movement and time to chat in a productive way.

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Part 2! 321-CCC- I teach 4th grade. We used this activity as a review of math angle types.  I divided the class into groups and gave them instructions on the promethean board on what I needed them to accomplish in their groups in a certain amount of time before I told them the next instruction.  This was a quick easy way to review a math concept we were learning for the past week.The students were heterogeneously grouped which was a nice change. The students enjoyed the movement and time to chat in a productive way.

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Nicole Whitfield - St. Stephen Middle School, Berkeley County School District 

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Nicole Whitfield - St. Stephen Middle School, Berkeley County School District 

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3-2-1/CCC - My students had this activity as an introduction into their new unit of study: Earth's Systems and Resources. I did have to modify the 3-2-1 portion since my class sizes are a bit small. Students had questions they needed to answer on the smartboard on an index card based on the picture that was given to them. Once students had their thoughts and ideas written down I had them team up with other students that had the same pictures. After the initial group sheared their ideas with the same picture students were then broken up. Students were to make another group with 2 other students that did not share the same pictures. This helped to guide students consensus of where the new unit of topic would be headed. Students reaction at first was stand-offish for something new but once they got into how it all worked they opened up with communication, gathering information from team members and previous knowledge.

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Nicole Whitfield - St. Stephen Middle, Berkeley County School District

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Nicole Whitfield - St. Stephen Middle, Berkeley County School District

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3-2-1/CCC - My students had this activity as an introduction into their new unit of study Earth Systems and Resources. I did have to modify the 3-2-1 portion since my class sizes are a bit small. Students had questions they need to answer from the smartboard on an index card based on a picture that was given to them. Once students had their thoughts on paper I had them group up based on the type of picture they were given. After shearing their thoughts and an ideas I had them break up in another group with two other students that had different pictures from the class to help guide the consensus of where this unit was headed. Students reaction to this was at first stand-offish but once they got into they opened up with communication gathering information previous knowledge

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Julie Waites - Little Mountain Elementary, Newberry County School District

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Julie Waites - Little Mountain Elementary, Newberry County School District

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Jazzing The Text - My students interacted with a reading selection text from our STC Sound Kit entitled, “Wind Instruments Around the World” The students enjoyed sharing their personal and science content connections with the text. They are very excited to pursue independent research on various topics they identified in the text. We are now using Jazzing the Text on a regular basis!

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Chester Park Elementary School of Inquiry
Chester County School District

Jazzing up the Text
We were discussing the life-cycle and so we read the book Monarch Butterfly by Gail Gibbons.  The students were to find a sentence that meant something to them personally, find a phrase that they had a question about, and then find a word in the story that related to what we have been talking about. The kids got excited when they found content specific words! The also, obviously, love talking about something that meant something to them. The questions they had were good questions that help dive into the CCC standards even more! Students were able to find CCC, such as, Stability and Change, Patterns, and Cause and Effect. I know they learned about the life-cycle based off of the conversations we hand, and the content specific (and definitions) they used in class.

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Lewisville Elementary
Chester County School District