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Before really digging deep into a trig chapter I would introduce through using a webquest. I found a webquest that is very similar to what I would want to use to allow students to brush up on trig they have already been exposed to and find real life applications students are interested in so I can work to integrate those specific applications into my lesson during the chapter.

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WebQuest: Trigonometry with Real Life Applications

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A resource page for Educational Technology

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Liquid to Gas: Chemistry Demonstration

For my anticipatory set, I will do a demonstration that shows the difference in the properties of a liquid and gas.  I will need: a Bunsen burner, a can with just a little water in it, and a bucket of water.

I will heat the can up till the water starts to evaporate in the can after a couple of minutes, the can will fill up with vapors from water instead of just being air in the can.  If I quickly flip the can over into the bucket of water, the can will be crushed because the water in the bucket it much stronger than the gaseous water in the can.  I remember seeing this demonstration when I was in high school and I was amazed at how the can was crushed all by itself.  I went home and tried the demonstration, and the purpose of the demonstration has always stuck in my head.

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For a science class I figured what's more fun than earning extra credit and bragging rights. I used to love these games back when I was in high school, it made reviewing for a test easy and fun. I would divide my class into a few groups and each group would work together to win the largest monetary sum in order to achieve either extra credit points, a bathroom pass, maybe a few minutes of free time during a homework period, etc. What I thought was particularly cool about this idea is that it is incredibly easy to use in other content areas. Another idea would be to place pictures or diagrams on the front of the card and have students identify key structures for small point sums.

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To get the student's attention I would start by showing them a video of a major league baseball game or olympic softball game. I would then ask the students how many of them would like to be a professional athlete or would like to have a crowd full of people cheering for them. I would then explain to them that we will be taking the first steps toward that by learning how to throw the ball. I would go onto ask volunteers to come up and show how they would throw and catch the ball.

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Anticipatory Set: Rhetoric & Democracy in the US

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Anticipatory Set: Rhetoric & Democracy in the US

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My 11th grade LA students are currently working on writing argument essays using SCOTUS cases. In order to have them understand the essential question, practice objectivity, and engage with the material, I have used a Socratic Seminar format where students sit in two concentric circles - inner speaks/outer listens then switch - and discuss the case merits. This allows them to practice being objective, see how SCOTUS may debate, and prepare them for in-class writing.

-Kiirsten Hernandez

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Siri, Google, Tom Tom, Garmin, Magellan, Waze. Today, we simply tell a piece of equipment or computer where we want to go, where we are starting our journey from, and magically, directions appear. But what if you couldn't see where you were going... How would you know when to turn? How would you know how fare you've already gone? How did early travelers figure out where they were with no GPS, no satellites, and no modern day equipment? Well... There's a formula for that! We're will be exploring the many methods of triangulation of position, formulas for determining speed and distance, and figuring out exactly how far CAN you see to determine where you are in the world. This unit will take us on an underway mission from San Diego to San Francisco in a submarine using only equipment that early sailors would have to determine position and paper charts instead of maps. The class will be divided into groups of navigation parties of four in size and each group will control the destiny of their submarine on a race to get to San Francisco Harbor first. Don't forget the torpedo's... You'll need more than full speed ahead to get there first!

- Everett Larson

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I believe students tend to be more engaged when some competition is involved in the classroom. For my anticipatory set I would get the students into groups of four and have them collaborate to try to name as many important people and places from the current unit we are working on. This would help them recall information that they would later need on an assessment. I believe it would get students focused and excited to be in class.

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To introduce ecosystems and have students begin to think about the flow of enegy and different biotic and abiotic factors involved I think it would be beneficial to model different ecosystems in the classroom. These models would be housed in bottles (plastic or glass) and each would be a model of a different type of ecosystem (i.e. desert, terra-aqua, ocean, forest, etc.). The models would be a jumping off point to get the students attention at the start of class and could then be used in an experiment or class project to encourage futher discussion and learning opportunities. - Tiffany Wilcox

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Students respond to a deaf culture or ASL related topic each morning in a journal format. After writing their response, students use think-pair-share to discuss their answers with peers. This anticipatory set will aide students in creative thinking of signs according to handshape.

-Sarah Willis

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This in class demonstration will be used so students can visualize osmosis and the differences between a hypotonic solution and a hypertonic solution. This will be part of the cell unit when talking about fluid transport across a cell membrane. I will bring in two containers each containing a carrot and a celery stalk that has been soaking overnight. One container contains the hypotonic solution (plain water), the other contains the hypertonic solution (salt water). I will tell students that each carrot and celery represents an individual cell. I will then remove the carrot and celery from the hypotonic solution and demonstrate how water has flowed into them making them hard. I will then remove the carrot and celery from the hypertonic solution and show how water has left them. They will be really flimsy and can almost be bent in half.

-Megan Giacalone

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As an introduction to the unit, students will complete a WebQuest. In this WebQuest, students will visit a series of given websites to obtain information and formulas related to the unit. This will help students become somewhat familiar with the information before we begin the unit. -Megan Kennedy

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To review a lesson or unit, or to prepare for a test, I will create groups of students (teams) and have them compete against each other with a game of Jeopardy. It will be like the TV show where I have different categories and different amounts that each question is worth. This would be a fun way to get students involved and to help them review important concepts needed to succeed. The team with the most points at the end could get extra credit points or something else that that will be motivating them to participate.

-Malorie Nichols

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Anticipatory Set: When to use Law of Sines and Law of Cosines...True, False, or Sometimes

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Anticipatory Set: When to use Law of Sines and Law of Cosines...True, False, or Sometimes

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In this lesson, we want students to understand and apply the Law of Sines and Law of Cosines to determine unknown measurements in right and non-right triangles. Start first by reviewing the two laws, then give students a worksheet of true/false/sometimes true problems...Based on the given information, and which measurements are being sought, students will determine which of the choices are correct, when given either the Law of Sines or the Law of Cosines. Then students will be able to create a chart, which can be inserted into math journals, describing the appropriate times to use either law.

-Trenton

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My unit is on Ecology. To introduce my lesson on food webs, I will first show a brief clip from a survivor show to get them thinking of nature and animals competing for food. I will then present them with a series of thought provoking food web questions and poll the answers. This anticipatory set will draw their interest and allow me to see how much they already know about the topic.

-Deyon Wood

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The acquisition of science knowledge relies on the practice under controlled conditions. Rather than repetitive instruction on natural laws or equations, I will let my students set up some experiments to verify, and apply the knowledge they learned from my brief instruction. Such an interwoven instruction-practice process will allow students gain both formal knowledge and hands-on experience.

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UNESCO | Teaching and Learning for a Sustainable Future | Module 20: Experiential learning

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Experiential learning engages students in critical thinking, problem solving and decision making in contexts that are personally relevant to them. This approach to learning also involves making opportunities for debriefing and consolidation of ideas and skills through feedback, reflection, and the application of the ideas and skills to new situations.

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[Can't edit 1st box for some reason]

...student must explain why he or she believes it is that location and what time frame he or she believes it to be in). After students have participated, reveal the location (being the new topic of study) and then ask students what they know about this place and time frame.

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Photo projected onto screen of people or background, without written signs of location. Students partner up to discuss thoughts on where this place might be. Whole group comes together to discuss what their partners thought, while someone comes to white board to jot ideas down. (In order to have idea written on board, student must e plain

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Technology permitting I will play Maria Bros. with the screen projected on the board for a few minutes. I will take some screen shots showing that Mario jumps in the shape of a parabola. This can also be done with Angry Birds. We will then have a class brain storming session in which we find as many parabolas in the real world as we can.

- Luke Franco

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My content area is English, and for my anticipatory set I would use a K-W-L. For example, if we are working on The Great Gatsby, I would have my students do a K-W-L and organize what they think they know about the culture of the 1920s, what they want to learn about the period, and as the lesson continues, they can write down what they have learned. This can easily be used for a variety of topics for the teaching of the book overall, including specific themes, modernist literature and movement as a whole, and more.

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To engage the student's in the lesson of teaching football, I will dress up in the football uniform (helmet, jersey, pads, etc.) of the school. Since football is taught in PE the same time as football season, this will be appropriate. I will start by asking the students what the school record is in football and then proceed to tell them if they don't know. I will also have them share their favorite NFL or college teams. Then, while still in uniform, I will go over the basic skills of football and demonstrate them to the class. If allowed, I will have the other teachers join me to create a team atmosphere with all of the classes!

-Lauren Sharp

(the picture is an example of how I would dress)

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Anticipatory Set Idea: Coffee House Reading

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Anticipatory Set Idea: Coffee House Reading

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To prepare students for narrative writing begin class by setting a stool in the front of the room. Dim the lights and light a candle next to you on the floor. Sit on the stool wearing "coffee house clothes" (think seattle, portland, hipster, bohemian) and share a story you wrote. Get students in the mood to share and hear stories!

-Rachael Gaskill

(this is an example of how I would dress).

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Students get into groups and have 1 minute to write down as many vocab words as they can from the current unit. Then each group shares their words and definitions. One point for each word that is correct. Most points win.

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Use Brainpop, YouTube, Crash Course History, or any other video that related to your lessonand attach it here