POP conneXions to science
Well, thank-you Catherine Saldutti and www.teachersforlearners.com teachers for coming up with the Concept ConstruXions cards. It changed the whole class atmosphere from bored, the teacher’s talk is getting in the way of my social life, to students talking science with each other. I got to listen to their insightful and sometimes mis-understood connections, joke with them a bit and it was just such a pleasure after all the recent stress, absence and bad tests :-).
Used the ms Physical Science box. Sorted out cards that related to the problems with oil. Add in some tag strip cards with extra concepts (like “Oil”, “Coral Reef Death” etc.).
Rearranged the class room:
Gave a card to each student as they came in (harder concepts to some kids, more concrete to others, depending on how they think.). Modeled how to make connections:
They were off:
Then gather round the front and we start from oil in the middle of the white board.
They take turns adding in their card and making the connection for the group. Accurate? Convinced? They get to stick it up. (Maybe it’s really the Tape Action Project…).
We got a big schmoosh of words and arrows, but all centering around oil and CO2:
I could have got all anal about it but instead, I’ll reorganize overnight so it keeps the idea of what a CARBON FOOTPRINT is.
That’s where we are going with this – what affects your carbon footprint? What could you do about it? We’ll do carbon calculators tomorrow, and a clip from “No Impact Man” (trailer is fine. Movie has the F word in it.)
Entry filed under: Assessment and grading, Class Management, Critical Thinking, Inquiry and critical thinking, The Problems with Oil Project, Uncategorized. Tags: academic vocabulary, concept construxions.