At the center place enough thinking logs for each student to have one.
Also place the color pencils and glue sticks at the center for the students to use.
Make sure each student has a pencil.
Make sure the students have colored pencils available to them at their desks.
In total there will be three trays that will have material for each of the three challenge questions.
On the first tray place three different types of rocks, a small stick, part of a leaf, a blade of grass, a marigold seed, a sunflower seed, a lima bean seed, a pea seed, and a pumpkin seed on a paper plate. Make sure all of these materials are mixed up on the plate. Also, place three paper plates on the tray. Using the marker label one plate “seeds”, the second plate
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The square sheets of paper should be set aside for the teacher to hand out in the introductory stage.
The index cards should be set aside for the teacher to hand out during the big idea section. Center Management:
This part is covered during the introduction stage and the discussion of the challenge questions.
Introducing My Part of the Center:
Before the introduction begins the teacher will hand each student the square sheet of paper.
The teacher will say, “Okay class I have given you a square sheet of paper and you should have colored pencils at your desk. Now without talking to your tablemates I would like you to draw me a picture of a seed.”
The teacher will give the students an appropriate amount of time to draw. During this time the teacher will walk around the room and observe the students.
The teacher will say, “Alright times up. I would like everyone to hold up your drawings for everyone to see.”
The students will hold up their pictures and the class will scan the room to look at everyone’s picture.
The teacher will say, “You are probably wondering why I had you draw a picture of a seed. Well today we are going to look at different seeds in our center over here. This center is going to be a little different than our usual lessons. In the center you will all be taking turns instead of everyone working at once. The centers are going to have 3 different challenges that you are going to try and solve on your own. Each challenge is going
Teacher says “ I accept your apology here’s the paper, what do you want to draw with?” takes paper from middle of the table then waits for child threes response.
Either walk through the steps together or have students collaborate in groups. Make sure to test out the boomerangs before painting!
form in order to be graded. Accordingly, please bring an HB pencil and an eraser to each
Students engage in the discussion on a picture drawn on an interactive whiteboard (IWB) with the concept of mathematics in the form of art.
Pass out the student handouts (handouts will be stapled together in a packet—each student gets one packet with materials)
The teacher could incorporate a positive behavior token system for students to earn paper money dollars to use for the classroom store.
Presentation: How will the teacher present the experience? The teacher would have to give instructions and help the children color the marshmallow and sort them according to their size. Then after several attempts the teacher will become part of the group
As this is happening the teacher will write on the board what the students discovered. The students will also fill out this information on their thinking log on the first page.
Students can work alone or in partners with this activity. Each student will need a pencil.
Have each student get out paper to take Cornell notes; If they don’t have pre‐printed Cornell note paper, have them draw or fold lines to set up the paper
When the teacher says, designated students will grab the materials from the side of the room and bring them back to their table group.
Let them look at it for one minute. Then take the picture away and replace it with a piece of paper. They have one minute to write down what they remember off of the memory photo. Next you will give them the photo with the pink see-through clipboard. Give them one minute to look at this. Then take the photo and give them a piece of paper. On this paper have them write down what they remembered off of the memory photo. Give them one minute to do this. When there time is up take the paper away and give them the black and white memory photo. GIve them one minute to look at this. When the minute is done take away the photo and give them a piece of paper. On the paper have them write down what they
The discriminative Stimulus or antecedent would be to verbally say, “Draw a circle”. The response or behavior would be for the student to draw a circle and the consequence would be to give some sort of praise each time (example: good job, way to go, you are an artist).
photocopies for their own or their students’ immediate use within the teaching context. No other
and remind the students of what they are required to do in your classroom. This can be