be excellent to each other & don't run with scissors

Category: collaborative student work

20/180 Breaking Down Complex Texts

After building the lightbulb using a carbon filament, we read about his experiments to enhance the ability of platinum to withstand high temperatures needed for incandescence.

It was an article that had difficult and unfamiliar vocabulary, so as a class we broke it down in the following way:

  1. Identified vocabulary that was unfamiliar, entered the words into a Google form
  2. Researched “top 30” words as identified by the classes using a Lib Guide created by WHS Library
  3. Created a custom glossary for the article
  4. Divided 6 key paragraphs and re-wrote them in small groups using the student created glossary
  5. Incorporated feedback on rough drafts through shared Google Doc
  6. Presented the “before” and “after” results

Students did a great job decoding the work and (hopefully) learned the value of working in groups when trying to read a difficult text.

 

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8/180 Does “x” mark the spot?

After yesterday working with our variable speed cars to find average speed and instantaneous (fastest) speed:

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We took that experience to start writing our own problems based on speed, average speed, and average velocity:
2015-09-10 13.35.20 2015-09-10 13.35.03Students had parameters of 5 steps, one negative step, and non-zero displacement. They then developed the scenario and found the speed of each leg, average speed of the journey, total displacement, average velocity, which they will give to another group to solve next class.

 

1/180: We have lift-off!

Great first day, met all of my classes and Physical Science jumped in feet first.

Working in groups they whiteboarded all that they knew about the structure of an atom; then constructed a 3D model out of pipe cleaners  and other craft supplies that they presented to the class.

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