Module 4: Self-Check
First I would have begun the lesson by explaining how day and night are related to the Earth's rotation. The class could then predict if the red dot would be in the light or dark during demonstration.
Direct instruction
I would have begun the lesson by explaining how day and night are related to the Earth's rotation using the light bulb and globe to demonstrate my explanation.
Direct instruction
I would instead describe the characteristics of the other planets for my class, highlighting whether the ones which are necessary for life are present or absent.
Direct instruction
I would write the different types of earth materials on the board and define them for my students. Based on the descriptions on the board, I would then ask the students to sort the earth materials, and describe why they sorted the materials the way they did.
Direct instruction
I would write the different types of earth materials on the board and define them for my students. Then I would individually describe the unique characteristics of each type of material to the students, and pass the samples around.
Direct instruction
Instead of having students research the other planets, I would describe their characteristics and after that give them this group assignment.
Direct instruction
Ms. Mair should have begun with a clear statement of what types of clouds students may observe in the sky. Then students could go outside to make their own observations and draw the cloud types that they see.
Direct instruction
Ms. Mair should have begun with a clear statement of what types of clouds students may observe in the sky. Then when they went outside she could have specifically pointed out the clouds and had the students draw pictures of them.
Direct instruction
Project a diagram showing rain falling onto the earth, and water running downhill to form streams, rivers, lakes and oceans, with some going into the ground. Then go over each aspect carefully while pointing to it on the diagram, taking questions along the way.
Direct instruction
Tell students that rain falling on the ground will flow downhill to form streams, rivers, lakes and oceans. Demonstrate this with a model: a large shallow box of soil, shaped into hills and valleys. Students watch as she sprinkles water from the spray nozzle of a watering can, and asks them to notice how it flows downhill to form streams and then ponds.
Direct instruction
First, I would have had students closely observe what happens at the red dot as I rotated the globe. Then, I would ask the students to draw their own pictures of their observations. The lesson would end with a class discussion of their observations.
Inquiry teaching
Have student groups shape soil into hills and valleys and sprinkle water onto it, but don't tell them in advance what it is about or what to focus attention on. Have them report what they observe happens and suggest if this is similar to anything on Earth.
Inquiry teaching
I would ask the students to think about what types of materials the earth is made up of. The students would be free to explore this question with different earth materials in the classroom, and then report back on their conclusions.
Inquiry teaching
I would conduct this lesson in a similar way to Ms. Rice.
Inquiry teaching
I would have the students sort and describe the various earth materials displayed on their tables, according to their unique characteristics. I would then guide a class discussion about these different types of earth materials.
Inquiry teaching
I would instead simply pose the question of whether life might be possible on other planets, and allow the students to discuss and research this question in small groups, reporting back to the class
Inquiry teaching
I would teach this lesson in a similar manner to Ms. Taylor, because she gives the students a focus but allows them to do their own research.
Inquiry teaching
Provide a box of soil at each bench and have groups shape landscapes in it with hills and valleys. Have them suggest what might happen if they sprinkle water on it to represent rain. Then have them try it out, report their observations and relate that to what happens on Earth.
Inquiry teaching
The unit seems fine as long as Ms. Mair concludes with a classroom sharing and comparing their cloud drawings.
Inquiry teaching
The unit seems fine as long as Ms. Mair will introduce the different types of clouds after the activity, based on her students' own observations outside.
Inquiry teaching
