Sorting out the Pieces: Interactive Student Notebook Right Side Activity
Lesson 2 of 9
Objective: SWBAT to identify and create examples of cause and effect relationships.
When the students enter the classroom, they find whiteboards and dry erase markers on their desks. I tell them they are going to be providing a cause or an effect to go with what I say. I give lots of cause and effect examples from real life. I've included a cheat sheet in the resource section to help with this.
We go through the review list and I am able to take careful note of students who are still struggling with the concept of cause and effect. During the next activity, I will pull that group of students and work with them to provide some extra support.
After we put the whiteboards and markers away, I instruct students to take out their Interactive Student Notebooks and turn to the left side cause and effect activity (lesson here). I hand out the activity and tell the students they will need scissors and glue.
Under the ELMO, I show the students how to draw a T- chart on their right side. They should label one side of the T chart Cause and the other side Effect. I tell the students to cut the strips apart and sort them- no GLUING yet- in their notebook. There are two blank strips at the bottom where the students will create their own cause and their own effect to share with a partner later.
I give students time to sort their strips before we go over the answers together. Under the ELMO, in my notebook, I lay out the strips and call on volunteers to come back and choose two strips to put in the columns. When all the strips are sorted, I ask if anyone disagrees and then allow the dissenters to come to the ELMO and make changes. Once all the strips are correct the students glue. They should keep the strips they made off to the side for the wrap up activity.
To wrap up this lesson, I had students trade their strips that they created in the right side activity. We always use mix pair share (Kagan and Kagan, 2009) but this time we called it Mix Pair Trade. The students were very excited about this change up. I played the music and they mixed. When the music stopped, they traded strips and returned to their seats.
I had each student read their partner's strip and as a class, we did thumbs up or thumbs down to assess each person. As in previous lessons, this is a valuable tool to formatively assessing students' progress in this difficult standard. If a strip was incorrect, the person fixed it and glued it into their notebook.