Reflection: Rigor Sedimentary Rocks Day 1 of 2 - Section 2: Evaluating Our Questions

 

I really appreciated the thinking that was happening here with the students, and I feel that it is crucial for students to tools that help them evaluate the type of questions they are asking. However, while my students got an opportunity to answer a few of these questions during their English Language Development time, in retrospect, I would forgo this part of the lesson and do it in a lesson by itself. I do feel it is important to give students the opportunity to explain what types of questions they are forming as they are learning about topics. This helps their reasoning as evidence by the two girls who were so gracious to have me ask them about the type of questions they were choosing.

I wanted them to notice if they were asking more thin or more thick questions. In the beginning of the year, most of the students were asking thin questions. While there is nothing wrong with these kinds of questions, I am happy to see my students thinking a little deeper about the topics they are learning.

But, in doing this part of the lesson, I would extend this section into having students spend  time having a conversation with their peers, and then choosing a question to research during the lesson.

I feel this lesson works fine by starting with the semantic map task and then continue with the rest in the same order. It's something to ponder.

  Evaluating Questions
  Rigor: Evaluating Questions
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Sedimentary Rocks Day 1 of 2

Unit 3: All About Rocks: Learning Science Through Informational Text
Lesson 6 of 10

Objective: SWBAT ask and answer questions to understand key details about an informational text on sedimentary rocks.

Big Idea: It's in all in the layers! Today, to build their content knowledge students will be viewing a video and analyzing an informational text on sedimentary rock.

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whatquestionsdoihave
 
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