Reflection: Parent Communication What is Happening to the Little Brown Bat? - Section 3: Closing

 

How many times have parents asked their children this very question only to hear the response, "Nothing," or "I don't know"?  

This type of closing is a beautiful way to open communication of learning with parents.  The best is that the response comes from the student, but it is also an assessment piece for the teacher. 

My students are required to have their parents initial all of their homework, so when the students take home facts about bats today as math homework, the hope is that the conversation will turn to the fact that the students created line graphs, that the little brown bat population is declining rapidly, and that graphs can show us a lot of data in an easy picture. 

Now, not only do parents hear what happened in school, but the students are once again practicing communicating their leaning and understandings in a real world way. 

  What Did You Do in School Today?
  Parent Communication: What Did You Do in School Today?
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What is Happening to the Little Brown Bat?

Unit 11: Going Batty Over Measurement and Geometry
Lesson 5 of 14

Objective: Students will be able to convert a table with bat population trends into a line graph that will enable them to make statements about the population of the Little Brown Bat over time.

Big Idea: The students are working on a large project focused on helping save the Little Brown Bat, which will culminate in the building of bat houses for our community. This lesson pairs graphing skills with learning about White Nose Syndrome in bats.

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3 teachers like this lesson
Subject(s):
Math, Geometry, Measurement and Methods, line graph, bar graph, interpretation, tables and graphs, informational reading to gather data, interval, shapes
  50 minutes
bat with syndrome
 
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