Reflection: Checks for Understanding Sedimentary Rocks - Section 3: Chart Introduction


CFUs are a key component of my lessons, and I try to make them a large component of my class. There are many cultural elements that are important in a classroom to make CFUs successful, and one of them is the idea of not "opting out". On the first day, and throughout the beginning of the school year, I often outlaw the words "I don't know". I always insist that there is either a better phrase ("I need more information about ....") they can use or another piece of information they can ask for. The cultural element in your classroom that students are afraid to get things wrong needs to be eradicated, as students need to understand that getting things wrong is a normal process of learning. I try to "normalize" this by highlighting my own mistakes (whether genuine or planted) to give students the notion that I am learning alongside them, and that it is a normal and expected part of the learning process. 

  Checks for Understanding: Questioning
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Sedimentary Rocks

Unit 1: Rocks & Minerals
Lesson 9 of 12

Objective: SWBAT identify and describe how sedimentary rocks are formed and interpret the ‘Scheme for Sedimentary Rock Identification’ on the Earth Science Reference Tables [ESRT]

Big Idea: Students will use scientific tables to determine the composition, method of formation, and other details about sedimentary rocks

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