Reflection: Self-Graded Rubrics Scientists Sort/Categorize: Living or Non-Living? - Section 2: Warm-up

 

It is my goal that students will help develop strategies for recording their observations in science journals.  We are making a list of Communication Strategies.  I have to scaffold this initial conversation, as students don't know what a recording strategy is.  

However, once we work together to define strategies, students are able to apply them to their own work.  I ask questions like, "Which strategy are you thinking you might like to use now to make your work even better?"  This self-reflection is so very important!  And so is giving them the time-- right after defining the strategies-- for them to apply their knowledge.  Waiting until the next day to apply the strategies is just not effective.  I also will review the strategies whenever we record; by repeating and continually evaluating our work together, I am preparing students to be self-reflective.  

Eventually, I will turn this anchor chart into bookmark-sized self-checking rubrics.  When students are at the science center, I will train them to use a laminated bookmark to check off each strategy they are using when recording.

  Self-Graded Rubrics: Communication Strategies
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Scientists Sort/Categorize: Living or Non-Living?

Unit 1: Wiggly Scientists and Wiggly Worms
Lesson 3 of 13

Objective: SWBAT use their observations of plants and animals to sort items into the categories living and nonliving.

Big Idea: What makes something a living thing? We know plants and animals are living, and rocks are non-living. But kids will wonder-- how about a dead leaf? How about a river? How about a zombie?

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dscn2298
 
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