Reflection: Classroom Setup Layers of the Earth I - Section 5: Closing


One of my students' favorite things to do is to transition into laboratory groups. This sounds odd, but I don't teach in a traditional laboratory classroom - I teach in a normal classroom arranged in traditional rows. However, when we need to work in laboratory groups for a lab or performance task, I have the students physically transition their desks (my students sit in partner desks, in that there are 2 desks to a "lab table") with a nearby desk to make a group of four (4). As noted above, my students love to do this, and I have a quick trick which continuously keeps them motivated and engaged to do this quickly and efficiently. I time them. Every single time. I have a laminated sheet attached to my whiteboard which has the laboratory transition times for each period - every time we transition, I time them, and update their time with a new "record" if they've done it faster than their previous best time. One of my groups, a smaller class of about 15 students, can do it in about 8 seconds flat. This sort of thing builds student engagement, accountability, and is something they're proud of that gets them pumped heading into (and out of) each lab we do in class. 

  Classroom Setup: Lab Transitions
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Layers of the Earth I

Unit 2: The Dynamic Earth
Lesson 4 of 16

Objective: SWBAT sequentially identify the layers of the Earth and their relative densities | SWBAT evaluate how density affects the interior of the Earth

Big Idea: Students will take use their newfound knowledge of density to apply relative densities to the interior of the Earth and its associated layers. Students will also analyze how the density of each layer is primarily affected by its elemental composition.

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Science, Earth and Space Science, Earth's Interior
  50 minutes
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