Reflection: Accountability Earthquakes (Day 2/2) - Section 3: Mercalli Scale Lab

 

As mentioned before in many of my lessons, one thing I have prioritized this year is the ability of my students to work effectively in groups. I feel that collaborative/group work is essential for a well-functioning laboratory classroom, and will help out my students well into the future. In turn, when I monitor their performance in laboratory settings, I often have felt the urge to do more of a loose "wandering" around the room during these group work times. However, in the past few months, I've taken on the added task of really begin to prioritize who I'm checking in with and why I'm checking in with them. A lot of laboratory performance is getting students to reflect on their own performance of the scientific process - how they work, why they're doing what they're doing - that sort of thing. So, I often feel it necessary to check in around these questions with particular students and/or groups - what is the logical process they're thinking of? Why are they making those decisions to prioritize their time or split up into groups in a specific way? The more intentionality I can bring to their work, the better off I feel that they'll be.

  "Checking In" on Groups in Laboratory Assignments
  Accountability: "Checking In" on Groups in Laboratory Assignments
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Earthquakes (Day 2/2)

Unit 2: The Dynamic Earth
Lesson 7 of 16

Objective: SWBAT define an earthquake, locate an earthquake's epicenter and analyze the intensity of an earthquake as a function of its seismic wave amplitude

Big Idea: Students will take on their first natural disaster in this lesson. This lesson introduces students to the phenomenon of earthquakes as the creation of seismic waves caused by friction along plate boundaries and faults.

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