Reflection: Anadromous Fish - Section 2: Video and Responding

 

In this lesson I use a video and an anticipation guide as strategies for uncovering students' prior knowledge, encouraging academic risks, and connecting learning to real-world examples. Using an anticipation guide can be difficult for students. I have found that my students often struggle to make guesses about what they will see because they desire to always have the right answers.  It is important to use the anticipation guide because this models the process of making a scientific guess. I also use this to uncover students' prior knowledge and misconceptions. As students answer each question, I get an idea of what concepts students are familiar with. I use this information to modify future lessons to better address the students' needs.  While there are many videos about salmon available to show to students, I chose this video because it depicts student scientists engaged in a controlled experiment. This video provides students with the opportunity to see kids their own age and in our state. This real-world connection to the topic we are studying in class allows students to make personal connections to their learning. 

  Why Use These Resources?
  Why Use These Resources?
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Anadromous Fish

Unit 8: Salmon
Lesson 1 of 9

Objective: SWBAT define anadromous and discuss how anadromous fish are different than other species of fish.

Big Idea: Anadromous fish spend part of their lives in fresh water and part of their lives in salt water.

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2 teachers like this lesson
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Subject(s):
Science, Biology / Life Science, life cycle, Salmon
  50 minutes
anadromous fish
 
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