Reflection: Advanced Students Plaid Pete Goes Aquatic! - Section 4: Instruction

 

There are those years where we I have highly capable students in my classroom, and like many teachers - I am at a loss for resources to appropriately challenge them.  I know that what these students need is not more work, but greater depth.  I have one such student this year, and he is completely fascinated with everything associated with marine aquatic ecosystems.  As is the case with many students, this student shows above average skills in reading, and writing skills that lag somewhat below grade level.  Finding ways to challenge students such as these can be challenging for teachers!

Integrating language objectives with this student's natural curiosity and interest in Science is a perfect match.  I am always on the look-out for resources that will enable me to do this.  NASA's Earth Observatory; and National Geographic Education are two such resources.  

With this student, I will be addressing The Common Core Standard at 6th Grade in Reading:  RI.6.7 Integrate information presented in different media or formats (e.g. visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue; and The following Common Core Standards in Writing: W.5.2 Write informative/explanatory texts, and W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

This student will be creating this research project in lieu of the regular classroom assignment, not in addition to it.

  Reading in Science - Integration of Knowledge and Ideas
  Advanced Students: Reading in Science - Integration of Knowledge and Ideas
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Plaid Pete Goes Aquatic!

Unit 2: Plaid Pete Discovers What Matters in Ecosystems
Lesson 5 of 20

Objective: SWBAT identify the characteristics of marine and freshwater ecosystems.

Big Idea: What are the identifying characteristics of saltwater and freshwater ecosystems? Students work in "expert pairs" to determine importance in scientific text and then form "jigsaw" groups to teach their peers what they have learned.

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