Reflection: Discourse and Questioning Study of Environmental Issues: Deforestation - Section 4: Reflect & Apply


To develop a classroom culture where students engage in meaningful and productive scientific discourse with peers, it is important to continually provide students with the opportunity to participate in discussion groups and to work collaboratively. I also like to give students Discussion Prompts. The discussion prompts help get student conversations started. They also help students stay on topic. After a few minutes, most groups get so deep in conversation that the prompts are no longer needed. 

Teacher Note: To make sure the discussion prompts are effectively used, I have found that it's important have students model how to use them: Student Discussion Group Modeling.

Knowing that they would be participating in a Discussion Group at the end of today's lesson, students were even more motivated to become informed on the topic of deforestation. Their research became more meaningful to them! 

Finally, by asking students to alternate sharing facts with sharing thoughts during their discussion time, there was a nice balance between talking about scientific ideas and talking about their own personal lives. 

  Discourse and Questioning: Encouraging Student Discourse
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Study of Environmental Issues: Deforestation

Unit 2: Ecosystems
Lesson 26 of 28

Objective: SWBAT explain the steps humans can take to protect the environment from deforestation.

Big Idea: In this lesson, students continue creating a big book on environmental issues. Today, they explore deforestation by researching the problem, causes, impact, and the steps humans can take help protect the environment.

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10 teachers like this lesson
Science, Human Impact on Earth, global warming, abiotic factors, ecosystem, deforestation, environmental issues, earth resources, environment, decomposition, biotic
  80 minutes
deforestation 2
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