Reflection: Discourse and Questioning Comparing Animals of the Aphotic and Intertidal Zone - Section 1: NGSS Connections and Class Preparation

 

I thought the 'question of the day' would be a quick discussion because attributes of living vs non-living are introduced in K. They had a hard time deciding what words could be used to prove that plants are alive. They also had to sort out the idea of dead vs non-living.

Students were hesitant to write anything on their white board. So I called students to the rug and asked them to show me with thumbs up if they had an idea to share or thumb sideways if not sure.  I asked the unsure group to pair up with a student who had an idea. I was hoping that sharing would help these students consider how to approach the question. 

I pulled sticks to call on students to share what their partner said. After a couple of students shared, my unsure students were volunteering answers.

I think with this question, students needed a chance to discuss and work out their ideas before they were ready to commit to writing on their white board. Next time I will ask student to discuss with their neighbor before writing anything down.

  Class Discussion on What is Living vs Non-Living
  Discourse and Questioning: Class Discussion on What is Living vs Non-Living
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Comparing Animals of the Aphotic and Intertidal Zone

Unit 3: Unit 3 - Deep Ocean to Rocky Shore Adaptations and Submersible Designs
Lesson 12 of 12

Objective: SWBAT identify similarities and differences for aphotic and intertidal zone animals based on observations from previous lessons.

Big Idea: Students make conclusions about the similarities of life in different habitats and their unique approaches to stayin' alive.

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Subject(s):
Science, ocean, animal
  85 minutes
comparison
 
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