Reflection: Accountability Sea Floor Spreading (Day 2/2) - Section 4: Post-Graph Analysis

 

As I've mentioned before, I place a big emphasis on the adage - "never say anything a kid can say". It's one of the principles I try to teach by, as less of my voice and more of a student's voice means that students are doing more of the learning, teaching, and communicating necessary for success in later, post-secondary, and post-graduate contexts. Oftentimes, if a student has an individual question (either whole class or one-to-one), I'll push that question out - "Can anyone help?" or "Did you ask your partner?" Equipping students with the strategies to self-identify how to solve their own problems is an important skill that I think crosses disciplines, and one I try to reinforce. 

  Student Work Completion
  Accountability: Student Work Completion
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Sea Floor Spreading (Day 2/2)

Unit 2: The Dynamic Earth
Lesson 15 of 16

Objective: SWBAT create a graph modeling the process of sea-floor spreading in continental drift (and rock formation)

Big Idea: In this lesson, students construct a graphical model of the ocean floor (the Atlantic Ocean), describing its physical features, identifying its plate motion and associated characteristics, and diagraming its magnetic polarity

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