Reflection: Classroom Setup Prevailing Winds & The Jet Stream - Section 4: Prevailing Winds & The Jet Stream

 

In thinking about reading strategies, there are primarily three (3) that I employ: independent reading, partner/group reading, and whole-class reading. As seen in the narrative, this particular lesson involves whole-group reading, which I think is important, but it's necessary to be purposeful in picking which type of reading is necessary for each group.

For example, I choose whole class reading when I really need to monitor and supervise the process -either because there is a lot of embedded vocabulary or difficult text, or an important concept I feel is supplementary/complementary to the reading that I really need to drive home. As textual analysis and reading gets less intense, I gravitate more towards individualized reading. 

But it also fully entails what you're doing when students are reading. Anyone who is familiar with my reading strategies knows I like to embed CFUs/comprehension questions in the text itself, or have some post-text analysis questions at the ready. The more complex those questions are, the more scaffolding and support that students inevitably need, and the more inclined I am to require them to work together, or as a class, to get through that particular lesson component. 

  What Reading Strategy Works?
  Classroom Setup: What Reading Strategy Works?
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Prevailing Winds & The Jet Stream

Unit 5: Meteorology
Lesson 10 of 17

Objective: SWBAT define and identify prevailing winds, and explain how the Coriolis effect manipulates global wind patterns (including on the ESRT) | SWBAT define and identify jet streams and the effect they have on “storm tracks” as they move across the atmosphere

Big Idea: This lesson incorporates some videos, in addition to an image used in their Earth Science Reference tables, to have them analyze the major wind belts that form as a result of the uneven heating of the Earth and the Coriolis Effect

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