Reflection: Adjustments to Practice The Billion Oyster Project: History and scientific research (1 of 2) - Section 5: Writing workshop: Flash publication + feedback


This part of the lesson failed in most classes.  There simply was not enough time for students to create an argument and receive feedback.  If I teach this lesson again next year, I will build out an extra lesson that focuses solely on this writing process.  How can we develop a claim from Shellshocked?  What are the categories in the rubric?  What are examples of student writing that fit into different levels in the rubric?  How do students know if they are accurately assessing student work?  How do students know if evidence is appropriate?  This particular activity felt like too much, too soon for most of my students.  I have learned to chunk this process for the next iteration of this lesson.

  When students cannot write
  Adjustments to Practice: When students cannot write
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The Billion Oyster Project: History and scientific research (1 of 2)

Unit 2: Citizen science, Student design
Lesson 9 of 13

Objective: Over the course of two lessons, students will be able to: 1) describe the causes of the oyster population decline in New York City; 2) explain the importance of oysters to healthy urban ecosystems; and 3) provide critical feedback to peers to improve argumentative writing.

Big Idea: New York was once home to a pristine harbor full of oyster. How might our understanding of the historical decline of oyster help us to understand effective strategies for oyster rehabilitation?

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Science, engineering design thinking, Citizen science
  55 minutes
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