Reflection: Transitions Build a Box To Catch a Grasshopper - Section 2: Activity


This is the first year in which I have consistently used time limits to frame parts of the lesson (2 minutes to talk, 5 minute discussion groups, 15 minutes to build, etc.). I have found this incredibly useful at helping the students learn to get right to work when given the prompt.  

As a new teacher, I thought this sort of timeline was harsh. After all, some students take longer to think and process information, right? What I found over the course of the year is that these time limits really help the students to focus and stay on task and that students will take as long as you give them (and longer does not necessarily improve the end result). By setting up these firm time limits, especially in regard to warm up questions, my students have become better and more productive communicators and have increased their time on task allowing me to cover more content in any one lesson.

  Using Time Limits
  Transitions: Using Time Limits
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Build a Box To Catch a Grasshopper

Unit 9: End It With Engineering
Lesson 1 of 6

Objective: SWBAT identify the importance of detailed sketches as they build, sketch, and rebuild designs.

Big Idea: Students rush through their sketches in their rush to get to the fun part, but they soon discover the importance of taking their time on the details as they attempt to build from another group's design plans.

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  50 minutes
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