## Reflection: Adjustments to Practice Day Three of Alana Explains the Atmosphere - Section 4: Team Activity

The idea for Moveable Models came out of desperation - the majority of my students in multiple previous years simply could not grasp the complex concept of convection currents and wind formation.  I couldn't get them to connect convection currents in liquid with those in air, and they really got thrown when I tried to switch from daytime to nighttime convection currents.

This was one of those teacher "self-reflection" moments when I decided that instead of focusing on standards that I couldn't change, I would focus on what I could change - my instruction.  I thought about the scaffolds I have previously used with students.  I knew that they needed a highly language based, visual task with repeated practice, and that it needed to be "hands-on."  That's when I conceived the idea for using a model that was moveable.

I must say, this has been one of my better ideas.  Students were able to grasp these concepts much more effectively today than they have when I have previously taught them.

Moveable Models
Adjustments to Practice: Moveable Models

# Day Three of Alana Explains the Atmosphere

Unit 4: Plaid Pete is Modeling Earth's Systems
Lesson 12 of 15

## Big Idea: What are convection currents? How do they create wind? Students pull together what they have learned in their investigations to create physical models of convection currents to help them understand wind formation.

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55 minutes

### Amy Miller

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