Reflection: Adjustments to Practice What is a Feedback Loop, Anyway? - Section 5: The Classroom Flow: Student Created Scenario Writing

 

This year, I have looked at each of my lessons though the lens of Common Core expectations, specifically in regards to speaking & listening and writing skills.  

Using the spokesperson protocol as a way to tackle big ideas either at the start or end of a lesson not only builds collaborative learning discussion skills but also serves as a prewriting activity to help students later on as they begin to write together or on their own.  In addition, focusing on conclusion writing keeps the focus on the big idea/concept of our work together.  

As you can see from the student writing sample, the area I am still working on with students is the balance between the big idea and the details that really connect the broader theme to the specific work or example students attempt to use to justify their concluding remarks as valid.  I am experimenting with word lists but am wondering if you have any other ways that you find help students make those connections in their learning as well as their writing.  I can't wait to hear from you!

  Shifting Lessons to Meet Common Core Goals
  Adjustments to Practice: Shifting Lessons to Meet Common Core Goals
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What is a Feedback Loop, Anyway?

Unit 10: Unit 10: Human Anatomy & Physiology
Lesson 4 of 9

Objective: SWBAT to explain the concept of a feedback loop and give specific examples of feedback loops in the human body systems.

Big Idea: Use interesting biological scenarios to get your kids to connect with feedback loops in the human body!

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9 teachers like this lesson
Subject(s):
Science, Human Anatomy / Physiology and Body Systems, Neurotransmitters, hormones, Life Science/Biology, feedback loops, negative feedback loop, positive feedback loop
  50 minutes
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