Touring the Cause and Effect Gallery
Lesson 3 of 9
Objective: SWBAT to provide a correct cause or effect for a given picture and evaluate others' responses for accuracy.
When students enter the room, they see large pieces of chart paper with pictures attached and stacks of post it notes located around the room. I can hear them wondering what is on the agenda for today. I ask them what is the CAUSE for their excitement. They tell me that they think we're going to have fun today. (Love that answer!!)
I tell them that we are going to have fun today but that first we have to review cause and effect. I have them turn to their shoulder partner and tell them that the person whose birthday is closest to today should go first. They are to tell their should partner what an effect is. The partner should acknowledge if they were correct or not and then the other partner goes. The second partner tells the first partner what a cause is and waits for confirmation from their partner. I randomly call on students to tell me what their partner said.
It is now time to give directions for the "fun" part of the lesson!!
I explain to the students that they are going to go on a gallery walk today.
Students at my school are familiar with the term gallery walk as it is a commonly used practice in my building. Not all students may be familiar with this term so it might need to be explained.)
I explain that we are going to Stand Up Hands Up Pair Up (Kagan and Kagan, 2009) to make groups and move to a chart. At the chart, it is the students job to provide the cause or the effect to the photo that is there. The rules are this: No student can copy another student's answer and each student has to provide a cause or effect. So, at each chart students must read the answers already there and provide a different one. They must also write their names on their post it notes.
I instruct students to stand up and push their chairs in. They make eye contact with the person they'd like to pair up with. I then tell students to walk straight to their partner and "sticky high five" (Kagan and Kagan, 2009). Sticky high five is when students' hands are in a high five and they don't let go. After all students are paired, I tell the pairs to make eye contact with another pair to make groups of four. They walk to their pair and sticky high five all together. When all students are "stuck" together, I assign them a chart.
Students walk to their chart and begin. When it seems like all students have a post it note stuck to the chart, I have them rotate like a clock to the the next chart. We continue to do this until all students are back to their "home chart" ready for wrap up.
After all the students return to their home chart, I hand each group a marker. I tell them to make line down the center of their chart and to put a plus sign on the left and a minus sign on the right. Their next instruction is to analyze all the responses on their chart and sort them into the ones that are correct and the ones that are incorrect.
This activity will give me two pieces of information. It will allow me to see which students individually can create a cause and effect relationship and which students can identify cause and effect relationships. In moving around the room during this part, I can hear if individual students are doing all the work or if it's a team effort. When the students leave and I look at the charts to assess progress, I will know that charts with a lot of sorting mistakes had students who still aren't quite there yet.