Reflection: Developing a Conceptual Understanding Animals Do Karate Too - Section 3: Guided Practice


I find that my students really struggle with how to phrase a question. I explicitly modeled questioning and used the words posted on the board to guide the class. I told them to begin their sentences with one of the question words. But, many of my students cannot read, and they are still learning about beginning sentences. So, I am really thinking that we just need more practice verbalizing questions. I found myself saying, "I think that is a statement. Remember to begin your sentence with a question word." 

Then other issue with questioning is that the students often generate questions that cannot be answered by the text. This is great, because I see they are becoming curious. Sometimes I say, "If you were the teacher and were making a test, what would be a good question that can be answered by the text." This just makes the questions more related to the source.

Another thing that I really find helpful is to bring finding evidence in the text into the lesson. Since we are learning from reading, I ask the students to highlight the information we are looking for. Its just a nice way to bring using text evidence into a science lesson. This is out work: student highlighting.

  Developing a Conceptual Understanding: Student Work
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Animals Do Karate Too

Unit 1: Similarities in Animals
Lesson 1 of 11

Objective: SWBAT ask and answer questions about animal defense mechanisms.

Big Idea: Inspire curiosity in students as they learn about some interesting animal behavior.

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