Reflection: Student Ownership Summer Storms - Individual Experience - Section 6: Wrap-up


I think it's a natural teacher/adult instinct to want to answer children's questions, and it's important that this doesn't become an unthinking habit.

I'm deliberate in the questions I do answer immediately and those that I ask them to hold on to and think about.  One doesn't want to leave them with so little to go on that they can't progress in the development of their idea, nor does one want to feed them so much that they don't develop their own habits of mind.

In 3rd grade, in this unit on weather, we are working much more on thought processes and general concepts than specific skill sets or naming the clouds (though all of those are great to learn about!). I leave the questions the students write up for at least a week, we refer to them, I give them prompts, we build on them, but I often do not give them direct answers.

  Don't Answer All the Questions
  Student Ownership: Don't Answer All the Questions
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Summer Storms - Individual Experience

Unit 2: Seasonal Weather
Lesson 3 of 10

Objective: Students will discuss observations of summer weather, focusing on temperature and precipitation.

Big Idea: Intense summer storms provide an immediate, interesting natural content for analyzing and interpreting seasonal precipitation.

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Science, weather, seasons
  62 minutes
albert bierstadt   thunderstorm in the rocky
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