Reflection: Developing a Conceptual Understanding Help Dogs Stop Chasing Cars - Section 6: Evaluate


I find that students typically bring a great deal of prior knowledge to lessons, and this specific student work: student work shows give a great example. The student explains that he put an electric fence below and above ground to keep the dogs from running through the fence or digging it up. So, this student already knew that dogs dig, and that they can run through underground fencing. 

In addition, I find that some of my students need an extension to the task. They have completely designed their idea, and are waiting for everyone else. In this case some students prior experiences enable them to know more about the content, therefore they spend less time thinking about what might be a good solution. So, I ask this student to write a sentence about his illustration and design. This is one way I try to push my students to go above and beyond when they finish a task early.

  Developing a Conceptual Understanding: Student Work
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Help Dogs Stop Chasing Cars

Unit 3: Create a Solution to a Human Problem Caused by Animals
Lesson 3 of 6

Objective: SWBAT design a solution to the problem that some dogs chase cars.

Big Idea: Empower students to design a solution to a very relevant problem.

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