Reflection: Trust and Respect Spaceship Earth: Concept formation (1 of 5) - Section 2: Who doesn't love an underdog?


This is a point in the year when I want to start explicitly moving myself from the position of "sage on the stage" to guide on the side.  My student have had many experiences to this point with small group dialogue protocols, partner talk protocols and whole group discussion protocols.  I want to demonstrate that that I trust and respect the abilities, ideas, and passions of my students, and one of the ways I do this is by ceding control of the whole class discussion facilitation.  

When I taught this lesson, students in all of my cohorts took great care with the power of leading and discussed earthquakes, global warming, subway pollution, Katrina, Sandy, the ozone layers, rising sea levels, and heat waves.  The discussions were high-level, real, and inspiring.  And all it took was me getting out of the way.  It makes me wonder half-seriously if this ability was there all along and I actually stifled my students' growth by not removing myself sooner. 

  Student-centered discussion
  Trust and Respect: Student-centered discussion
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Spaceship Earth: Concept formation (1 of 5)

Unit 2: Citizen science, Student design
Lesson 3 of 13

Objective: Students will be able to: 1) develop a claim with evidence arguing for or against the resiliency of Earth; 2) derive the meaning of the concept of Spaceship Earth from the professional experiences of astronauts; and 3) consider resources required to support life on Earth through student-led discussion.

Big Idea: For modern humans, basic resources like water, oxygen, and soil can seem like limitless resources. How might we understand that human life actually requires a complex and delicate balance of interconnected forces?

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Science, Statistics, field work, Community Mapping, engineering design thinking
  55 minutes
graphic spaceship
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