Reflection: Student Ownership Exploring the Movement of Matter in Ecosystems (Day 1) - Section 3: Explore


Prior to today's lesson, I share the following graphic (It starts with, "10% of what we read...") with my students. Although it may not be entirely research-based, the quote helps me communicate the importance of student discourse and the ability to "turn and teach" newly learned information to a partner. We discuss how teaching requires that you first try to understand the information yourself by being an attentive listener. It also requires that the teacher tries to make sense of the new information by thinking as they listen. Finally, the teacher needs to be able to communicate the newly learned information accurately and clearly so that their partner understands the new concept as well. Ultimately, teaching requires students to take ownership of their listening, thinking, and communication skills. 

By going over this graphic today, our "turn and teach" moments are productive and powerful! 


  Increasing the Effectiveness of Student Discourse
  Student Ownership: Increasing the Effectiveness of Student Discourse
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Exploring the Movement of Matter in Ecosystems (Day 1)

Unit 2: Ecosystems
Lesson 21 of 28

Objective: SWBAT describe the movement of matter among plants, animals, and decomposers.

Big Idea: In this lesson, students learn about the types of matter that move amongst producers, consumers, and decomposers. To summarize today's lesson, students will construct a paragraph, explaining how matter flows through the food chain.

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21 teachers like this lesson
Science, ecosystem, food chain, global warming, abiotic factors, sun's energy, matter, recycling nutrients, decomposition, biotic
  80 minutes
matter on poster
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