Reflection: Classroom Setup Introduction To Relative Dating - Section 2: Do Now & Introduction


[Note: This reflection is a general thought process for me on starting a new unit. This isn't something I do particularly well as of yet, but wanted to at least share my thoughts!]

One area I'd like to grow as a teacher is the entire process of introducing a new unit. Usually, I feel the pressure of class and time - there is never enough time to do everything (particularly in this course, given the information we have to cover!), and I always have to do things like pass out a new Exit Ticket Tracker (where they keep their exit tickets scores throughout the unit) and give them the opportunity (or at least the instructions) to clean out their binder of unnecessary materials and/or work from the previous unit. I've never particularly focused on things like essential questions and enduring understandings from a student perspective, as I've always generally felt that those tend to come up organically. For example, we cover heat transfer in such an effusive way throughout the year that it is, naturally, a concept that should emerge as an enduring understanding. Ditto for things like density and convection (from the previous unit, for instance). I also feel like starting immediately without too much pomp and circumstance introduces a necessary urgency that I generally bring to the classroom - an idea like "let's go - we don't have time to waste. Let's get started" is communicated very effectively when students know we aren't going to take unnecessary time on things that aren't going to immediately help them. 

All in all, I know it's probably important, but it's not particularly something I've focused on up to this point in my teaching career, and the attempts that have been made to elucidate or explain this to me have fallen somewhat flat. I'm not opposed to learning more, though!

  First Day of A New Unit
  Classroom Setup: First Day of A New Unit
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Introduction To Relative Dating

Unit 3: Earth's History
Lesson 1 of 11

Objective: SWBAT differentiate between relative and absolute dating and define the laws of superposition, uniformitarianism, and original horizontality

Big Idea: Students discuss the differences between relative and absolute dating, and figure out how geologists date rock layers in this introductory lesson

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