Reflection: Rigor What's for Dinner: Learning about Food Webs - Section 3: Explain


I have found that requiring students to provide connections when they answer simpler questions provides many benefits in the classroom:

  1. Students must think deeper than just "recall" level. I am asking for much more than a one word, "fill in the blank" answer.
  2. Students must form connections between multiple concepts in a subject, which fosters a greater sense of relevance in learning.
  3. Students provide themselves with more think time before raising their hand, and are less likely to jump at the chance to answer before they have had a chance to craft a response.
  4. Conducting this practice regularly encourages greater retention, as students know they will be responsible for prior learning at any given moment. 
  5. This is a great way to facilitate richer discussions, as it provides multiple entry points for "teachable moments" and meaningful discourse.

  The Case for Connections
  Rigor: The Case for Connections
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What's for Dinner: Learning about Food Webs

Unit 2: Zoology
Lesson 12 of 17

Objective: SWBAT understand how food webs are formed to design, illustrate, and describe a food web for a given ecosystem.

Big Idea: Food webs are made up of a variety of species and depend on the region in which the species lives. All food webs are made up of plants at the bottom level, which must be plentiful in order for other species to survive and thrive.

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