Reflection: Classroom Setup Fronts (Day 1/2) - Section 4: Fronts


When students are working, whether they're guided by me or independently, I always have a vision for what they should be doing and how they should be doing it. In the context of 9th grade, I definitely want students to be self-starters and independent workers. I am happy to do it, but I should be less of a cheerleader and coach than I was for many of them in middle school (full disclosure - I taught many of my current students when they were in middle school). For those who might need a little extra love, I try tone a real-time coach in the moment - "what are you doing now?" "What should you be doing differently?" Building their skills as self-starters and consistent workers and teammates is one of the most important life-soils that they can possess, so it's an important and necessary growth area if they haven't yet reached this stage as burgeoning high school students. However, my vision when I'm incorporating lab work, or extended group work time is to have them working and on task the entire time. Off task conversations, in addition to any undesirable behaviors, are not allowed and immediately dealt with should they pop up. As the year progresses and they develop those skills, I try my best to reel back and let them take on more and more of the learning for themselves. 

  How Self-Guided Should Their Work Be?
  Classroom Setup: How Self-Guided Should Their Work Be?
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Fronts (Day 1/2)

Unit 5: Meteorology
Lesson 15 of 17

Objective: SWBAT define a front as an interface where air masses meet and identify the four (4) major front types, including their symbols

Big Idea: In the first day of this two-day lesson, students learn about fronts and then begin to create a poster for a front type that they've been assigned and "expert" role in. These will later be used in a gallery walk so all students have the opportunity to lear

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