Reflection: Student Ownership What Did T-Rex Taste Like? - Section 2: Activity


When I was putting this lesson together I made a very purposeful decision to NOT provide students with guided notes or a worksheet to complete as they worked through the tutorial. "Good teachers show kids where to look but don't tell them what to see" is a phrase I see on Facebook every now and again and I absolutely love that sentiment. I want to create thinkers in my classroom. The ultimate goal of this unit does not require students master all the information gained during this tutorial, but rather that they can read and understand cladograms and the purpose that they serve. Because of that, I chose to see what the students would pull out of the simulation on their own and allowed them the freedom to choose what to record in their notes, if anything. The interactive has checks for understanding built within the system that allow students to know how well they are understanding the material being presented.  If that method is good enough for me, why must I force my students to record their learning on a worksheet?  I want learning in my classroom to feel natural and to be driven by student curiosity, not by the need to complete a worksheet that, at the end of the day, does not really mean that much.

  Student Independence
  Student Ownership: Student Independence
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What Did T-Rex Taste Like?

Unit 6: Evidence of Common Ancestry
Lesson 3 of 12

Objective: SWBAT use a cladogram to make hypotheses and explain that all living creatures are related by common ancestry.

Big Idea: Using cladograms , students begin to develop an understanding of how classification can provide information about evolutionary relationships of organisms.

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  135 minutes
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