Reflection: Adjustments to Practice Cruising Through the Carbon Cycle - Section 4: The Classroom Flow: Wrapping Up


For many years, I avoided activities such as this one because I was uncertain if students would be able to stay on task and use the time for learning rather than social activity.  I am so glad I started to take a second look at movement in the classroom!  Students respond so favorably to the opportunity to get up out of their desks and to explore concepts in a different way.

For this activity, there were three things that helped to ground students in the work rather than chaos:

Students had limited time at each station.  I observed closely and timed it so that student has only enough time to finish.  I reminded students that if they needed to return to any station later on, they could.  This way, I was able to engage all students without alienating students who read or wrote at a slower rate than the average.

Students had a written task at each station.  The written task allowed for quiet and relatively stationary time standing up in between laughter-filled moments as students transitioned between the stations.

Students knew we would debrief together to discuss, describe, and compare experiences.  This promoted engagement and conceptual thinking in ways that the activity completed alone would not necessarily done.  

More and more, I am finding that movement activities are powerful ways for students to engage in an activity, delve more deeply in the concepts the movements represent, and recall information tied to the activity and/or subsequent discussion.  It also makes me happy to see how all of these pieces feed into effective pre-writing strategies that support student writing skills.  

I am focused on utilizing movement more often in my classes and hope that you will share some of your best practices with movement strategies! 


  Movement = Learning!
  Adjustments to Practice: Movement = Learning!
Loading resource...

Cruising Through the Carbon Cycle

Unit 9: Unit 9: Energy, Ecology, & Classification
Lesson 1 of 7

Objective: SWBAT to identify carbon sinks and sources throughout the biosphere.

Big Idea: Get your kids moving through the carbon cycle through this engaging movement based simulation!

  Print Lesson
43 teachers like this lesson
Science, biosphere, Ecology, energy (Cellular Processes), atmosphere, carbon cycle, Life Science/Biology, carbon sink, carbon source, geosphere, cryosphere
  50 minutes
Similar Lessons
Who is August Wilson? Finding the Main Ideas and Supporting Details in an Obituary Using Chunking
9th Grade ELA » Fences: Character and Theme Analysis in Drama
Big Idea: Why do we study August Wilson's plays? Let chunking lead you to the central ideas, and they will uncover the answer!

Environment: Urban
Donna Fletcher
Transferring Skills To Individual Reading Books: Reader's Workshop
10th Grade ELA » What It Means to be Human
Big Idea: Can students take skills that were learned as a whole class and apply those skills to their individual reading book?
Independence, MO
Environment: Suburban
Lindsay Thompson
Telling Lies that Sound True: Building Classroom Community on the First Day
9th Grade ELA » The Search for Identity: Introductory Unit
Big Idea: Students develop "untruths" in order to build classroom community and become familiar with classmates
Bel Air, MD
Environment: Suburban
Paula Stanton, PhD
Something went wrong. See details for more info
Nothing to upload