Reflection: Rigor Who do you look like? - Section 6: Evaluate:


Teaching my students to use graphic organizers is a blast! I model, scaffold, model again, scaffold again and then gradually release the responsibility onto them.  How? Well, I begin the school year by introducing different graphic organizers on my anchor charts and use them over and over again for familiarity. These tools become so familiar that all I have to do is start to draw one and my students yell out my plan.  Much of the teaching happens during the active engagement piece of any mini lesson. I may have my students explore using graphic organizers on white boards or even help me fill one in my own anchor chart.  Also, I rarely give my students pre-made graphic organizers but rather encourage them to make/create or invent their own in their math journals, science journals and readers notebooks.  I even encourage my students to use them in writing. Now, don't get me wrong I used to make the cutest graphic organizers with cute fonts, fun designs and labels until one day my instructional coach asked my why.  I had to ask myself that same exact question and my only answer was that they looked cute...really cute.  Since then, I give my students blank sheets of paper and my students continue to amaze me at what they create on their.  Lastly, I rarely "tell" my students to use a graphic organizer but rather make quiet suggestions in our conferences or mini lessons. Sometimes my suggestions are as simple as, "Hey, you could always try a T-Chart and see how that works out." Other times I may sit down and model on separate piece of paper how a T-Chart might help organize his/her data. By the end of the year my students give the same suggestions to their peers. It is super fun to watch because it happens organically.

Science Journal - Venn Diagram

Video - Using a Venn Diagram

  Rigor: Graphic Organizers
Loading resource...

Who do you look like?

Unit 5: Unit 5: Animal Families
Lesson 1 of 11

Objective: SWBAT compare and contrast themselves to their parents and record their findings in their science notebooks.

Big Idea: Let's explore inheritance! In this lesson students begin learning about animal heredity by first looking in the mirror! They will be comparing themselves to either their mom or dad and recording their findings!

  Print Lesson
29 teachers like this lesson
Similar Lessons
Which came first???? The apple or the seed?
2nd Grade Science » Unit 3 - Apples, Pumpkins and Bread!! OH! My!!
Big Idea: Understanding that life cycles apply to more than just living breathing creatures can sometimes be difficult. Knowing that a plant can have a cycle as well, can be challenging.
East Wenatchee, WA
Environment: Suburban
Veronique Paquette
Day 1: Amazing Apple Observations
1st Grade Science » Writing Like A Scientist
Big Idea: Using a familiar experience (fruit) this activity provides the students with a common experience with a familiar material. This allows the students to focus on their notebooks rather than trying to make sense of the content of the investigation.
Waitsfield, VT
Environment: Suburban
Thomas Young
Scientists Sort/Categorize: Living or Non-Living?
1st Grade Science » Wiggly Scientists and Wiggly Worms
Big Idea: What makes something a living thing? We know plants and animals are living, and rocks are non-living. But kids will wonder-- how about a dead leaf? How about a river? How about a zombie?
White Marsh, MD
Environment: Suburban
Kathryn Yablonski
Something went wrong. See details for more info
Nothing to upload