Reflection: Staircase of Complexity Eating Like a Snail - Section 2: Elicit


My class is made up of a large diversity of learners. I have kids that range from developmentally delayed to gifted. I have ELL students and students with severe speech impediments. Although diverse, this group of kids is fully capable of learning at high levels and I do expect them to reach the goals I have set for them. Demonstrating their learning can be done in several different ways, but always requires the skill of analysis and defense with evidence.

In this lesson, I have the kids provide the information needed to fill in the data chart for the snails' choice of foods. Then I have them analyze the data to see if they can draw any conclusions as to what types of foods snails favor. I then have them use this information to complete the evaluative activity at the end of the lesson.

This strategy is successful when it is taught to the students gradually. I begin with simple tasks and and data, e.g. one subject and one or two pieces of data, and slowly move to adding more subjects and pieces of data over the course of the year as the kids become proficient in using the data. If there are moments when I add too much information and they seem overwhelmed, I support them by walking them through the analysis of the data. I then expect them to use it to answer the key questions being addressed in the lesson. 

  Chart and analysis
  Staircase of Complexity: Chart and analysis
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Eating Like a Snail

Unit 11: S-cargo! All about snails!
Lesson 5 of 5

Objective: SWBAT identify how a snail gets nourishment by observing a snail eating a choice of lettuce or kale.

Big Idea: A snail has body parts that are hard to identify. This lesson lets the kids see how and what a snail will eat.

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