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     Q2  Living Systems - Eliciting Students' Ideas

     

    Phenomenon:

    To provide a context, consider this video of how Wolves changed the ecosystem around Yellowstone Park.

    Video

    Download an .mp4 file: http://bit.ly/wolves-rivers-movie

    Also on YouTube: http://bit.ly/wolves-rivers  or n Vimeo: http://bit.ly/wolves-rivers-vimeo

     

    Model Template:

    This Model Template has been created as one possible tool to help students expose their thoughts about the phenomenon.

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    Before-during-after drawings are particularly helpful for students to show what they think is happening. It requires students to show much more of their thinking. Many of the most compelling classroom conversations about a phenomenon have been about what happens before it starts, or after it stops. It helps if you ask students to "draw what you would see if you had microscope eyes." It sounds simple, but works well. Consider showing how to make a "call out" or "magnifier" circle. Hints: 

    • Ask students to draw what can be seen and what can’t be seen. 
    • Ask students what things does the seed need to grow? 
    • After students have drawn an initial model, have a conversation with them about how the class should represent certain ideas, so that everyone understands each other’s drawings. 
    • If students are working in groups, as an equity move, have each student within a group use a different color marker or tell students you want to see everyone’s writing somewhere on the model. 
    Specific ideas to look for in these drawings include: 
    • xxx 
    • xxx
    • xxx
    • xxx

    These Model Template as been created as one possible tool to help students expose their thoughts about the phenomenon.