tuckerv

=Put a Short Activity/Lesson/Project Title Here=

Required reading text section for purpose of selecting most important points to teach to younger class, and then conduct online research for clairification or enhancement 2. Think Pair Share a. Think: about 3-5 important details of text b. Pair: with a partner and agree on the 3-5 details. Students will use a tool like on Audacity, flip cam, or Moodle to record your retelling. c. Share-out: Options: * Connect computer to speakers and share with class. 3. Respond: As you listen to someone else's retelling, respond with a connection, comment, or question to make the Energy Lesson Overview more accurate or more understandable. || Differentiation: Second language students will consult Read Write Gold and online dictionary for reading assistance. ||
 * Title: ||< Food Chain ||
 * Subject: ||< Physical Science ||
 * Grade: ||< gr 4, gr 8 ||
 * Purpose: || Students will create an overview with examples to introduce 4th grade students to the unit ||
 * Time Frame: ||< How long will the activity/lesson/project take? 2 - 3 days ||
 * Summary: ||< Students will select technology to create and present a lesson overview to be posted on a shared platform for peer review and peer tutoring. ||
 * Tasks: ||< 1.Hook -....
 * Post to Moodle and have students reply to their retellings.
 * Post on Wiki (Moodle offers better threaded discussions).
 * Save as : flash, jump, thumb, removable, portable drive
 * Objectives:age || * Content Objective - TEKS 8th grade Science (E) Organisms and environments. In studies of living systems, students explore the interdependence between these systems. Interactions between organisms in ecosystems, including producer/consumer, predator/prey, and parasite/host relationships, are investigated in aquatic and terrestrial systems. Students describe how biotic and abiotic factors affect the number of organisms and populations present in an ecosystem. In addition, students explore how organisms and their populations respond to short- and long-term environmental changes, including those caused by human activities.
 * Language Objective - The students will use new vocabulary words producers, consumers, decomposers in oral and written discussions with peers.
 * Student roles, Colaboration Coordinator will conuslt with other students around the world and authentic researchers of choice, Information Literacy, global empathy, higher-order thinking, etc.) ||
 * Assessment: ||< How will you assess the students learning? By a Content Rubric requiring students to describe significant and tested science objectives relating to the energy transfter in the ecosystem.
 * Resources: ||< * What resources will be needed? Student textbook and technology of student choice available in classroom or available for checkout from the library. Teacher will make Read Write Gold software available. ||
 * Examples: ||< * Links to teacher or student examples. [] ||

Discussion:
Use the Embed Widget tool to add a Discussion Area widget. Bump the number to 100. This will take the comments from the discussion tab and add them to the bottom of the page. This will encourage teacher reflection and modification.