Coaching Time Resources
Session 4.0 | Hedrick Elementary
5.7C, D, (7) Earth and space. The student knows Earth's surface is constantly changing and consists of useful resources. The student is expected to
- (C) identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels; and
- (D) identify fossils as evidence of past living organisms and the nature of the environments at the time using models.
- (A) differentiate between weather and climate;
- (B) explain how the Sun and the ocean interact in the water cycle;
- (C) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky; and
- (D) identify and compare the physical characteristics of the Sun, Earth, and Moon.
- (A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements;
- (B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers;
- (C) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways; and
- (D) identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals.
- (A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals;
- (B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle; and
- (C) describe the differences between complete and incomplete metamorphosis of insects.
- Describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).[3.6A]
- See the Smore below for Links to Tools & Thinking for our time together!
- The kids start taking ownership of their thinking and I learn a new way to push them in sharing their thinking.
- Request: Educreations
- Subtraction Strategies
- Visible Thinking
- Walk through steps
- Problem Solving
- Request Kahoot
- Math Apps
- Show Thinking
- App selection
- Blogs! How to deepen thinking on blogs
- Word work
- Comprehension across math & word problems
- identify the pattern/ create different types of poems.
- Request: Padlet, Google drive creating classes.
Science-King & Zamorano
- Light is energy we see, sound is energy we hear, and heat is energy we feel. -identify and discuss how different forms of energy are important to everyday life (1.6A)
Science: Miner & Flores
- We want to learn about apps the students can use to create/show their thinking, and can easily record themselves and be able to send to us.
- Workflow-Drawp, Skitch, Padlet
Can we look at ways to use technology for writing and reading comprehension?
The Tools & Thinking
5.9 A-D Organisms & Enviornments
5.10 B. Inherited Traits vs. Learned Behaviors (Multiple Objectives)
I know we have used Skitch before--but I have a specific lesson I want to show you with inherited traits vs. learned behaviors with this...
5.10-A Structures and Functions of Animals to Help Survive in Environments
Use Build Your Wildself--Backwards- Start with the habitat and have students create animals with different "structures & functions" to survive in that habitat.
- What characteristics do you notice in this environment/ habitat?
- What structures/functions/adaptations might an animal need to survive in this environment?
- What makes you say that?
5.8 A-D Earth & Space (Day/Night)
- Google Earth- Daytime Tool (see Matt Gomez Video)
- Google Moon
- Google Mars & Sky
Google Earth- Daylight Tool
5.7 D Fossils
Take students on a "Virtual Fieldtrip" we can discuss how to set this up and what questions we might ask.
5.8 A-D Science Center Rotations (w/iPad)
Tracy will bring and show some ideas for center rotations with these concepts
1.6 A Light, Heat, Energy
- Light is like ________ because _________.
- Heat is like _________ because _________.
- Visual synetics
- Wonder and curiosity
- A day in the life of.... (Video)
- Photo hunt- Padlet
- Skitch ideas
- Demo lesson
Infographic/ Graphic Creation to Make Thinking Visible
I want to test some of the image searches that students might do for projects to be sure the images are all good.
Request: A place for students to gather their ideas and questions
Let's explore and discuss these two and see if either are a fit for what you are looking for.
Blogging Resources: Barth
- I can leave with something made that I can use with my students in the classroom.
- Math Problem Solving
Revist Thinking Routines
- Routines: What does this mean for our daily practice?
- How do we nurture culture of thinking?
- How do we encourage curiosity and questioning in our students?
- What would evidence of metacognition in our classrooms look like?
- How can we support each other in this mission of metacognition?