Coaching Time Resources

Session 4.0 | Hedrick Elementary

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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.
5.8 A-D,8) Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:

  • (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.
5.9 A-D, (9) Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to:

  • (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.
5.10 A-C(10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to:

  • (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
  • Open
  • Visible Thinking
  • Walk through steps


  • Problem Solving
  • Request Kahoot

Math- Garza

  • 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

Reading/Writing: Ross

Can we look at ways to use technology for writing and reading comprehension?
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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

Multiple Objectives

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.

Tool Requests

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

Kahoot: Travers

  • I can leave with something made that I can use with my students in the classroom.
  • Kahoot
  • Math Problem Solving

Educreations: Robbins

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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?