EngageNY
Building Background Knowledge and Making Inferences: What Is a Natural Disaster?
That's a disaster! Scholars complete a gallery walk to view images and make inferences about natural disasters. They fill out a note catcher about what they observe and infer any questions they may have. They then participate in a World...
EngageNY
Final Performance Task: Fishbowl Discussion about Editorial Essay
Using the resource, learners share their essay revisions with a partner. Afterward, they participate in a Fishbowl discussion, receiving peer feedback about their editorial essays.
EngageNY
Group Discussions and Revision: Editorial Essay
Great minds think aloud! Pupils participate in the Fishbowl protocol, discussing their opinions about the Mary River mine proposal. As they share their thoughts, peers provide feedback about their thesis and supporting ideas.
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Peer Critique and Revision: Editorial Essay
Get those red pens ready! Using the Peer Critique protocol, scholars provide and receive feedback on their editorial essay drafts. They then use class time to work on revisions.
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The Painted Essay for Opinion Writing: Developing a Conclusion and Adding Linking Words
Let's get colorful! Scholars use the Painted Essay technique to analyze and color code the conclusion of a model essay. Working in small groups, pupils then write a conclusion paragraph for their draft editorials about offshore drilling.
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End of Unit Assessment, Part 2: Research and Response
Talk it out. Scholars complete part two of the assessment by participating in a World Café discussion activity. Learners circulate the room, sharing their ideas and thoughts about Canada's natural resources using quotes and paraphrasing...
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Building Background Knowledge: Competing Views Regarding Mining on Inuit Lands
Scholars build background knowledge about mining on Inuit lands. Working in small groups, they sort information about the Inuit onto a point of view chart to determine if mining is beneficial to Inuit communities.
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Speaking and Listening Skills: Practice
After reviewing their resources from the unit, scholars participate in multiple group discussions with a World Café activity. During the discussions, they share ideas about their focus questions pertaining to Canada's natural resources...
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Building Background Knowledge: “The Inuit, My People”
A land with no trees. Scholars analyze the text The Inuit Thought of It: Amazing Arctic Innovations and discuss the word landscape. They imagine what it would be like living on a land with no trees. At the end, individuals work in groups...
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Author’s Read: Final Performance Task
Scholars submit their final performance task, a letter to a publisher about an athlete's legacy. As a culminating activity, they share their work with classmates in small groups.
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Revising Draft Letters to a Publisher about an Athlete’s Legacy: Using Critique and Feedback, Part II
Let's get opinionated. Scholars participate in a peer critique and revision process using a fun activity called a Four Corners strategy. After incorporating classmates' feedback, individuals share their final drafts of their opinion...
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Revising Draft Letters to a Publisher about an Athlete’s Legacy: Critique and Feedback, Part I
Pick a corner, any corner! Pupils use the Four Corners strategy and Peer Critique protocol to assess one another's draft letters to a publisher about an athlete's legacy. Scholars then use peer feedback to revise their letters.
PBS
House Warming
Things should heat up during a hands-on lesson exploring solar energy. An enlightening activity challenges young scientists to design a structure that collects solar energy efficiently. They keep track of temperature data over time and...
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Creating a Graphic Novelette and Peer Critique: Sections 2, 3, and 4
Let's get creative! With the fun resource, pupils continue working on their graphic novelettes about an invention, adding text and images to each section. When finished, they engage in a peer critique process, giving and receiving...
PBS
Plants Count
Changes to habitats mean changes to resources. Groups examine aerial maps to predict areas of low and high plant resources. After formulating a plan, they visit the areas to collect data about the plant resources and then share their...
PBS
Color Code
Don't let your brain play tricks on you! Learners test brain reaction rates while it is receiving multiple stimuli. They time each other reading a set of color words written in different colors and again when they are written in black....
PBS
Breaking Point
Leaf toughness can add to its herbivore appeal. Learns design an experiment to quantify leaf toughness and then perform their procedures. They follow the experiment with a set of questions that ask them to think about how leaf toughness...
PBS
Super Sleuths
There's no such thing as the perfect crime! Your class of sleuths are ready to investigate the trace evidence at a crime scene and compare it to a list of suspects. They use their investigative skills to record physical properties of the...
PBS
Print Hints
It would be a crime not to give the lesson a chance! An inquiry-based lesson has pupils assume the role of crime scene investigators as they make observations about shoe prints. They look for patterns in the prints such as distance and...
PBS
No Slip Grip
The force will be with you during an inquiry-based lesson focused on friction. Young scientists explore the effect of different surfaces on friction. They use rubber bands to measure the amount of force needed to move an object on the...
PBS
Insulation Station
It's all about the material. Learners experiment with different substances as they try to keep an ice cube from melting. They draw conclusions by answering a set of questions about the types and amount of material that had the best result.
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Making Inferences: What Motivated Philo Farnsworth?
Turn on the tube. Learners take a look at pages 10-13 of The Boy Who Invented TV. They work in groups and complete a first read to determine the gist of the section. They then reread the pages to make and revise previous inferences and...
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Determining Main Ideas and Summarizing: Philo Farnsworth’s Early Years
Teamwork makes the dream work! Learners work in groups to analyze pages 2-9 of The Boy Who Invented TV, The Story of Philo Farnsworth. They complete a first read to determine the gist and a second read to identify main idea and provide a...
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Building Background Knowledge: The Boy Who Invented TV, “Life before Philo”
Walk through the pictures to understand the text. Scholars analyze The Boy Who Invented TV: The Story of
Philo Farnsworth by taking a book walk and looking at the pictures. They then do a first read of Life before Philo to determine the...