Embedded Files
Students were given feedback about their presentations using a rubric that students used when planning their presentations.
After discussing ways to connect our schema about pollution to the real-world, students viewed an video of a debate. Students used a padlet to reflect on what they noticed and wondered during the video. The class then discussed and reviewed what the purpose of a debate was and how it was purposeful to their learning.
Students were given topics to vote on about different real world issues.
Students were given topics to vote on about different real world issues.
Students plan and organize their information using planning sheets and collaborate on what role will be best when presenting and who has a specific strength to defend or persuade in the debate.
Students plan and organize their information using planning sheets and collaborate on what role will be best when presenting and who has a specific strength to defend or persuade in the debate.
Rules for Debate.docxStudents were given expectations and guidelines for a debate that they agreed to follow .
Students were given expectations and guidelines for a debate that they agreed to follow .
Students are aware of how they will be scored by the judges during the debate. They will also receive feedback from the judges. After the debate is complete students will reflect on what changes they would make and how this guides their thinking /learning.
I wonder, I notice, Relfections
Students had the opportunity to reflect on the debate learning experience. They used a padlet to provide peer to peer feedback along the overall big idea and take away from the debate experience.
Students then drew a reflection questions and used the reflection cube to further extend on how they could apply this in their learning and take ownership of next steps.
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