Toolkit 2 Diehl
Published on Nov 06, 2015
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MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
Toolkit Part 2
Billie Jo Diehl
Untitled Slide
- Inquiry and Discussion Strategies
- Understanding Strategies
- Creativity Strategies
Inquiry and Discussion Strategies
- Socratic Seminar
- Circle of Knowledge
- Community Circle
- Problem Based Learning
- Inquiry-Based Learning
Inquiry Strategy:
Socratic Seminar
Photo by Hammonton Photography
In a Socratic Seminar, the participants carry the burden of responsibility for the quality of the discussion. Good discussions occur when participants study the text closely in advance, listen actively, share their ideas and questions in response to the ideas and questions of others, and search for evidence in the text to support their ideas. The discussion is not about right answers; it is not a debate. Students are encouraged to think out loud and to exchange ideas openly while examining ideas in a rigorous, thoughtful, manner.
Photo by ξωαŋ ThΦt (slowly back...)
Socratic Seminar Steps:
- Select a text
- Develop small-group discussion questions based on the text
- Create the lesson guidelines and goals with the class. Establish ground rules for the discussion
- Give students time to prepare
Photo by Paul's Lab
Sample Socratic Seminar Schedule:
- Students move their chairs into a circle in the center of the room so that everyone is facing each other.
- Read Printed Literature: If an article is selected, the teacher will read the article out loud, then the students will read it, in the circle, independently.
- Review Ground Rules and Guidelines
Sample Socratic Seminar Schedule (cont):
- Set Up Inner and Outer Circles: The inner circle represents the speakers. These are the students who discuss the questions. The outer circle students are the recorders. These people silently record notes on the inner circle speakers.
- Students switch roles.
- Allow time for written reflection.
My Artifact: The Outsiders Socratic Seminar
Directions: The class will divide into three groups. Each group will talk about one of the following topics below for 8–10 minutes.
Set–Up: While one group is talking around the table, the other students are SILENTLY watching and listening to the discussion. Students on the outer circle may sit in the hot seat and ask a question OR they may write comments and questions up on the board to add to the discussion.
Standards Addressed:
ELAGSE6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing
ELAGSE6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
ELAGSE6SL4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
ELAGSE6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing
ELAGSE6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
ELAGSE6SL4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Photo by Roanish
My Artifact: The Outsiders Socratic Seminar
Grading:
You will be given points for everything you say. The better quality of your response, the better grade you will get. You get more points if what you have to say is well thought out, relevant and adds to the discussion. Comments should be tied back to examples from the text unless an opinion is asked for. You will also get points for preparing three quality questions prior to the discussion and for writing three quality comments down during the Seminar.
Make sure students are using appropriate vocabulary and discussion phrases:
- I agree with…
- I disagree with...
- ______ brings up a great point…
- I’d like to go back to what _____ said…
- I believe ______ because…
*Each member of the group should come to the Seminar prepared with three questions to ask. During the Seminar, each member of the group should jot down three comments that come to mind.
- I agree with…
- I disagree with...
- ______ brings up a great point…
- I’d like to go back to what _____ said…
- I believe ______ because…
*Each member of the group should come to the Seminar prepared with three questions to ask. During the Seminar, each member of the group should jot down three comments that come to mind.
Photo by Roanish
My Artifact: The Outsiders Socratic Seminar
Topic 1: Gang Psychology- What are gangs and why do people join them? Discuss the whole idea of gangs and how they affect young adults’ lives, and how they affect the characters in The Outsiders.
Topic 2: Giving Advice- Ponyboy receives two pieces of advice in chapter 9 from Dally and Johnny. Which do you think he followed? What advice would you give him?
Topic 3: Today’s Problems–what problems do teenagers face today? What problems do the characters in The Outsiders face? How can we fix these problems?
Topic 1: Gang Psychology
Many young people throughout the world are part of gangs. Sometimes the gangs are “social” clubs formed because people with the same interests like to get together and do the things they enjoy doing with others. Gangs may be created for protection, so a group of people who feel threatened in some way can band together to make a strong defense. Gangs can be a requirement of a geographic area, and if you don’t belong to one, you are ostracized. Other times gangs are organized to commit criminal acts. Sometimes gangs are a reflection of style preferences, such as long greasy hair, or no hair, tattoos, colors, etc. Some gangs are based on ethnic background or religious belief. These are some of the more evident reasons for gangs.
In The Outsiders, Greasers band together because of life on the East Side, low income, and greasy, long hair. Socs band together because of life on the West Side, high income and well-maintained stylishness.
Many young people today are tempted or expect to become gang members. These gang members fight other gangs for the same reasons the Greasers and Socs fought in The Outsiders. They are rivals and are expected to fight, especially if they are found on one another’s turf.
Questions to Discuss:
- Would you join a gang? Why? Why not?
- Why do you think people join gangs?
- How important are gangs in The Outsiders (cite evidence from the text)?
o What role does the gang play (cite evidence from the text)?
- What is one positive and one negative aspect (opinion) of gang membership?
- What sort of gang activity exists in your school or community and what are its causes?
o No gang activity? Why do you think that is?
Many young people throughout the world are part of gangs. Sometimes the gangs are “social” clubs formed because people with the same interests like to get together and do the things they enjoy doing with others. Gangs may be created for protection, so a group of people who feel threatened in some way can band together to make a strong defense. Gangs can be a requirement of a geographic area, and if you don’t belong to one, you are ostracized. Other times gangs are organized to commit criminal acts. Sometimes gangs are a reflection of style preferences, such as long greasy hair, or no hair, tattoos, colors, etc. Some gangs are based on ethnic background or religious belief. These are some of the more evident reasons for gangs.
In The Outsiders, Greasers band together because of life on the East Side, low income, and greasy, long hair. Socs band together because of life on the West Side, high income and well-maintained stylishness.
Many young people today are tempted or expect to become gang members. These gang members fight other gangs for the same reasons the Greasers and Socs fought in The Outsiders. They are rivals and are expected to fight, especially if they are found on one another’s turf.
Questions to Discuss:
- Would you join a gang? Why? Why not?
- Why do you think people join gangs?
- How important are gangs in The Outsiders (cite evidence from the text)?
o What role does the gang play (cite evidence from the text)?
- What is one positive and one negative aspect (opinion) of gang membership?
- What sort of gang activity exists in your school or community and what are its causes?
o No gang activity? Why do you think that is?
Photo by Roanish
My Artifact: The Outsiders Socratic Seminar
Day 1: Introduce the Socratic Seminar and have students choose their groups. Students will go over their topic and begin discussing in their groups. This is an informal discussion to help them get their bearings. (20 minutes +/-)
Day 2: Focused discussion day. Students will gather in their groups and have a focused discussion – like a run through of their actual discussion. Allow extra discussion time and monitor the room. (35 minutes +/-) Make sure students are using appropriate vocabulary and discussion phrases.
Topic 2: Giving Advice
Ponyboy receives two pieces of advice at the end of Chapter 9:
“I was crazy, you know that kid? Crazy for wantin’ Johnny to stay outa trouble, for not wantin’ him to get hard. If he’d been like me he’d never have been in this mess. If he’d got smart like me he’d never have run into that church. That’s what you get for helpin’ people. Editorials in the paper and a lot of trouble…You’d better wise up Pony…you get tough like me and you don’t get hurt. You look out for yourself and nothin’ can touch you.” -Dallas Winston
“Stay gold, Ponyboy. Stay gold…” -Johnny Cade
Questions to Discuss:
- Which advice did Pony take? Why do you think that? (cite evidence from the text)
- Which advice do you think Pony should have taken?
- Whose advice would you have taken? Why?
- Which advice do you feel most people would have taken?
- In light of the events that happened in chapter 9, what new advice would you have given Ponyboy?
Ponyboy receives two pieces of advice at the end of Chapter 9:
“I was crazy, you know that kid? Crazy for wantin’ Johnny to stay outa trouble, for not wantin’ him to get hard. If he’d been like me he’d never have been in this mess. If he’d got smart like me he’d never have run into that church. That’s what you get for helpin’ people. Editorials in the paper and a lot of trouble…You’d better wise up Pony…you get tough like me and you don’t get hurt. You look out for yourself and nothin’ can touch you.” -Dallas Winston
“Stay gold, Ponyboy. Stay gold…” -Johnny Cade
Questions to Discuss:
- Which advice did Pony take? Why do you think that? (cite evidence from the text)
- Which advice do you think Pony should have taken?
- Whose advice would you have taken? Why?
- Which advice do you feel most people would have taken?
- In light of the events that happened in chapter 9, what new advice would you have given Ponyboy?
Photo by Roanish
My Artifact: The Outsiders Socratic Seminar
Day 3: Socratic Seminar–each group presents their discussion in round-table format in the center of the room.
-Teacher begins the group with a question (one from the sheet).
-First two minutes: each student goes around and states their opinion supported with evidence from the story. Once everyone has offered their opinion, the group may start in on the discussion piece.
-10–12 minutes: hot seat and the board is open. Students within the seminar will continue their discussion. Those on the outside can come and sit in the hot seat and ask a question, or they may write on the board a comment or question.
Topic 3: Today’s Problems
In The Outsiders the teenagers in the story faced realistic problems. You as teenagers face many of the same types of problems. As a group, brainstorm lists of problems that the characters faced in The Outisders and problems that you face as teenagers today.
Examples:
- Alcohol Abuse
- Gang Violence
- Parental Neglect
- Teen Pregnancy
- Peer Pressure
Questions to Discuss:
- What are the most relevant issues or problems teens face today?
o (everyone should state at least one)
- What are the biggest problems the characters in The Outsiders face (cite evidence from the text)?
- What are some possible solutions to these problems?
In The Outsiders the teenagers in the story faced realistic problems. You as teenagers face many of the same types of problems. As a group, brainstorm lists of problems that the characters faced in The Outisders and problems that you face as teenagers today.
Examples:
- Alcohol Abuse
- Gang Violence
- Parental Neglect
- Teen Pregnancy
- Peer Pressure
Questions to Discuss:
- What are the most relevant issues or problems teens face today?
o (everyone should state at least one)
- What are the biggest problems the characters in The Outsiders face (cite evidence from the text)?
- What are some possible solutions to these problems?
Photo by Roanish
My Artifact: The Outsiders Socratic Seminar
Grading:
Each time a student speaks they get a mark. The better the comment, the more supported and higher quality, the higher the mark. Students also earn up to 60 points for preparing three questions ahead of time and for their three written comments taken during the Seminar (10 points each).
- - (minus): student said something but it didn’t really add to the discussion much or was not relevant. Student loses 5 points per minus.
- Check: student said something that was relevant to the discussion and kept the discussion moving along. Student earns 5 points per check.
- Check Plus +: student said something awesome and supported it well with facts or evidence. Student earns an extra two points per plus.
- Check: student said something that was relevant to the discussion and kept the discussion moving along. Student earns 5 points per check.
- Check Plus +: student said something awesome and supported it well with facts or evidence. Student earns an extra two points per plus.
Photo by Roanish
Understanding Strategies
- Compare and Contrast
- Reading for Meaning
- Concept Attainment
- Mystery
Photo by darkbuffet
Understanding Strategy:
Concept Attainment
Photo by The Blue Boy
Concept Attainment draws on the powerful process of concept formation by asking students to analyze both examples (called yes examples in a classroom lesson) and non-examples (called no examples in a classroom lesson) of a concept, group the examples into a conceptual category, test their initial categories against further examples and non-examples and, finally, generate a set of critical attributes that define the concept they are learning.
Photo by ImageLink
How to Use the Strategy:
- Select a concept with clear critical attributes (e.g., tragic hero, civilization, linear equations, alive, mammals, etc.) that you want students to understand deeply.
- Provide students with yes examples, which contain all the critical attributes of the concept, and no examples, which contain some but not all of the critical attributes.
Photo by a4gpa
How to Use the Strategy (cont.):
- Ask students to identify what all the yes examples have in common and how the yes examples differ from the no examples. Students should generate an initial list of critical attributes of the concept
- Provide more yes and no examples that students can use to test and refine their initial list of attributes.
Photo by a4gpa
How to Use the Strategy (cont.):
- As a whole class, review the yes and no examples and generate a final set of critical attributes.
- Ask students to apply their understanding of the concept by creating a product or completing a task.
Photo by a4gpa
My Artifact: Concept Attainment Lesson to Introduce Subtraction with Regrouping
Standards Addressed:
MGSE3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
MGSE4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.
MGSE3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
MGSE4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Photo by Elido Turco - Gigi
My Artifact: Concept Attainment Lesson to Introduce Subtraction with Regrouping
This lesson was designed for gifted students in a resource gifted math class. This class focuses on acceleration and enrichment. Students who have mastered subtraction without regrouping would move on to this activity.
Photo by VinothChandar
My Artifact Cont.
- Concept: Students will be able to identify subtraction problems (to the thousands) that require regrouping.
- Yes and No examples to be provided to the students: These examples and non-examples will be presented three at a time to students on the Smart Board (see actual artifact for examples and non-examples).
Yes Examples:
873
-692
345
- 267
283
- 194
4,371
- 3,524
2, 468
-1, 193
7, 183
-2, 742
6,020
- 1,912
3,000
-2,457
4,009
-3,764
No Examples:
765
- 432
856
- 300
521
- 110
8,451
- 3,230
8,536
- 4,200
5,899
- 873
9,876
- 2,551
3,658
-2,125
7,987
-2,872
873
-692
345
- 267
283
- 194
4,371
- 3,524
2, 468
-1, 193
7, 183
-2, 742
6,020
- 1,912
3,000
-2,457
4,009
-3,764
No Examples:
765
- 432
856
- 300
521
- 110
8,451
- 3,230
8,536
- 4,200
5,899
- 873
9,876
- 2,551
3,658
-2,125
7,987
-2,872
Photo by VinothChandar
My Artifact Cont.
- Students will be asked to record the examples and non-examples on their paper (see student recording sheet at the end of the lesson plan). After the first three examples and non-examples are shown, students will be asked to share their hypothesis with a partner.
Photo by VinothChandar
My Artifact Cont.
- Guiding questions: a. What do all of the Yes examples have in common? b. How do the Yes examples differ from the No examples? c. What are your initial ideas about the critical features of the concept?
Photo by VinothChandar
My Artifact Cont.
- After the first hypotheses are shared, the next three examples and non-examples will be shown and the students will be asked to share their new hypotheses with a partner. Use the same guiding questions. Display the final three examples and non-examples. Ask students to share their final hypotheses with a partner. As a whole class, review all of the Yes and No examples and generate a final set of critical attributes.
My Artifact Cont.
- Reflection: The following reflection questions will be asked: a. What were the initial characteristics you found? How do your initial ideas compare with your current understanding of the concept? b. Did any specific example or non-example from the lesson lead to an “ah-hah” moment for you?
My Artifact Cont.
- Reflection: The following reflection questions will be asked: c. How do you know when you really understand a concept? d. What did you do well in this activity? What was most difficult? e. How can you improve your performance next time?
My Artifact Cont.
Synthesis Task: You are about to teach a new student about subtraction with regrouping. Create a visual that would help the student to understand when regrouping is needed and when regrouping is not needed. Include at least four problems in your visual.
Photo by VinothChandar
My Artifact Cont.
Assessment: Anecdotal records will be taken as the students discuss their thinking with a partner and during the whole class discussion. The focus of this activity was for students to arrive at the conclusion that some problems require regrouping while others do not rather than actually performing that skill and being graded on it.
Photo by VinothChandar
My Artifact Cont.
Extension- If time allows, students may work with a partner to create new examples and non-examples, swap with one another, and categorize.
Photo by VinothChandar
Creativity Strategy:
SCAMPER
Photo by Haags Uitburo
SCAMPER is a strategy that can be used to assist students to generate new or alternative ideas. It is a tool to support creative, divergent thinking. SCAMPER is an acronym for: substitute, combine, adapt, modify/magnify/minify, put to other uses, eliminate, reverse/rearrange.
Photo by spettacolopuro
SCAMPER helps students ask questions that require them to think "beyond the lines" of a text or concept. As such, it helps develop their critical thinking skills and supports them in constructing their own imaginative texts and ideas. It is a useful cooperative learning tool and a great stimulus for role play. http://rvusd.org/library/pdfs/GATE/SCAMPER.pdf
Photo by gagstreet
My Artifact: STEM SCAMPER Lesson
Standards:
S4CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
S4CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures.
S4CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.
S4CS8. Students will understand important features of the process of scientific inquiry.
S4P3. Students will demonstrate the relationship between the application of a force and the resulting change in position and motion on an object.
Students will know:
• Tracing and measuring an object’s position over time can describe its motion
• A force is any push or pull that causes an object to move, stop, or change speed or direction.
• The greater the force, the greater the change in motion will be. The more massive an object, the less effect a given force will have on the object
• Friction is the resistance to motion created by two objects moving against each other
Students will be able to:
• use millimeters, centimeters, meters, kilometers, grams, kilograms, milliliters, liters, and degrees Celsius in measurement
• measure elapsed time using a stopwatch or a clock
• collect and display in a table and line graph time and position data for a moving object
• identify the forces that cause an object’s motion
• describe the direction of an object’s motion: up, down, forward, backward
S4CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
S4CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures.
S4CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.
S4CS8. Students will understand important features of the process of scientific inquiry.
S4P3. Students will demonstrate the relationship between the application of a force and the resulting change in position and motion on an object.
Students will know:
• Tracing and measuring an object’s position over time can describe its motion
• A force is any push or pull that causes an object to move, stop, or change speed or direction.
• The greater the force, the greater the change in motion will be. The more massive an object, the less effect a given force will have on the object
• Friction is the resistance to motion created by two objects moving against each other
Students will be able to:
• use millimeters, centimeters, meters, kilometers, grams, kilograms, milliliters, liters, and degrees Celsius in measurement
• measure elapsed time using a stopwatch or a clock
• collect and display in a table and line graph time and position data for a moving object
• identify the forces that cause an object’s motion
• describe the direction of an object’s motion: up, down, forward, backward
Photo by angela7dreams
My Artifact: STEM Scamper Lesson
- Directions: 1. Build: in heterogeneous groups, students will build a car that will be powered by 1 puff of air. Students will only be allowed to use LifeSavers, paperclips, and straws.
Use the SCAMPER strategy worksheet to redesign your car! Repeat your 3 runs and record your new data.
Substitute: What different materials could you use?
Combine: Could you combine any of the pieces of your car to make it move differently?
Adapt: Is there part of the car that you could adapt based on an idea you have seen?
Modify: How could you change the shape of the sail or something else about the car that might make it move differently?
Put to another use: Is there something from another product you could use in this one?
Eliminate: What could you eliminate from the design that might make it move farther or faster?
Reverse: How could you reorganize your car? Is there a way that it could be made better?
Substitute: What different materials could you use?
Combine: Could you combine any of the pieces of your car to make it move differently?
Adapt: Is there part of the car that you could adapt based on an idea you have seen?
Modify: How could you change the shape of the sail or something else about the car that might make it move differently?
Put to another use: Is there something from another product you could use in this one?
Eliminate: What could you eliminate from the design that might make it move farther or faster?
Reverse: How could you reorganize your car? Is there a way that it could be made better?
Photo by Neal.
My Artifact: STEM Scamper Lesson (cont)
- 2. Test: students will use a stopwatch to time how long the car travels as well as a meter stick to measure the distance the car travels. Record this on the given sheet. Students will conduct 3 trials in order to collect data. Students will statistically analyze the data by finding the mean, median, and mode of the data.
(Group Data Form: to be completed after the first car design and again after redesigning the car using the SCAMPER strategy.)
Names of Group Members: ____________________________________________
Draw a picture of your design here:
On the group data form students will list the Trials, Distance Traveled during each trial, and any Qualitative Observations About the Movement of the Car during each trial.
Analysis of Group Data:
1. What is the MEAN of your three trials? ___________________________________________
2. What is the RANGE of your data set? ______________________________________________
3. What is the MEDIAN of your data set? ______________________________________________
4. What is the MODE of your data set? __________________________________________________
**Teacher may also chose to have the class determine the CLASS mean, range, median, and mode of all data collected.**
Names of Group Members: ____________________________________________
Draw a picture of your design here:
On the group data form students will list the Trials, Distance Traveled during each trial, and any Qualitative Observations About the Movement of the Car during each trial.
Analysis of Group Data:
1. What is the MEAN of your three trials? ___________________________________________
2. What is the RANGE of your data set? ______________________________________________
3. What is the MEDIAN of your data set? ______________________________________________
4. What is the MODE of your data set? __________________________________________________
**Teacher may also chose to have the class determine the CLASS mean, range, median, and mode of all data collected.**
Photo by Neal.
My Artifact: STEM Scamper Lesson (cont)
- 3. Redesign: students will redesign their car following the SCAMPER strategy 4. Test again: students will once again conduct 3 trials with their cars in order to collect data and find the mean, median, and mode of the data. Students will share their car designs.
Photo by Neal.
My Artifact: STEM Scamper Lesson (cont)
- Discussion Questions: 1. What did you observe about how your car moves? 2. How far did it travel? How much time did it take to travel that distance? 3. What factors do you think helped your car to move forward? What factors do you think hindered the movement of your car?
Photo by Neal.
My Artifact: STEM Scamper Lesson (cont)
- Formative Assessment for This Lesson: Give students an exit ticket in which they must write about how their new design reduced friction and made their car move differently than the first time they built it. “How did your new design help to overcome the force of friction?”
Photo by Neal.
My Artifact: STEM Scamper Lesson (cont)
- Extension Activities: Descriptive writing (see Descriptive Writing Planning Page); Survey and graph (see hand-out)
Extension Activity #1: Descriptive Writing Planning Page
What did you SEE when you tried to move your car with a puff of air? List adjectives to describe what you saw.
What did you HEAR as the car moved with the puff of air? List onomatopoeia to represent the sound you heard.
What would you FEEL if you were riding in the car as it was being blown by a puff of air? Write similes to describe it.
What would you do as you were being blown down the track? List adjectives to describe your actions.
Extension Activity #2: Survey
and Graph-
Step 1: Survey 10 friends to find out what they think. Mark their answers on the Tally Table (list name, male or female, and their yes/no answer).
Question: Can one puff of air move a car made out of straws and lifesavers?
Step 2: Create a graph to show the data you collected. What type of graph would you need to use to show the data you collected? What would you label your axis?
Step 3: Analyze your data! Using your graph, answer the following questions:
1. Number that said Yes:
2. Number that said No:
3. There are __________________________ more No’s than Yes’s.
4. There are __________________________ more Yes’s than No’s.
5. There were more __________________________ than _________________________ (females or males) that thought a car could be moved with 1 puff of air.
What did you SEE when you tried to move your car with a puff of air? List adjectives to describe what you saw.
What did you HEAR as the car moved with the puff of air? List onomatopoeia to represent the sound you heard.
What would you FEEL if you were riding in the car as it was being blown by a puff of air? Write similes to describe it.
What would you do as you were being blown down the track? List adjectives to describe your actions.
Extension Activity #2: Survey
and Graph-
Step 1: Survey 10 friends to find out what they think. Mark their answers on the Tally Table (list name, male or female, and their yes/no answer).
Question: Can one puff of air move a car made out of straws and lifesavers?
Step 2: Create a graph to show the data you collected. What type of graph would you need to use to show the data you collected? What would you label your axis?
Step 3: Analyze your data! Using your graph, answer the following questions:
1. Number that said Yes:
2. Number that said No:
3. There are __________________________ more No’s than Yes’s.
4. There are __________________________ more Yes’s than No’s.
5. There were more __________________________ than _________________________ (females or males) that thought a car could be moved with 1 puff of air.
Photo by Neal.
Creativity:
- “Just making something. It might be something crummy or awkward or not ready for prime time. If you make something, you are creative.” – Sonia Simone
Photo by John-Morgan
