Lesson 4

Posted June 3, 2017 by sgibbs

For each Lesson in Module 2, reflect on how you would teach this in your class, focusing on one of the following components of the lesson (choose a different component for each lesson/reflection in this Module).

  • Lesson Objectives
  • Teaching Summary (do activities or estimated times need to be changed?)
  • Suggested Assessment Questions
  • Standards
  • Responsiveness to various student needs

Post your reflection here. 


Submitted by kcwgtt on Wed, 07/05/2017 - 01:18 · Permalink

The NRC scientific and engineering practices and crosscutting concepts are not the important standards in the lesson. The standards about climate change or the human impact on the earth systems are more important. They contain content that will probably end up on the standardized test the students take at the end of the school year.

Submitted by eso on Tue, 07/11/2017 - 16:00 · Permalink

I think the first Suggested Assessment Question is great for creating engagement with scholars: Give three examples of how students going to school contribute to climate change by creating greenhouse gases.

This is a great way to incorporate critical thinking into the model and getting scholars involved in what impacts they have and what they can do about it. Modeling their impact of going to school is a great segue into the activity that I'm planning to follow up after the GUTS lessons: Scholars will design a method to monitor and minimize human impact in their local community.