{"content":{"sharePage":{"page":0,"digests":[{"id":"40434483","dateCreated":"1308802258","smartDate":"Jun 22, 2011","userCreated":{"username":"hdoellinger","url":"https:\/\/www.wikispaces.com\/user\/view\/hdoellinger","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/implementing--swh.wikispaces.com\/share\/view\/40434483"},"dateDigested":1532428160,"startDate":null,"sharedType":"discussion","title":"Assignment 7","description":"Share your thoughts about "Questioning" based on what you read and what you already knew. Then list your "big idea" and share your questions from page 167,","replyPages":[{"page":0,"digests":[{"id":"40672137","body":"
\nFrom Teri and Diane: Our personal take is to try to get students up to the higher-level questions of Bloom\u2019s Taxonomy\u2014analysis, synthesis, and evaluation, through modeling and practicing. But, we think that this is challenging, even for us. If students are also taught the taxonomy, they can become trained to also think in those higher-level terms. Not all students will get there at the same rate. But, having stems that both the students and we can use, such as why do you think, what would happen if, and what data was used to make that claim, will be helpful. And, finally, using Bloom\u2019s Taxonomy across content areas, such as reading, math, and social studies, will help to transfer higher-order thinking skills to science.
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\nBig Idea: All organisms interact with their environment.
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\nQuestions using Bloom\u2019s Taxonomy
\n\u2022 Knowledge - What the names of endangered and extinct species? What are three predators of an endangered species.
\n\u2022 Comprehension - What is the difference between endangered and extinct species? What evidence is there that your species is extinct.?
\n\u2022 Application \u2013 What can people and organizations do to help endangered species? How can you protect your environment?
\n\u2022 Analysis \u2013 Where did your food come from? Analyze the class\u2019 lunch or other meal. What conclusions can you draw as you analyze your class\u2019 data? Why do you think you see the patterns that you do?
\n\u2022 Synthesis \u2013 What would happen if monarch butterflies became endangered in Iowa? If you used a large amount of pesticides to eliminate insect pests, what would you predict could happen an ecosystem?
\n\u2022 Evaluation \u2013 How effective has been the process of cleaning up College Creek\u2019s pollution in Ames? How convincing was your peer\u2019s evidence or presentation on their endangered species report, food chain, persuasive paragraph on protecting the earth, etc.? (Evaluate their claim and evidence as it relates to the question and the big idea.)","dateCreated":"1309900976","smartDate":"Jul 5, 2011","userCreated":{"username":"dbullock1","url":"https:\/\/www.wikispaces.com\/user\/view\/dbullock1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"41051009","body":"Matter Has Different States and Properties
\nQuestions
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\nLevel 1: Can you list 3 States of Matter?
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\nLevel 2: How would you compare\/contrast a solid and liquid?
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\nLevel 3: What are some real life examples that show evaporation?
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\nLevel 4: How is evaporation related to melting?
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\nLevel 5: How would you test that gases fills up the space that it is in?
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\nLevel 6: How would you determine an objects state of matter and if it has gone through a phase change?
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\nReflection:
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\nQuestions need to be well thought out to be effective. We found pages 67 and 167 very useful in forming questions. We could see ourselves using these pages as a resource before each lesson. These are also good resources to reflect as a teacher as to which type of questions you are asking your learners. We need to think about our questions for each important concept and have them planned, (with some flexibility) to have the high level questioning in mind to lead to better understanding and achievement. We see that the high level questioning leads to more discussion and interaction among students as well.","dateCreated":"1311711367","smartDate":"Jul 26, 2011","userCreated":{"username":"JPudenz","url":"https:\/\/www.wikispaces.com\/user\/view\/JPudenz","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"41314865","body":"Reflection: Providing and modeling questions that are all at levels will lead to great sharing opportunities for students. This will also lead to transfer of knowledge in which students will learn how to ask quality questions to one another during negotiations. I think it's important to have questions thought out and to have them carefully mixed in class and group discussions as well as just in time instruction questions. I will definitely be more thoughtful in my questioning, and include questions as part of my unit plans.
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\nBig Idea: The human body is made of systems that work together.
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\nKnowledge : What are the 3 systems we are studying?
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\nComprehension: What are similarities that these systems share?
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\nApplication: How can you keep these systems and your body healthy?
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\nAnalysis: Why is oxygen important to all body systems? What would happen if our world became heavily polluted and air quality diminished?
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\nSynthesis: What would happen is one of these systems failed?
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\nEvaluation: What advice would you give to someone who wasn't treating their body healthy?","dateCreated":"1312998934","smartDate":"Aug 10, 2011","userCreated":{"username":"karensawhill1","url":"https:\/\/www.wikispaces.com\/user\/view\/karensawhill1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}