After reading about the graffiti model and actually going through the model in class, this is a teaching method that I am excited to implement in my classroom. I teach 6th grade science with four sections of regular science and one section of advanced science where I have many students of high-ability. My advanced science students are reaching the end of our energy unit and I was thinking about a way to quickly assess students informally before moving on to the unit assessment. I will break the class of 24 students into 6 groups of four students each. I will post six questions around the room on chart paper and each group will receive a different colored marker to write their responses on the chart paper. Each group will have 3 to 5 minutes for each question and will fold the chart paper up after writing their answer. Once all groups are finished, we will look at the responses and share.
Here are a few questions that I am thinking about for the graffiti activity:
1. Provide an example of when you have observed the Law of Conservation of Energy and explain how it demonstrates the law.
2. Use your knowledge of energy resources to persuade the President of the United States to invest more money in one renewable resource and explain why you think it would be the most beneficial to the United States. Make sure to defend your decision and include one disadvantage of the energy resource that we will have to overcome.
3. Pick one object/item that shows energy transforming as it is in use. Write down the object that your group chooses and explain how the energy is transforming in the object.
4. Explain the role of the Sun in creating fossil fuels.
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