inquiring – conceptual understanding – contextualizing – collaborating – differentiating – assessing – reflecting
#20hourfamine. Grade 10 Science students participated in a 20 hour famine which began on Thursday, November 21, 2013. They stopped eating the night before and completed their fast at 5:00 pm on Thursday. This famine was a culminating activity in their ecology and nutrition unit and was related to research into causes of famine and malnutrition globally and locally. In addition to the famine, students used social media to tweet, instagram or facebook about famine and malnutrition in order to spread the word about these issues. Students were to post every hour with facts, quotes and ideas related to these topics. What a meaningful Community and Service link to the curriculum! You can find a recap of their most recent 120 tweets and some instagram posts here: “AIS Grade 10 BIO #20hourfamine” on Storify
*Special thanks to Saralyn Covent for sharing the details of this unit project!
Do you have something you’d like to share that is happening in your classroom? How are you using iPads to extend learning in your classroom? How are you making curriculum come alive for your students? Please let me know so I can share what is happening and provide you the support you need for success.
In what ways do you support the AIS written curriculum?
How familiar are you with the standards, benchmarks, and expectations that guide learning in each subject area at AIS?
Curricular expectations provide the foundation of teaching and learning at AIS. The AIS curriculum should play a significant role in any planning process, whether it’s unit or lesson planning. Curricular standards and expectations identify what (specific content and skills) students are expected to learn. During Stage 1 of the unit planning process, one must consider the content and skills that are vital to ensuring that students are able to adequately delve into a unit question, wrestle with broad-based concepts, and demonstrate perceptive levels of understanding through any mode of formative or summative assessment.
Grade level curricular expectations allow teachers to know which skills students should be able to perform by the end of each grade level. By developing unit and lesson objectives based on grade-level expectations, we work towards the common purpose of a vertically aligned curriculum that provides developmentally appropriate rigor to “inspire students to become critical thinkers and contributing world citizens.” So, if you haven’t already, locate those AIS subject-specific curriculum documents and solidify your objectives!
Before we expect students to care, let’s first help them to be in awe. Help them to be in awe before asking them to care.
Remember everything with Evernote. Evernote is an easy-to-use, free app that helps you remember everything across all of the devices you use. Stay organized, save your ideas and improve productivity. Evernote lets you take notes, capture photos, create to-do lists, record voice reminders–and makes these notes completely searchable, whether you are at home, at work, or on the go.
Share My Lesson Webinars. This page hosts a collection of resources provided through Share My Lesson webinars. Topics include Next Generation Science Standards, Assessment, and Common Core Success with English Language Learners.
The Invisible Bicycle Helmet. An awesome example of where problem solving, persistence, and human ingenuity can lead.
Understanding Language: Language, Literacy, and Learning in the Content Areas from Stanford University. Understanding Language aims to heighten educator awareness of the critical role that language plays in the new Common Core State Standards and Next Generation Science Standards. The long-term goal of the initiative is to increase recognition that learning the language of each academic discipline is essential to learning content. Obtaining, evaluating, and communicating information; articulating and building on ideas; constructing explanations; engaging in argument from evidence—such language-rich performance expectations permeate the new Standards.