After the student gives a response, count 1-2-3 and all students show their cards for image #1. After they identify the characteristic, instruct students turn their white boards face down and then call on individual students identify the correct response, one image at a time. Instruct students to identify which characteristic of life is being shown in an image and write it on their individual white board. The narrated video provides exposure to the concept of adaptation in a highly visual way that also builds student understanding and increases recall for visual learners.ĭistribute white boards and dry erase markers and display a set of images on the LCD projector. It is not necessary to watch the entire video so only show 2=3 clips of adaptations.
FAHRENHEIT 451 WORDWALL SERIES
This segment of the Life series is a great resource for this lesson that can be used to anchor student understanding about adaptations. I really like the vocabulary map because it allows student to “dissect” terms into their root words and this has proved to be very helpful to my students in building scientific literacy.Īfter teaching growth/development, reproduction adaptations/adjustments, stop the ppt to show between 2-4 organism adaptations from the Life video, Challenges of Life. Its best to wait to define the terms as they come up in material. Rather than teaching the definitions all at the start of the lesson, make only a brief introduction on the terms at the start of the lesson and point out that the words are also referenced on the word wall. The terms that are explicitly taught during this lesson include: biology, organism, homeostasis, autotroph, heterotroph, unicellular, multicellular and photosynthesis. Students maintain a growing record of these terms throughout the year and we add new terms as new content is taught. Students maintain this list only for terms that have prefixes, suffixes, or Greek or Latin root words. The vocabulary map allows students to write scientific terms, along with the phonetic spellings, definitions, and word stems or roots that make up the term. Literacy is also an important of instruction so be sure to emphasize content specific vocabulary by using a document I call a Vocabulary Map. Binders help student learn basic organizational skills so I do require that students keep an organized binder for my class. The guided notes I use are always 3-hole punched before I distribute them so that students can easily add them to 3-ring binders that are required for my class. I always distribute guided notes to students for new content so that I can ensure that students are getting the most critical learning points on paper.
It also is the first introduction to material that may be in direct conflict to their misconceptions about what is living or non-living from the warm-up.Īfter this brief clip, introduce concepts related to the Characteristics of Life. Talk about the content and walk the room to monitor whether students are actively listening and taking notes during the introduction of new material. It’s visually appealing and it ignites students’ interest and questions about the coming material.
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