Room 212 DiscussionsRoom 212 Discussions
I wanted to take the time to share some of the deep, detailed, and critical discussions we’ve been having in Room 212.
First, in math, our inspecting equations have been becoming more and more interesting as student multiplication and division knowledge develops and they become more comfortable with questioning each other. Recently we had an intriguing discussion based on the equation: 400/200 = 4/2 – Students disagreed whether it was true or false and questioned the importance of place value. That’s one of the many benefits of inspecting equations, often the students take the discussion a direction I hadn’t planned and the results are amazing.
We also have been spending time reading some interesting articles on NEWSELA and using these to spark discussions. First we read an article about development in Grand Canyon National Park and students saw both sides of the argument. Development of towns and attractions would bring more money and visitors to the park; however, the effects on the Colorado river, wildlife, and the canyon itself would be negative. Students debated both sides of this issue for over 1.5 hours. Ask your student his or her opinion on the topic.
See photos of the debate below.
Most recently, student groups read an article about Big Horn Sheep populations in California national parks. Each group is identifying the main ideas and details of their article. Check out this link to see what your student contributed to our knowledge about big horn sheep: Padlet
Currently students are researching National Parks in order to create an informational blog. Stay tuned for that project to come!
I wanted to take the time to share some of the deep, detailed, and critical discussions we’ve been having in Room 212.
First, in math, our inspecting equations have been becoming more and more interesting as student multiplication and division knowledge develops and they become more comfortable with questioning each other. Recently we had an intriguing discussion based on the equation: 400/200 = 4/2 – Students disagreed whether it was true or false and questioned the importance of place value. That’s one of the many benefits of inspecting equations, often the students take the discussion a direction I hadn’t planned and the results are amazing.
We also have been spending time reading some interesting articles on NEWSELA and using these to spark discussions. First we read an article about development in Grand Canyon National Park and students saw both sides of the argument. Development of towns and attractions would bring more money and visitors to the park; however, the effects on the Colorado river, wildlife, and the canyon itself would be negative. Students debated both sides of this issue for over 1.5 hours. Ask your student his or her opinion on the topic.
See photos of the debate below.
Most recently, student groups read an article about Big Horn Sheep populations in California national parks. Each group is identifying the main ideas and details of their article. Check out this link to see what your student contributed to our knowledge about big horn sheep: Padlet
Currently students are researching National Parks in order to create an informational blog. Stay tuned for that project to come!
