Professional Documents
Culture Documents
Student
Activities
Teacher
Procedures/Questions
Assessment
5-10
GNBNAN
minute
s
N/A
5
Turn to your
minute partner and
s
discuss how
community might
be defined. Write
down your best
definition, some
qualities, and
examples of a
community on
given sticky
notes. Afterward,
place sticky notes
on the board.
15
Create class
minute definition of
s
community and
alter it using the
official
definition. Discuss
as a group what
communities we
are a part of and
how we
communicate
with those
communities.
5
Paying attention,
minute and raising their
s
hand to
contribute to
either saying a
formula, or
answering
questions along
the way of finding
Sticky notes
show prior
knowledge of
community.
Discussion
helps gauge
students
connections
between
community and
biomes.
10
Students will pick
minute what area or how
s
far they want to
measure. Then
with their
shoulder partners
they will
participate in rally
coach to find the
area of different
shapes that have
just been created
5
Students stand
minute up, close their
s
eyes, raise their
hand, then open
their eyes. They
first person they
make eye contact
with is their
partner
10
With their partner
minute they will
s
collaborate on the
best way to break
the town into
shapes. Then
they will find the
area of each
shape they just
created and add
the all the areas
together.
5
Students will read
minute their total out
s
loud. The pair
with the closest
area to the real
area of Mt.
Pleasant will
Listen to see if
students know
the different
ways to solve
for area
depending on
the shape. Look
to see if they
are breaking
the area in a
spatially
conscious way.
come up to the
front of class and
explain how they
broke it apart,
and how they
solved the
different areas.
10
Brain break!
minute Evolution rock,
s
paper, scissors
5
Brainstorm in
minute table groups:
s
What is the best
way to
communicate
information to our
community? Pick
one mode that
you feel most
comfortable
working with.
30
Using that mode,
minute create a product
s
that includes the
following
information about
your assigned
biome as a table
group.
-Name
-Weather
-Animals and
Plants
-Location
-Other noteworthy
descriptions
Self-designate as
A, B, C, or D.
Complete roles in
the group
accordingly.
10
Rotate clockwise
minute around to each
s
table to see the
product that the
other table
groups have
created.
Collect
products, and
give credit if
students
fulfilled the
requirements in
a quality
format.
Otherwise, give
them back to
re-do on their
own time.