Many "Gift" project rubric sheets have not been turned in. These are required. Please get these in ASAP. Objectives: -- Describe the work of an archaeologist, what skills/qualities would be helpful to an archaeologist, and the thinking processes of an archaeologist Activities: -- In groups, brainstorm skills and qualities important to an archaeologist. Share with class. -- The class was assigned to a scenario where you had to move the classroom to a new location. Half the groups in the class was going to a new school and had a week to move. The other half of the groups was being evacuated due to a possible fire in the Catalinas and had a hour to move. Each group had to list what they would take from the classroom and what they would leave behind given its circumstance. -- The lists were posted and processed as to why there were differences and what each group would mean to an archaeologist. We also talked about the inferences that could be made based on each situation. -- We went over the difference between deductive and inductive reasoning and looked at examples. -- We went over what inferences are and the words/phrases associated with inferential language. -- Each group was given an "artifact" and had to create sentences using 5 different inferential phrases to describe what the item might be used for. Item and sentences were shared with the class. Independent Learning: -- None -- Many "Gift" project rubric sheets have not been turned in. These are required. Please get them turned in. Notes/Handouts/Material covered in class: -- Tucson Footprints tour dates and times: This coming Friday, Saturday, and Sunday, 10:00 to 2:00, every half hour (this is the final weekend that the site will be open to the public).
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AuthorMs. Schaedler is starting her 29th year of teaching middle school. (She loves it!) Most of her work has been in Social Studies, but she has also designed and implemented a program teaching "lifelong learning skills" to middle school students to enhance their success. Archives
May 2016
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