characteristics, life cycle, environment, conservation, and other (for the questions that don’t fall within these categories). example question for the life “An cycle might be How long is each stage of the life cycle?” Selected student(s) will share might be a question we could “What their questions. i.e. Do all ask about its physical monarch butterflies have the characteristics/how it looks?” same pattern on their wings? now it’s your turn to ask “So questions for us to investigate and answer. As a lepidopterist, what might you want to discover about the monarch?” Students will talk with I say go, I would like you to “When shoulder partner and generate turn and talk to your partner and questions they would like to brainstorm some questions. You can investigate, writing them on think about a specific category first their desk. or simply think of any question you’d like to answer about the monarchs and place them into categories after. Write a few of your questions on your desk and we’ll share out. GO.” Teacher will circulate the classroom during discussions, asking questions and guiding students attention or challenging deeper thinking when called for. After several minutes, teacher will direct students’ attention back to the thinking map at the front of the classroom. Students will share their questions and add them to the would like us to share our “I tree map in the appropriate questions now and add them to our categories. map of questions.” Teacher will select students to share and write their questions up on the tree map. Teacher will ask which categories
characteristics, life cycle, environment, conservation, and other (for the questions that don’t fall within these categories). “An example question for the life cycle might be How long is each stage of the life cycle?” “What might be a question we could ask about its physical characteristics/how it looks?” “So now it’s your turn to ask questions for us to investigate and answer. As a lepidopterist, what might you want to discover about the monarch?” “When I say go, I would like you to turn and talk to your partner and brainstorm some questions. You can think about a specific category first or simply think of any question you’d like to answer about the monarchs and place them into categories after. Write a few of your questions on your desk and we’ll share out. GO.” Teacher will circulate the classroom during discussions, asking questions and guiding students attention or challenging deeper thinking when called for. After several minutes, teacher will direct students’ attention back to the thinking map at the front of the classroom. “I would like us to share our questions now and add them to our map of questions.” Teacher will select students to share and write their questions up on the tree map. Teacher will ask which categories Selected student(s) will share their questions. i.e. Do all monarch butterflies have the same pattern on their wings? Students will talk with shoulder partner and generate questions they would like to investigate, writing them on their desk. Students will share their questions and add them to the tree map in the appropriate categories.
bunnell_final_formal_obs._lp.docx