Strategies
Students will utilize an interactive notebook which is a notebook that will help them to remember scientific concepts. The notebook uses both right and left brain hemispheres to help them sort, categorize and remember and creatively interact with new knowledge they obtain. The more students process information the more they will retain the information. There are many creative and unique ways students will interact with the information they obtain in the classroom, whether it's using graphic organizers, reflective writing, or other creative avenues for processing information. The use of the interactive notebook helps to promote differentiated instruction because it addresses the analytical learner through the right-brain input side and it appeals to the visual learner through the left-brain output creative side. Students will engage in the practice of Cornell notes for the input side whereby questions and notes are generated and summarize at the end of the lesson. For each question the student writes, he/she will identify the level of the question, according to Costa's system of classification. Since it is hands-on, the students' tactile/kinesthetic side gets displayed, with various activities that involve movement, as well.
Students will create a chart to access prior knowledge of what they know about asthma and what they want to know about asthma by filling in a KWL chart. KWL stands for Know, What, and Learn. Students will fill in what they learn about asthma as they work through the curriculum unit.
Students will use cause-and-effect links between certain activities and how it relates to asthma attacks. A cause is something that makes something else happen. Out of two events, it is the event that happens first. To determine the cause, ask the question "Why did it happen?"An effect is what happens as a result of the cause. Of two related events, it's the one that happens second or last. To determine the effect, ask the question "What happened?"
Students will brain storm "Big Ideas" about how they can improve the air in our school and what measures they can make to ensure the air quality at home meets the criteria. They will share their big ideas in a Socratic dialogue within the classroom and create a recommended checklist available for all to participate in looking for certain conditions that may be problematic to asthmatics. Not only will we examine my classroom, but other classrooms in the school, as well as the cafeteria, playground and school buses.
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