Teacher Actions
Okay, guys, get started on the DNA
Are you guys wan11? (don't worry, I probably
say "you guys" as much as you do - I'm trying
to monitor that as well)
Most students are getting to work
DNA question "Reflect the four impacts
humans have on ecosystems." (ended after
about 4 minutes)- I'm not sure students had
enough time to get this done
Student Actions
Students are getting out their materials for the
day
Yesenia isn't doing anything
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Student Actions
-Marisol walks in late (make sure you address
that)
Feedback
Positives!
-Great way to get students to remember the
difference between inm1igration and
emigration. These will be tough words for the
students to remember. I for in. E for exit.
Good stuff!
Critical Feedback
-The DNA question was not specific enough.
How exactly did you want the students to
answer that? As Y esenia sat there doing
nothing, I have a feeling many other students
didn' t get much down. Walk around and hold
students accountable for their work. Make sure
~ 17.:~:t:'k~
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Pvrr
~
they are actually working on the
-the backpack example was very good.
Students can understand science concepts with
real-life situations. Great connection between
science and their own lives. It was fum1y and
it increased student engagement!
-Using the thumbs to CFU is very beneficial
(to see whether you can move onto the next
component of the lesson), just make sure
everyone is doing it.
-I heard a lot W'er "you guys! " Way to watch
those verbal tics which can be distracting!
/mpn
If' c~
~vr')
............
tt11J
~
u
~~~
elL