Once students were done we hung the posters up around the room and did a gallery walk. After our gallery walk we came back together as a whole group and discussed the big idea of systems interact. How did we see that idea in the video and readings? How were they able to apply it to their posters? And where did they see it in the other groups posters? Did they think that themselves as systems would be able to interact and successfully trade? Or would their interaction end up without success? This was their final formative assessment for the lesson. I was able to gauge student learning and understanding by students answers and connections to the big idea and material (Snowman & McCown, 2013). Student were able to connect the content to the big
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First, they had to call on back ground knowledge regarding the big idea. By doing this they were connecting their previous knowledge to a new concept. Next, they were asked to read and watch videos and connect them to the big idea. Here they were deepening their knowledge through analyzing the resources to look for systems and how they can and do interact with each other. Students also had to work with group members to come up with a workable system that could interact with other systems. This took a great deal negotiating between students in the groups in order to evaluate and decide what they would sell, how they would sell it, what they wanted to name their poster, and how they would advertise in general. Students had to show mutual respect for each other throughout the negotiation process and had a chance to express their perspectives on the different items. The posters themselves were designed to be cognitive demanding across content areas. The poster were synthesized using English language arts through citations, math standards through finding the prices of their items, science by determining what their item was made from or whether it was a natural resource, art through drawing and design, and finally social studies through the Egyptian focus. They had to draw conclusions of what would make their system successful based on the information they analyzed from the resources and then apply it. Furthermore, when the students were done with the posters we came back together as a whole group and they had to articulate how they saw systems interact within the resources and the other
First, they had to call on back ground knowledge regarding the big idea. By doing this they were connecting their previous knowledge to a new concept. Next, they were asked to read and watch videos and connect them to the big idea. Here they were deepening their knowledge through analyzing the resources to look for systems and how they can and do interact with each other. Students also had to work with group members to come up with a workable system that could interact with other systems. This took a great deal negotiating between students in the groups in order to evaluate and decide what they would sell, how they would sell it, what they wanted to name their poster, and how they would advertise in general. Students had to show mutual respect for each other throughout the negotiation process and had a chance to express their perspectives on the different items. The posters themselves were designed to be cognitive demanding across content areas. The poster were synthesized using English language arts through citations, math standards through finding the prices of their items, science by determining what their item was made from or whether it was a natural resource, art through drawing and design, and finally social studies through the Egyptian focus. They had to draw conclusions of what would make their system successful based on the information they analyzed from the resources and then apply it. Furthermore, when the students were done with the posters we came back together as a whole group and they had to articulate how they saw systems interact within the resources and the other