For the movement room project, I decided to kick it off with an opening event (like research stated).
To do this, I used Brainpop to show short videos on neurons, muscles, and the brain. These are short, two minute clips. They asked to watch the neuron video twice.
I didn't tell the purpose of the videos, but I asked students to speculate the reason behind them. Before I asked them to speculate, I asked them to rate their interest level in whatever could be next, based on the videos they saw, and nothing more. The majority chose a five, the highest level of interest. A few chose one or two and some were in the middle.
After they speculated, I shared the driving question (again, research-based): What are the potential impacts of having a movement room in the charter? Then, I rated their interest level again. One student went from a level five to a ONE! I was shocked by that, knowing that student. His reasoning was, "I thought we were going to get to do experiments". That led me to change my instruction at that moment. I went around the circle and recorded each students' answer to this question. What are you most feeling right now? I then put it in Wordle.
To do this, I used Brainpop to show short videos on neurons, muscles, and the brain. These are short, two minute clips. They asked to watch the neuron video twice.
I didn't tell the purpose of the videos, but I asked students to speculate the reason behind them. Before I asked them to speculate, I asked them to rate their interest level in whatever could be next, based on the videos they saw, and nothing more. The majority chose a five, the highest level of interest. A few chose one or two and some were in the middle.
After they speculated, I shared the driving question (again, research-based): What are the potential impacts of having a movement room in the charter? Then, I rated their interest level again. One student went from a level five to a ONE! I was shocked by that, knowing that student. His reasoning was, "I thought we were going to get to do experiments". That led me to change my instruction at that moment. I went around the circle and recorded each students' answer to this question. What are you most feeling right now? I then put it in Wordle.
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| Student response prior to movement activity. Next, I had students do a deep breathing exercise. I went around the circle again and asked for their current feeling.
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I used the example to show one way an experiment could be done for this project. Students were pumped!
One of my favorite parts about this project was how many different entry points students had. I felt as if they truly chose project focuses that were of high importance to them.
One of my favorite parts about this project was how many different entry points students had. I felt as if they truly chose project focuses that were of high importance to them.
Examples of choices students made: budget, design, stress, ADHD, safety, obesity, brain function, etc. It was pretty exciting to be part of this project with them.
This project helped students discover the process and purpose of data collection within experiments (Scientific Method was incorporated somewhat)
Students designed and conducted multiple experiments using their classmates as participants in their studies. The questions, ideas, ponderings, next steps, discoveries, of their experiments drove parts of their research and appeared to increase the already high engagement and motivation levels.
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| Bugs - Collecting data. |
Autumn did a nice job of documenting her sources, so I intended for her to do a minilesson/modeling session for the class.
Funny note: At the very top of Rohan’s long list of sources, he stated, ‘common sense’ and ‘background knowledge’.
Funny note: At the very top of Rohan’s long list of sources, he stated, ‘common sense’ and ‘background knowledge’.
