Key Elementary, Year One
Ortiz – Jen Weisphal
Learning Objective/Exit Outcomes:
- Students will express understanding of all Social Studies lessons learned over the course of the year.
- Students will express understanding of all Science lessons learned over the course of the year.
- Students will collaborate by asking and answering each other’s questions about Science or Social Studies content.
S5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes.
S5P1. Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.
S5P2. Obtain, evaluate, and communicate information to investigate electricity.
S5P3. Obtain, evaluate, and communicate information about magnetism and its relationship to electricity.
SS5H1 Describe how life changed in America at the turn of the century.
SS5H2 Describe U.S. involvement in World War I and post-World War I America.
SS5H3 Explain how the Great Depression and New Deal affected the lives of millions of Americans.
SS5H4 Explain America’s involvement in World War II.
SS5H5 Discuss the origins and consequences of the Cold War.
SS5H6 Describe the importance of key people, events, and developments between 1950- 1975.
SS5H7 Trace important developments in America from 1975 to 2001.
VA5.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.
- Describe and discusses various art-related careers and how design impacts daily life (e.g. art historian, art critic, curator, web designer, game designer, fine artist).
VA5.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).
Science, Social Studies, and Visual Arts
- Poster size paper
PAIR Specialist introduced Poster Dialogue to the students. With Poster Dialogue, students will have the opportunity to express their knowledge on all Science and Social Studies content learned over the year by either drawing pictures or writing about the content. Additionally, as a way to learn from one another, students were also encouraged to write a question about something they still struggled to understand within the content learned, so that another student following them could answer their question. Poster Dialogue is a great way to allow students to ask questions without feeling judged for not knowing.
The students are also encouraged to have deliberate discussion on the posters. If one student has written content that is incorrect, another student will explain clearly why the information written is incorrect by using the phrase “I disagree because…” This allows students to learn from one another, as well as giving the class the opportunity to lead discussion in a safe and supportive way.
The teacher had students start off by writing or drawing one content point they remember from the course of the year on each poster (one for Science Spiral Review and one for Social Studies Spiral Review). Building on what was already presented, following students would then add to the drawing and writing with additional ideas and information on content, as well as answering questions if a previous student presented a question on the poster.
During this strategy, the teacher encouraged deliberate discussion and asked questions to the group based on the content she was seeing on the posters.
These are great posters to hang up in the classroom for continuous discussion and review as students get closer to testing time. Allowing students the opportunity to safely express questions and discuss correct and incorrect information allows for a greater sense of community support within the classroom.