What I did: I introduced this routine to my class by being very honest and saying that I really wasn't sure how I wanted them to show me the outcomes of this routine-but it sounded very fun and seemed to be just what our class needed. I read the section in the book (the gray box) and said I thought we might adapt it a little. I guided their thinking to four ideas/questions that we needed to explain for our 'Explanation Game' round.
- What is it?
- What is it for?
- How do you think it was made?
- What makes you say that?
I showed them a 'Desert Rose' rock (you can see it in the third photo) that I had been given last year as a gift. It is a really fascinating rock that even I dont' know much about. I then asked them to brainstorm ideas on how they wanted to show me their thinking. One class came up with the idea of a giant cootie catcher (they have a fondness for them with their multiplication facts!) and the other wanted to do a class anchor chart. Here are pictures of each of them:
Extend: My plan is to use this routine again, but have it a little more structured. Both classes did a great job of showing their thinking and I would like to combine their creativeness to come up with a routine that I can use in both classes.
Challenge: The biggest challenge for this routine was that it took us two class sessions to complete. I think this may have been mostly due to the fact that it was our first time and I wasn't very clear on what I wanted as an outcome for the routine. I felt like this allowed for a lot of genuine conversations and the students were really trying to figure out how this rock was formed and create scenarios based on their scientific knowledge. I really enjoyed it and will be using it again!