What I did: I had two groups who were studying the moon. It was a nonfiction unit. I wanted to help them clarify that some of the things that they had learned through recess/cartoon culture (that is can bounce, that is is made of cheese, that is a famous because it is big) were not true. Also, they had little understanding about the historical importance of the space race/getting to the moon/the space program.
Connect: This was perhaps the third time that this group had used this routine. I had learned to draw a light bulb and puzzle piece to help them focus their writing on the appropriate part of the poster. I also folded it in such a way that I could use the poster with both groups and initially they couldn't see what the other group had written.
Extend: Some of their puzzles were thought provoking and provided me with valuable information so that I could facilitate their learning (why is the moon big? is it a star? why does the moon change? what is gravity? why does the moon have holes? how old is the moon? why does the moon space not have air?) We used a text and other print materials, as well as demonstrations and the ipad to answer these questions.They kept a month long moon chart, learned the names of the various phases, and better understood (from a demonstration) why the moon looks different.
Challenge: As in many studies with my population, building background and vocabulary for them is crucial. I often wish that I could spend every Friday taking them on field trips so that their schema would be enhanced.