Think, Pair, Share Assessment: What Did We Learn?
This Think, Pair, Share assessment will go into the students' interactive science notebooks.
Participating in a Think, Pair, Share activity allows students “think time” to formulate their own ideas and jot them down as notes. This gives all students, even those reticent to answer questions, the opportunity to organize their thoughts before hearing the answer from a classmate. This activity structure also allows the students to try out their ideas in progressively “less safe” settings: first with one partner, in the “safest” setting; then with a small group; and finally with the class.
1. Tell students that they’ve learned a lot about our planet over the past two weeks, and it might be easy to forget some of the details if we don’t review them. Ask students to take a moment to “Think” of the things that most surprised or interested them about our lessons and have them write down as many as they can (at least five).
2. Next, have students “Pair” with a partner and “Share” their notes with each other.
3. Have each pair create a list of five new things they learned about the moon, the ocean, the seasons or the planet as a whole.
Individual Assessment:
Then, ask students Name and describe three types of movement of ocean water. Then tell them to draw a picture of North America and name two oceans that surround it.
Then, ask students in another page of their ISNs to draw as many phases of the moon as they can remember and briefly discuss the effect the moon has on the oceans.
This Think, Pair, Share assessment will go into the students' interactive science notebooks.
Participating in a Think, Pair, Share activity allows students “think time” to formulate their own ideas and jot them down as notes. This gives all students, even those reticent to answer questions, the opportunity to organize their thoughts before hearing the answer from a classmate. This activity structure also allows the students to try out their ideas in progressively “less safe” settings: first with one partner, in the “safest” setting; then with a small group; and finally with the class.
1. Tell students that they’ve learned a lot about our planet over the past two weeks, and it might be easy to forget some of the details if we don’t review them. Ask students to take a moment to “Think” of the things that most surprised or interested them about our lessons and have them write down as many as they can (at least five).
2. Next, have students “Pair” with a partner and “Share” their notes with each other.
3. Have each pair create a list of five new things they learned about the moon, the ocean, the seasons or the planet as a whole.
Individual Assessment:
Then, ask students Name and describe three types of movement of ocean water. Then tell them to draw a picture of North America and name two oceans that surround it.
Then, ask students in another page of their ISNs to draw as many phases of the moon as they can remember and briefly discuss the effect the moon has on the oceans.