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Instructional models
| Resource type | Theme | Title | Teaser | Grade Level | Name | Comments | Post date |
|---|---|---|---|---|---|---|---|
| Units of study, Field work resources, Instructional models | Invasive species, Scientific inquiry | What I Should Have Done The First Time If I Would Have Listened | Suggestions and observations from someone who learns the hard way. What I should have done with my first VS investigation. |
Middle school (grades 6-8) High school (grades 9-12) Professional development |
pparent | 2 | 2012-04-07 |
| Tutorials, Instructional models | Scientific inquiry, Tutorial/ Template | Fall Webinar 2011 - Create, Share & Connect | Learn about - Creative ways for your students to share their findings with an authentic audience All the ways to participate in conversations and collaborate with the VS community! | Professional development | cvoyer | 0 | 2011-11-08 |
| Tutorials, Instructional models | Biodiversity, Scientific inquiry | Fall Webinar 2011 - Mission: Analysis | http://vitalsignsme.org/mission-analysis-webinar Learn about - Analysis Missions How students make meaning of their own species and habitat observations Making meaning using the larger Vital Signs database | Professional development | cvoyer | 0 | 2011-11-08 |
| Tutorials, Instructional models | Invasive species, Scientific inquiry, Tutorial/ Template | Fall Webinar 2011 - Vital Signs Refresher | http://vitalsignsme.org/vs-refresher What : Learn about - Field Missions Tools and resources Data quality Publishing observations | Professional development | cvoyer | 0 | 2011-11-08 |
| Learning activities, Instructional models | Scientific inquiry | Prediction Jigsaw | Students break into expert groups to help them make a prediction about what they expect to find in the field. |
Middle school (grades 6-8) High school (grades 9-12) |
christinev | 0 | 2011-08-26 |
| Learning activities, Instructional models | Scientific inquiry | Talk Moves Card Game | Use talk moves cards to scaffold productive talk and argument. | Middle school (grades 6-8) | christinev | 1 | 2011-08-26 |
| Instructional models | Scientific inquiry | Self-organize around your interests | Self-organization and choice are two powerful motivational tools that get students excited and personally invested in the learning or investigating they are about to do. Use this process whenever you want students to team up to learn or investigate something in which they are personally interested, invested, and excited. |
Middle school (grades 6-8) High school (grades 9-12) Professional development |
vitalteach | 0 | 2011-05-06 |
| Instructional models | Biodiversity | Vital Signs Talent Survey | Use this survey to discover the leaders, photographers, and natural helpers that make up the best team for field studies. I had to choose theme so biodiversity seemed to fit the best. Note: Use this survey at your own risk. | Middle school (grades 6-8) | smoulen | 0 | 2010-10-13 |
| Instructional models | Invasive species | Data collages | I had my groups do a data collage on Pages before we went to the website to upload their data. This way they could practice choosing photos, writing the evidence, double-check the GPS readings, and pass them to another group to critique and comment. Here are two samples of student work. | Middle school (grades 6-8) | ljmatt22 | 1 | 2010-10-06 |
| Field work resources, Instructional models | Scientific inquiry | Adding to a Field Book | We put together our field books with some modifications. Using the printed sheets from Vital signs, we added to create our field books. We used a title page that students decorate. They can then photograph this in case the camera tags get lost - we'll know which group used which camera, and which class. After the site information, we added a page titled "Species #1" before the Vital Signs species 1 sheet. The students can then photograph this page to help separate species #1 pictures from species#2 (a page titled "Species #2" is also in the packet/field book). | Middle school (grades 6-8) | smoore | 1 | 2010-10-03 |
