This video displays how I generally call a class to attention as well as explaining the importance of why we are doing what we are doing. I prefer to facilitate rather than to dictate, so by explaining the thought process behind what I am asking the students to do, it allows for mutual respect to build, which makes the overall flow of the class much smoother.

Starter activity of the word STORMS (Link) to coincide with our unit on Water. I had observed that many of them would be trying to solve the actual wordle of the day instead of focusing on the content of the class in previous lessons, so I decided to start making my own! By showing up to class on time, they got an equal opportunity to participate, and the word chosen always linked back to the topic of that day's lesson.

Think Pair Share Variation activity. This variation allows each student one minute to share their thoughts on the topic to a partner who then gets one minute to respond. They then pair up and repeat the activity with another pair. The two pairs then join together as one group of four that it ready to discuss in the general class discussion, with each student having had a chance to share.

Beginning of class reflection (Link) has the students reflect on the previous lesson and then use that to make inferences about the lesson today. This gives them a chance to look back at their notes in the previous lesson, pulling from prior knowledge, especially important in block scheduling when we see them less often during a cycle.

As the statement of inquiry for the unit focuses on models, this snippet of discussion begins asking the question of limitations. Criteria Diii discusses the benefits and limitations of science, and as we were to be developing our criteria D skills this unit, this was a great opportunity to begin thinking about those limitations.

This is a video of the introduction of a Div formative assessment that focused on the creation of citations of different types. As this unit develops the skills associated with the implications of science, which includes creation of citations, this allows us a chance at revisiting the skill before doing it on their own.

This is the end of class reflection (Link). These reflective moments provide students with the opportunity to consolidate their learning, articulate their understanding, and identify areas for improvement. By encouraging students to reflect on the day's lesson, laboratory activities, or discussions, educators foster metacognition and critical thinking skills empowering students to take ownership of their learning.