Tuesday, February 16, 2016

Persuasive Writing Through Shark Tank

A few months ago I borrowed this idea from a friend who teaches 3rd grade STEM classes in another district- SHARK TANK!  You know, like the tv show.  The kids had to solve a simple problem using magnets and then share their idea/invention in the format of the popular show.  Sounded like a great idea, so I did what I normally do- tell Brenna and then ask her how we will make it work.

I knew it would provide a high engagement factor, but that was about all I had going for me until Michelle shared her argument and persuasive writing concepts with us the past two Fridays.  Now things are starting to take shape a bit.  (It also helped that Michelle was kind enough to have a planning conversation with me.)

I narrowed it down to these basic writing goals: a persuasive piece both in an oral presentation form (Shark Tank Pitch) and a blog post (persuasive paragraph).

And these science based success indicators:  kids will be able to a craft a solution that is reasonably scientific and shows an understanding of the nuances of magnets and the relationship to energy (ie. attraction and repulsion, conductors for magnetic force, and limitation of magnets and force.  As well as be able to use scientific evidence and persuasive techniques to persuade a reader/listener.

Most importantly I realized that I need to SLOW DOWN this process.  I have adjusted my timeline to include the use of mentor texts and videos.  The extra week I've given myself will allow me to more purposefully plan the critical mini-lessons to include modeling and mentors.


3 comments:

  1. I can't wait to hear how this unit pans out! It's such a creative idea. It's interesting to hear how though thoughtful you are in planning this unit incorporating writing. Not only are you addressing the standards for science, but you are also being really clear about the writing expectations and writing that needs to occur. Looks good!

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  2. I love your last paragraph. SLOW DOWN is right. We, as teachers, constantly struggle with this easy concept. I often wonder what my kids think when we barely touch on one thing before we move to the next. Are they in a perpetual state of confusion?!?! I have worked on this a lot during the past several years. I feel student understanding has greatly improved and their thinking has gone much deeper when I follow my own advice "Go slow to move fast".

    ReplyDelete
  3. I love your last paragraph. SLOW DOWN is right. We, as teachers, constantly struggle with this easy concept. I often wonder what my kids think when we barely touch on one thing before we move to the next. Are they in a perpetual state of confusion?!?! I have worked on this a lot during the past several years. I feel student understanding has greatly improved and their thinking has gone much deeper when I follow my own advice "Go slow to move fast".

    ReplyDelete