Unit 7, Lesson 6: Aquaculture Evidence
Learning Target: I can analyze specific quotations and statistics to support my argument.
Class Activities:
1. Students came in and picked up an Aquaculture Evidence packet. They got to work on the do now, which asked them how we evaluate claims (intuition, logic, evidence, and authority). We reviewed how this connected to the Neolithic Revolution (N.R. was the switch to farming, and now we're discussing aquaculture, which is fish farming). Then I explained that we're evaluating our claim (Aquaculture is the most promising solution to the world hunger crisis) by using the four methods. Today's goal is to look for evidence.
2. Students got to work on the packets. I walked around and chatted with kids about the evidence they found and their conclusions.
Papers handed in today:
World Hunger Crisis handout
Homework:
Finish packet
Class Activities:
1. Students came in and picked up an Aquaculture Evidence packet. They got to work on the do now, which asked them how we evaluate claims (intuition, logic, evidence, and authority). We reviewed how this connected to the Neolithic Revolution (N.R. was the switch to farming, and now we're discussing aquaculture, which is fish farming). Then I explained that we're evaluating our claim (Aquaculture is the most promising solution to the world hunger crisis) by using the four methods. Today's goal is to look for evidence.
2. Students got to work on the packets. I walked around and chatted with kids about the evidence they found and their conclusions.
Papers handed in today:
World Hunger Crisis handout
Homework:
Finish packet
9global_aquaculture_evidence_handout.pdf | |
File Size: | 2290 kb |
File Type: |