March Faculty Meeting
By Alex Fangman
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Last updated over 7 years ago
12 Questions
Note from the author:
To be used at RCH March Faculty meeting 3/6/2018
1 point
1
Question 1
1.
Students label a worksheet on the water cycle
Students label a worksheet on the water cycle
1 point
1
Question 2
2.
In a small group students "pass the pen" to draw and label the water cycle. Using one piece of paper and on pen, students take turns adding to the water cycle. Each student explains what is being added.
In a small group students "pass the pen" to draw and label the water cycle. Using one piece of paper and on pen, students take turns adding to the water cycle. Each student explains what is being added.
1 point
1
Question 3
3.
Students explain how the water cycle would be affected if chemical runoff from a local factory is introduced to a stream
Students explain how the water cycle would be affected if chemical runoff from a local factory is introduced to a stream
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1
Question 4
4.
Students formulate a hypothesis about what might happen if the American voting system allowed for the direct election of presidents.
Students formulate a hypothesis about what might happen if the American voting system allowed for the direct election of presidents.
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1
Question 5
5.
Students read two opinion pieces about direct election and electoral college system
Students read two opinion pieces about direct election and electoral college system
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1
Question 6
6.
In groups of 4, each student writes one idea about what might happen if the American voting system allowed for the direct election of presidents (instead of the current electoral college system) on a brainstorming paper that gets passed around the table. Each student adds one idea to the paper until no more ideas can be added. Discussion follows about which ideas are plausible and will be shared with the whole class.
In groups of 4, each student writes one idea about what might happen if the American voting system allowed for the direct election of presidents (instead of the current electoral college system) on a brainstorming paper that gets passed around the table. Each student adds one idea to the paper until no more ideas can be added. Discussion follows about which ideas are plausible and will be shared with the whole class.
1 point
1
Question 7
7.
Students use tiles to show the difference between square numbers and non-square numbers
Students use tiles to show the difference between square numbers and non-square numbers
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1
Question 8
8.
Students use tiles to create a series of three square numbers and the write a formula for figuring out the next three squares
Students use tiles to create a series of three square numbers and the write a formula for figuring out the next three squares
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1
Question 9
9.
Students complete a workbook page on square numbers
Students complete a workbook page on square numbers
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1
Question 10
10.
Students brainstorm cardiovascular exercises
Students brainstorm cardiovascular exercises
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1
Question 11
11.
On whiteboards, students brainstorm cardiovascular exercises, then pass their boards to the next person to add another exercise.
On whiteboards, students brainstorm cardiovascular exercises, then pass their boards to the next person to add another exercise.
1 point
1
Question 12
12.
Students brainstorm a list of non-cardiovascular exercises on index cards. Then they select one of the cards & write 2 ways to turn that into a cardiovascular exercise.
Students brainstorm a list of non-cardiovascular exercises on index cards. Then they select one of the cards & write 2 ways to turn that into a cardiovascular exercise.