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Digesting Science Content With Chunk & Chew Strategies

Digesting Science Content With Chunk & Chew Strategies. Ysleta Independent School District Science Instructional Team El Paso, Texas. Chunk & Chew. What does Chunk have to do with instruction? What does Chew have to do with instruction?. Brain Power. Challenge Activity. 9217053.

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Digesting Science Content With Chunk & Chew Strategies

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  1. Digesting Science Content With Chunk & Chew Strategies Ysleta Independent School District Science Instructional Team El Paso, Texas

  2. Chunk & Chew • What does Chunk have to do with instruction? • What does Chew have to do with instruction?

  3. Brain Power

  4. Challenge Activity 9217053 4915082637

  5. The ChunkFunctional Capacity of Working Memory

  6. The ChewThe Criteria for Long Term Storage • We cannot recall what we have not stored! • Does this make sense? • Does this have meaning?

  7. The Research Says… Generally the brain does poorly at continuous high level attention. In fact, genuine “external” attention can be sustained at a high and constant level for only a short time, generally ten minutes or less. Eric Jensen 10:2

  8. Chunk & Chew with Science Content Let’s Practice… • Demonstrate Potential & Kinetic Energy • Reading Passage -Photosynthesis • Generalization & Inferences with Data

  9. Potential and Kinetic Energy • Chunk - Video Clip • Chew - Create a cartoon strip to demonstrate potential & kinetic energy and incorporate the following words from the word bank. • Word Bank: • Potential • Kinetic • Friction • Conversion

  10. Potential & Kinetic Energy

  11. Potential and Kinetic Energy • Chunk - Video Clip • Chew - Create a cartoon strip to demonstrate potential & kinetic energy and incorporate the following words from the word bank. • Word Bank: • Potential • Kinetic • Friction • Conversion

  12. Photosynthesis • Chunk – Reading Passage / Graphic representation of the text • Chew – Round Table Summarization

  13. Making Generalization • When we make a generalization, we compare the pieces of evidence at hand to see what they have in common. • Then we make a statement that is true for the pieces of evidence at hand and is also true for a broader array of instances. • A generalization is an instance of inductive inference.

  14. Making Inferences • An inference is a reasonable guess based on information. • Making an inference is sometimes called “reading between the lines,” because the inference is not stated directly in the information you have. • The information leads you to an inference.

  15. U.S. Energy Consumption by Energy Source 2002-2006

  16. Based on today’s learning, what is… • Green – One thing you will start doing? • Yellow – One thing you will continue doing? • Red – One thing you will stop doing?

  17. Contact InformationYsleta Independent School District www.yisd.net • Science Instructional Team • Wanda Carrillo (Secretary) 915.434.0576 • Yvonne Aguilera- yaguilera3@yisd.net • Yolanda Barkley- ybarkley@yisd.net • Michelle Contreras- mcontreras3@yisd.net • Les Harris- lharris2@yisd.net • Cheryl Neubert- cneubert@yisd.net • Laura Venegas-lvenegas1@yisd.net • Enrique Villalobos-evillalobos3@yisd.net

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