Students will group examples of power based on how fast, slow, loud, and quiet they are.
First, students will brainstorm fast and slow examples of power using four scenes.
Next, they will categorize those same examples as loud or quiet.
Finally, they will group examples into four categories and then add new ideas they think of.
Students will decide if invisible things can be more powerful than visible things.
Students will brainstorm visible and invisible power based on four scenes.
Next, they continue their brainstorm, this time bringing in any examples they can think of.
Finally, they take agree or disagree with this statement: “Invisible power is more powerful than visible power.”
Students will categorize examples of “conflict”, create a big idea about conflict, and then support that big idea with new examples.
Students simply brainstorm as many examples of the theme as they can think of onto a circle map. Encourage dozens of ideas. This is best done with a large group.
Next, individually or in small groups, students start to group those examples into 3 – 5 categories.
Now, students move their categories into a new graphic organizer and label the categories with 1 – 3 word labels.
Then, they create a big idea statement about the universal theme using at least some of their labels.
Finally, students can look for examples across different areas or subjects that support this new big idea they created.
Students will categorize examples of “change”, create a big idea about change, and then support that big idea with new examples.
Students simply brainstorm as many examples of the theme as they can think of onto a circle map. Encourage dozens of ideas. This is best done with a large group.
Next, individually or in small groups, students start to group those examples into 3 – 5 categories.
Now, students move their categories into a new graphic organizer and label the categories with 1 – 3 word labels.
Then, they create a big idea statement about the universal theme using at least some of their labels.
Finally, students can look for examples across different areas or subjects that support this new big idea they created.
Students will categorize examples of systems, create a big idea about systems, and then support that big idea with new examples.
Students simply brainstorm as many examples of the theme as they can think of onto a circle map. Encourage dozens of ideas. This is best done with a large group.
Next, individually or in small groups, students start to group those examples into 3 – 5 categories.
Now, students move their categories into a new graphic organizer and label the categories with 1 – 3 word labels.
Then, they create a big idea statement about the universal theme using at least some of their labels.
Finally, students can look for examples across different areas or subjects that support this new big idea they created.
Students will categorize examples of Power, create a big idea about power, and then support that big idea with new examples.
Students simply brainstorm as many examples of power as they can think of onto a circle map. Encourage dozens of ideas. This is best done with a large group.
Next, individually or in small groups, students start to group those examples into 3 – 5 categories.
Now, students move their categories into a new graphic organizer and label the categories with 1 – 3 word labels.
Then, they create a big idea statement about “power” using at least some of their labels.
Finally, students can look for examples across different areas or subjects that support this new big idea they created.
Students will apply the statement, “Change leads to more change” to multiple topics.
Students will become familiar with the big idea: “Order Can Be Natural or Constructed.”
Students will become familiar with the statement, “Problems Lead to New Rules, Which Lead to New Problems.”
Students will become familiar with the generalization “Systems Are Made up of Other Systems.”
Students will become familiar with the statement, “Power can be unseen, but its effects are always visible.”
Students list examples of how invisible power has visible effects.
They note which effects are positive and which are negative.
Then they rank the invisible power based on how positive or negative the effects are.