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    Teacher's Guide - Cause and Effect: Day One

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    syedfarazshafeeq
    This document provides a teacher's guide for a two-day lesson on identifying cause and effect relationships related to the 1988 Yellowstone wildfires. Day one involves building background knowledge about the fires through a presentation and article. Students then discuss causes and effects. Day two focuses on explicitly teaching the difference between cause and effect using examples. Students practice identifying causes and effects in small groups using a "numbered heads" strategy and presentation before independently analyzing passages.

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    Teacher's Guide - Cause and Effect: Day One

    Uploaded by

    syedfarazshafeeq
    59 views3 pages
    This document provides a teacher's guide for a two-day lesson on identifying cause and effect relationships related to the 1988 Yellowstone wildfires. Day one involves building background knowledge about the fires through a presentation and article. Students then discuss causes and effects. Day two focuses on explicitly teaching the difference between cause and effect using examples. Students practice identifying causes and effects in small groups using a "numbered heads" strategy and presentation before independently analyzing passages.

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    teachers guide

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    Teachers guide

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    This document provides a teacher's guide for a two-day lesson on identifying cause and effect relationships related to the 1988 Yellowstone wildfires. Day one involves building background knowledge about the fires through a presentation and article. Students then discuss causes and effects. Day two focuses on explicitly teaching the difference between cause and effect using examples. Students practice identifying causes and effects in small groups using a "numbered heads" strategy and presentation before independently analyzing passages.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    59 views3 pages

    Teacher's Guide - Cause and Effect: Day One

    Uploaded by

    syedfarazshafeeq
    This document provides a teacher's guide for a two-day lesson on identifying cause and effect relationships related to the 1988 Yellowstone wildfires. Day one involves building background knowledge about the fires through a presentation and article. Students then discuss causes and effects. Day two focuses on explicitly teaching the difference between cause and effect using examples. Students practice identifying causes and effects in small groups using a "numbered heads" strategy and presentation before independently analyzing passages.

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    Teacher’s Guide – Cause and Effect

    Day One

    Lesson Steps

    Materials Needed

     Computer
     Projector
     Summer of Fire Presentation
     Article – “Yellowstone Makes a Triumphant Return Ten Years
    After Fires”

    Anticipatory Set

     Discuss with students the following questions:


    o Who has been to Yellowstone National Forest?
    o Where is Yellowstone National Forest?
    o What do you know about Yellowstone National Forest?
    (Most students should at least be able to discuss Old
    Faithful.)
    o What event occurred in 1988?
    o What do you know about the fire from what you have
    read, been told, or seen?

    I Do / We Do

     Share the Power Point from the US National Park Service,


    Windows into Wonderland. It is not necessary to read the
    information from the presentation, simply to share the key
    points and to point out how the information is related to the
    photos. The goal is to build background knowledge so that
    students can successfully interact with and comprehend the
    article to follow. This presentation is included here and can be
    found at the following site. It does include sound, should you
    wish to use that feature.

    http://www.windowsintowonderland.org/fire/pages/88fire1.htm

     Read the article “Yellowstone Makes a Triumphant Return Ten


    Years After Fires”.
     Discuss any questions, concerns or additional information
    students have.

    Day Two

    I Do / We Do

     Discuss the target of cause and effect


    o What is it?
    o What is the difference between cause and effect?
    o How can you find what the cause is? The effect?
    o Have students work through the following examples:
     It was very foggy near the seashore, so we could
    not see the road clearly.
     The beach was closed the next day because giant
    waves made swimming impossible.
     Since it was the last day of our vacation, we
    decided to walk to the old lighthouse.
     The attached Power Point presentation is based on a
    “numbered-heads” strategy:
    o Groups of 4 students;
    o Each student has a number between 1 and 4;
    o A question is presented to the entire class;
    o Groups discuss the question for approximately 30
    seconds;
    o Teacher calls a number between 1 and 4. No further
    talking is allowed at this point;
    o The person with that number stands and shares the
    answer of the group;
    o Points may be awarded for group responses (accuracy,
    completeness, and thoughtfulness), cooperativeness, etc.
     Move into “Numbered Heads” groups.
     Allow time for rereading of the article.
     Use the “Numbered Heads” strategy with the presentation.

    You Do

     Materials needed –
    o Grade level appropriate passages
    o Graphic organizer for identifying cause and effect
    o Scoring guide
     Hand out the passages to the students and have them read and
    mark / code the passages for cause / effect relationships.
     Have students independently fill out the graphic organizer.
     Students will turn in the graphic organizers to you for
    formative feedback prior to asking them to demonstrate their
    learning in the “You Show” section that follows.

    You Show

     Materials needed:
    o Grade level selection
    o Graphic organizer

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