Bridging the Gap, Day 7—Morning Meeting

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After Opening Up Shop, we orient ourselves by focusing our lens on the ideas on the horizon—endeavoring to ignite hearts + brains + Tomorrows. 

 

  • Discuss: Connect our writing/communication to bridges. Graph similarities/differences.
  • Why do we share ideas? What types of ideas do we share? How do we share ideas?
  • Our brains grow by building networks of neurons—do we build literal + metaphorical brain bridges as we learn + digest new concepts + ideas? What kinds of bridges have we been building this week?
  • How about in our Writer's Workshop? Let's think about our own work + the work we've shared this week.
  • During our Workshop today, let's revise, review + polish our current pieces, noting different kinds of bridges from transition words, sentences + compound sentences, to literal bridges + related info to metaphorical extensions + connections.
  • Then we will share, explore + discuss back at our Sharea.
SWBAT

By the end of the Morning Meeting, students will be better-able to:

 

  • 4.SLS.1b, c, d; .2; .3; .5; .6
  •  
  • Explore + consider how the original rope inspired growth + innovation in modern + future rope. (vines, ropes, wires, mzr, standards)
  • Detect patterns + leverage tools including charts, diagrams + graphs to organize, interpret +communicate thoughts + ideas. 
  • Explain why the thread doesn't change shape as the weight moves along the deck. 

By the end of the *day*, students will be better able to:

  • Identify, explain + use compression, tension, cable, chain, anchorage, towers, cables, hangers, stability, lateral, trusses, deck, catenary curve, angles (degrees of what?).
  • Identify, explain + use compression, tension, cable, chain, anchorage, towers, cables, hangers, stability, lateral, trusses, deck, catenary curve, angles (degrees of what?).
  • Observe + note, compare/contrast different bridges, finding differences + similarities.
  • Listen generously + curiously + share ideas thoughtfully.
  • Hypothesize, experiment, explore with playfulness + attention to detail. 
  • Appreciate, explore + exercise adaptability.
  • Apply forward to imagine Tomorrows. 
  • Identify + share context of : Anchorage? Verazano Narrows, 4260; Humber 4,626, Akashi-Kaikyo 5,840.
Orient+Explore
  • Ropes—what are they, where did they come from, how do we use them?
  • What was the first rope? How do you think it was used? What are our earliest clues? predict, analyze, do you think there might be older uses lost to Time?
  • Observe, note + discuss Suspension Slide Show. (bk52) What do we notice? How does it work? How do they do it? Cluster Chats to Group Exploration. Note thoughts on board <tension, compression, cooperation, reinforcement: vines, twizzlers: measure tension, c/c chain vs. cable, note, Turn + Teach, listen + observe.> (what do you think inspired the chain? the cable? )
  • Tension/Compression—what do we know about these words? <graph Venn Diagram of compare/contrast—both forces, one lengthens, one shortens> How would we apply tension to a rope? Compression? <practice with invisible rope>
  • We have a real rope here—how could we all apply tension together? Feel the tension—what's happening with the rope? What's the relation to compression? <gentle group demo of tension/compression with the rope, discuss + chart observations.>
Document+Discuss
  • Recenter to examine, study + discuss suspension bridges + bridge parts. Project Suspension Slide Show on the whiteboard + label the parts: anchorage, towers, cable, hangers, deck, lateral trusses, catenary curve, angles (mzr), tension, compression, polygon. (BaT 30) catena, adaptability
  • Slide of pages AoC 75-76—how are we able to have such long bridges today? what will the bridges of Tomorrow look like? 
  • Slides AoC 77-79—we'll look more closely at this during math today (with twizzlers). How do you lift the weight? Note distance of hands vs height. What do we notice? Note + graph thrust, sag, span + angles. Explain what + why polygons? What is a curve? What is a catenary/catena: heavy chain. How many corners on a circle? How does adaptability serve?
  • Slides AoC 80-81— How + why do we stabilize? What + why a hanger? Why doesn't the thread change shape when the weight is moved along the deck? 
  • Slides AoC 82-82—Neck stretches—Turn + Teach: Where is the tension/compression? Anchorage? Verazano Narrows, 4260; Humber 4,626, Akashi-Kaikyo 5,840.

<centers: empty thread, thread with one weight, thread with 3, thread with 7—how many corners on a circle? > (update objective per details)

Explore+Exercise+Share

Divide desk cluster into pairs to sketch and label suspension bridge from the ground up, just like it would be built. Regroup with groups taking turns Group Sketching + labeling the bridge piece by piece on the whiteboard as leader calls out vocab words one-by-one.

 

Materials
  • Hearts+Minds, Large rope, Date of 1st documented rope + context, BK 52 slide/h.o., clean whiteboard
  • Centers: 

 

Objectives

In this Morning Meeting, we will exercise the following Common Core Standards:

 

  • rs4.10.7—interpret information presented visually, orally or quantitatively (e.g. in charts, graphs, daigrams, time lines, animations, or interactive elements on a web page) and explain how the information contributes to an understanding of the text in which it appears. 
  • rs4.10.9—integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
  • rs4.10.10—read + comprehend informational texts, including history/social studies, science, and technical texts with scaffolding as needed. 
  • ws4.10.1—support/foundation, literal/metaphorical, the importance of holding ourselves + each other to firmly grounded foundations. 
  • sl4.12.1—engage effectively in a range of collaborative discussions (one-on-one, in groups, and led) with diverse partners on topics and texts, building on others' ideas and expressing their own clearly. 

<model>

  • ws4.10.2a—intro a topic clearly and group related information with headings, illustrations and multimedia as helpful. <modeled>
  • ws4.10.2.b—develop topic with facts, definitions, concrete details, quotations or other info + examples related to the topic. 
  • ws4.11.2c—link ideas within categories; "thin cables are able to sustain relatively heavy weight because..."
  • ws4.11.2d—use precise language and domain-specific vocabulary to inform about or explain a topic. 
  • ws4.11.3d—use concrete words and phrases and sensory details to convey experiences and events precisely. 
  • ws4.11.3e—provide a conclusion that follows from the narrated experiences or events. 
  • ws4.11.7—conduct short research projects that build knowledge through investigation of different aspects of a topic. 
  • ws4.11.8—recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. 
  • ws4.11.9— draw evidence from literary or informational texts to support analysis, reflection and research. 
  • sl4.12.1b—follow agreed upon rules for discussions and carry out assigned roles. 
  • sl4.12.1c—pose + respond to specific questions to clarify or follow up on information and make comments that contribute to the discussion and link to the remarks of others. 
  • sl4.12.1d—review the key ideas expressed and explain their own ideas and understanding in light of the discussion. 
  • sl4.12.2—paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively and orally. 
  • sl4.12.3—identify the reasons and evidence a speaker or source provides to support particular points. 
  • sl4.12.5—add audio recordings and visual displays to presentations as helpful to enhance the development of main ideas or themes.
  • ls4.14.5c—demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
  • ls4.14.6—acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and particular to a topic.
  • ccrs4.14.1

 

***

analyze, macro/transcend the details, consider history + timelines, treasures, artifacts, survivors. meatphor, physics/forces/tension/compression, diagram, observe, document, measure, predict, experiment, measure, analyze/transcend details. identify, label, whole child, ignite hearts + brains. discipline, leadership. communication/articulation/translation. c/c.

(context), objectives/swbat, blooms, whole child/intelligences, maslow, scaffolding/accommodation-moderation-differentiation (difference bw two?), preass, direct-guided-independent-extension-assessment-homework-extention

pbl, etc——all outlined in LP Intro blog, unlink all but main lps...?

http://edglossary.org/scaffolding/