Teaching Practice Presentation

2. • Schoolwork that students do when
the bell rings that gives teachers
time to do attendance.
• Consumes about five minutes of
class.
• Get’s students settled and ready to
learn.

3. • A typical class takes about 5-8
minutes to get settled.
• Gives everyone, including the
teacher and the office, time to
make announcements and handle
other business.

4. • Short, simple, to the point.
• Serves a purpose, warms up the
class, reviews prior day concepts.
• Silent reading, journal entry, word
games, mind benders.
• The sky is the limit!

5. Strand 3: Science in Personal and Social Perspectives
Concept 3: Human Population Characteristics
PO 2: Describe biotic (living) and abiotic (nonliving)
factors that affect human populations.
Strand 4: Life Science
Concept 5: Matter, Energy, and Organization in Living
Systems (Including Human Systems)
PO 4: Diagram the energy flow in an ecosystem
through a food chain.
&
PO 5: Describe the levels of organization of living
things from cells, through tissues, organs, organ
systems, organisms, populations, communities,
ecosystem, to biosphere.

6. Monday What are biotic and abiotic factors in our lives? List. How do these
things affect us personally? Explain.
Tuesday What are the levels of organization from smallest to biggest? List.
Where would a human be, a group of humans, all biotic factors, and
all abiotic and biotic factors be within those levels? List.
Wednesday What are the levels of organization that make up an organism? List.
What would happen if you took one of the levels out? Could life be
sustained? Explain.
Thursday Think about our ecosystem around the school, what are the biotic
and abiotic factors that are in our ecosystem? List. What would
happen to humans if you took one away, or two for that matter?
Explain.
Friday How are the levels of organization interconnected? Explain. What do
all the levels combined make up? List. Can the levels of organization
exist if one step is missing? Explain.
Challenge If you were given the opportunity to change the names to the levels
of organization, what would they be and why? Explain and list.

7. Have a packet put
together with all
important dates
and days off
marked for the
entire quarter.

8. • Yes, my students have a routine in my
classroom.
• I attempt to put new questions up each
day. On test days, I sometimes just
write “TEST-STUDY 5 Minutes” for
them to copy.
• Is it perfect, no, but it works and my
students get a good head start on
discussion for the beginning of class.

9. • All my students have something to do for
about 5 minutes.
• Easy to put together, takes very little time.
• Students can get right to work.
• Good opener for discussion at the beginning
of class.
• Great for review!

10. • Short
• Can turn into Yes or No questions.
• Students can just copy neighbor.
• Not a lot of space.
• Most students do it and some don't.

12. • There is an inside circle and an
outside circle, where they face each
other.
• The outside circle continues to
move while the inside circle stays
in one spot.

13. Pair students up and
have them stand in a
circle facing each other.
Have students come up
with their own
questions or pose a
question to them.
After each question have
them rotate on the
outside of the circle to
the next student.

15. • There are many different things to use
this for. It is good to review vocabulary.
• It is good for reviewing unanswered
test questions.
• It is good for quizzing each other on
concepts from the text that they have
learned.
• It is a chance for students to interact
with each other.

17. Strand 3: Science in Personal and Social Perspectives
Concept 3: Human Population Characteristics
PO 2: Describe biotic (living) and abiotic (nonliving)
factors that affect human populations.
Strand 4: Life Science
Concept 5: Matter, Energy, and Organization in Living
Systems (Including Human Systems)
PO 4: Diagram the energy flow in an ecosystem
through a food chain.
&
PO 5: Describe the levels of organization of living
things from cells, through tissues, organs, organ
systems, organisms, populations, communities,
ecosystem, to biosphere.

18. Inside Ask: Outside Answer:
What are biotic and abiotic factors in our lives? Biotic: humans, pets, food
Abiotic: desk, chair, pen
What are the levels of organization from
smallest to biggest?
Organism -> Population -> Community ->
Ecosystem -> Biosphere
What would happen if you took one of the
levels out?
Eventually everything after it wouldn’t
survive.
What is in our ecosystem around the school? Animals, plants, rocks, dirt, building, cars
What is important to remember about the
trophic pyramid?
The levels each describe something different.
There is more energy at the bottom than the
top.
What is something you didn’t understand
about this chapter? How can I help?
Answers will vary.

19. • I’ve never heard of it.
• In my high school setting, I have to be
aware of my students and make sure
I’m not pairing certain students up.

21. • Everyone gets a chance to be asked questions
that they should know. Or, you want them to
know.
• Everyone gets a chance to interact.
• It might be an easier thing to do with
discussion for students rather than the entire
class.
• Nothing is really needed for the strategy it
can be incorporated easily into any lesson.

23. • I can see some students not getting along or
participating.
• Some students may not take part in the
conversation.
• Some students may feel uncomfortable with
being in such a tight group.