Chapter 14 Reading Questions
Water Pollution Activities
Because it seems that we are having issues reading the chapters ( and these chapters on pollution are some of the most important ones for survival on the AP test), we are going to work on our reading skills for the next two chapters. The first way we will do that is by doing something called Reciprocal Teaching.
In reciprocal teaching, you will be put in groups of 4. Each person in that group will be assigned one of the following roles:
1. Summarizer - this person summarizes the answers to the I can statements, pointing out where they highlighted to come up with that summary. They DO NOT repeat the text - they summarize it in their own words!
2. Questioner - this person generates 2-4 questions about the section to see if the rest of the group truly understands the answers to the I can statements. Think about these questions as a small progress check - read the objectives, read the text, and come up with 2-4 questions that see if students understand the main ideas for each objective.
3. Vocabulizer - this person comes up with questions or small activities to make sure everyone understands the vocabulary included in each section AND how the vocabulary words are connected to each other.
4. Relevance expert - this person comes up with questions or ideas that connect what's being discussed in each section to how it is environmentally relevant. In other words, why is what you're reading important environmentally?
We will be doing this over 2 days. Each day you will assume a different role. Below are your groups and roles for each day. Also listed below are the sections of the chapter for which you will be responsible for reading.
Day #1 - 14.1, 14.2, 14.3
Day #2 - 14.4, 14.5, 14.6, 14.7
Mrs. E will be roaming about scoring everyone on: preparedness, quality of participation, and on-task behavior.
In reciprocal teaching, you will be put in groups of 4. Each person in that group will be assigned one of the following roles:
1. Summarizer - this person summarizes the answers to the I can statements, pointing out where they highlighted to come up with that summary. They DO NOT repeat the text - they summarize it in their own words!
2. Questioner - this person generates 2-4 questions about the section to see if the rest of the group truly understands the answers to the I can statements. Think about these questions as a small progress check - read the objectives, read the text, and come up with 2-4 questions that see if students understand the main ideas for each objective.
3. Vocabulizer - this person comes up with questions or small activities to make sure everyone understands the vocabulary included in each section AND how the vocabulary words are connected to each other.
4. Relevance expert - this person comes up with questions or ideas that connect what's being discussed in each section to how it is environmentally relevant. In other words, why is what you're reading important environmentally?
We will be doing this over 2 days. Each day you will assume a different role. Below are your groups and roles for each day. Also listed below are the sections of the chapter for which you will be responsible for reading.
Day #1 - 14.1, 14.2, 14.3
Day #2 - 14.4, 14.5, 14.6, 14.7
Mrs. E will be roaming about scoring everyone on: preparedness, quality of participation, and on-task behavior.
Water POllution Lab - Wednesday, 4/1
Check back later for more information!