Section 1, Lesson 1: Engage
Lesson
Lesson 1: Engage Students analyze maps to identify the Sleeping Bear Dunes along the Great Lakes. Students brainstorm why sand dunes are important. ![]50:lf Begin the lesson by revisiting the Driving Question Board. Highlight questions connected to the learning goals of this lesson by calling attention to questions about: what sand dunes are why sand dunes are important what is the problem with the changing dunes. If no questions directly relate, use prompts to build on student questions, supporting them to think about what the problem with changing dunes might be. Say to students: Today we are going to start investigating this/these question (s). !--- ![]75:lf *Attending to Equity:* Encourage every student to share an idea either with the class, with you, or a classmate. You will likely have some students that speak out often and others who do not feel comfortable communicating in front of the class. Try to support quieter students by finding the forum they are most comfortable communicating through, which might be one on one. Once they feel confident communicating with you, they might develop skills to communicate more openly with others. ---!{border-color:#008000;text-align:left;}
Lesson 1: Engage Students analyze maps to identify the Sleeping Bear Dunes along the Great Lakes. Students brainstorm why sand dunes are important. ![]75:lf Begin the lesson by revisiting the Driving Question Board. Highlight questions connected to the learning goals of this lesson by calling attention to questions about: what sand dunes are why sand dunes are important what is the problem with the changing dunes. If no questions directly relate, use prompts to build on student questions, supporting them to think about what the problem with changing dunes might be. Say to students: Today we are going to start investigating this/these question(s). !--- ![]75:lf *Attending to Equity:* Encourage every student to share an idea either with the class, with you, or a classmate. You will likely have some students that speak out often and others who do not feel comfortable communicating in front of the class. Try to support quieter students by finding the forum they are most comfortable communicating through, which might be one on one. Once they feel confident communicating with you, they might develop skills to communicate more openly with others. ---!{border-color:#008000;text-align:left;}
Topics and standards: Science