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Metacognition Training through Think-Aloud Pair Problem Solving [TAPPS]: Two Lessons about Rivers part of Cutting Edge:Develop Program-Wide Abilities:Metacognition:Activities
Attached is a description of how to use "Think-aloud Pair Problem Solving" in a classroom. It is followed with two lesson plans on the topic of rivers.
How Fast Do Materials Weather? part of Interactive Lectures:Examples
A think-pair-share activity in which students calculate weathering rates from tombstone weathering data. -
Flood Curves Lecture Tutorial part of Cutting Edge:Enhance Your Teaching:Teaching Methods:Lecture Tutorials:Examples
This Lecture Tutorial worksheet guides students through thinking about the effects humans have on infiltration, and how that effects the duration and severity of floods. It is designed to be used in groups after a brief lecture introducing surface and ground water flow into a stream.
Acid Rain Socratic Questions part of Socratic Questioning:Examples
Cluster of questions on acid rain deposition. -
Rivers: Short In-class Activity part of Interactive Lectures:Examples
Images of the James River in Virginia, including one at flood stage, and of potholes, all of which can be used to have the students make observations, estimates, and interpretations. -
Earth Surface Socratic Questions part of Socratic Questioning:Examples
Earth surface processes sample Socratic questions and answers. -
Ocean Stratigraphy Challenge part of Interactive Lectures:Examples
A 15-20 minute think-pair-share activity interpreting a deep-sea sediment core combining concepts from oceanography, sedimentology, and plate tectonics. -
JiTT - Exploring Geoarchaeology part of Just in Time Teaching:Examples
1) How is climate connected to geoarchaeology? Explain. 2) List as many "tools" you can think of that would be useful to a geoarchaeologist and describe why it would be of use. 3) Is geoarchaeological ...
ConcepTest: Concrete-Rock Analogy part of ConcepTests:Examples
Concrete is formed by adding cement and water to a mixture of sand and gravel. This could be seen as an analog for the formation of a ___________ sedimentary rock. a. clastic b. chemical c. biochemical.
ConcepTest: Sugar-Rock Analogy part of ConcepTests:Examples
Water containing dissolved sugar evaporates to leave a deposit of sugar in the bottom of a glass. This could be seen as an analog for the formation of a type of a. igneous rock b. metamorphic rock c. sedimentary ...