Blog Post #3
Partner Team: Katie Byers and AnnElise Creason
Grade Band: K-2nd
Topic: Rules
Standards Alignment:
Theme #2 Power, Authority, and Governance
-Knowledge: Rules and laws can serve to support order and protect individual rights
D2.Civ.3.K-2. Explain the need for and purposes of rules in various settings inside and outside of school.
Compelling Question:
How do the rules that we have in school protect our rights?
Supporting Questions:
1. What is a right?
2. What are some of the rules we have in our classroom?
3.What are some of the rules we have as a classroom community outside of our classroom? (Recess, hallways, lunch room, assemblies, etc.)
4. Why do we have rules in school?
Compelling Question Answer:
Rights are something everyone has and it is something that is fair and acceptable. A right that we have in our classroom is the right to feel safe while learning. Some rules that we have in our classroom are to be respectful to one another and keep our hands to ourselves. Outside of our classroom, one of our rules is to silently walk down the hall without disrupting other classrooms rights to learn. We have rules in our school in order to follow the students rights. It is the students right to feel safe in the classroom and within the whole school as well as the right to a free education, the right to not be discriminated against, the right to freedom of speech and religion, and many, many more. We have these rights in place to keep students safe within our school system and in various locations, and so students can learn. Students need to be able to go to school and get an education but feel safe within the school at all times, physically and mentally.
*First, my partner AnnElise and I looked for topics that we were interested in. After we picked one we found a theme that went along with the topic. When when found a theme, we then looked for a DCT that went along with the theme but didn't copy it exactly. We then brainstormed some compelling questions and thought about pros and cons of each. We came up with one that we thought was the best and went for it. After that, we broke down the compelling question into what we thought would be good supporting questions that would cause students to really think about what the answers could be. The compelling question that we have is broad enough for students to dig deep into the concept but it is age appropriate. The supporting questions take each aspect of the compelling question and break it down into bits and pieces and cause students to think more about what the compelling question is asking. The question "why do we have rules in school?" helps students think about the rules that we do have protect our rights, which has to do with the theme that we chose and the compelling question as well. The answer to the compelling question is evidence based because in order to answer the compelling question, the students must investigate the supporting questions that go with it.
Katie, I really enjoyed your blog! I too chose rules, so it was interesting to see the process you chose as I chose the same DCT standard! I enjoyed thinking about the answer to your compelling question myself as it really can be answered in many different ways, making it compelling to your students! I like what the compelling question does in correlating rules with rights and privileges. I had the same type of idea in having student imagine what like would be like without them. It sounds fun to a kid at first, but when you realize all the privileges it affords you, you begin to change your mind. Great post!!
ReplyDeleteHi Lauren,
DeleteThank you! I definitely agree that it's important to talk about the ways in which places would be without rules/rights and privileges in order for them to understand why rules are in place.
Katie Byers
Katie,
ReplyDeleteYou and your partner knocked this out of the park with your compelling question and supporting questions. Students are able to relate directly to your question and how they personally feel about all of the rules we have in place not only in the world, but in the classroom as well. Students have rights and can somehow mistake rules as restrictions to the rights that they have. When in reality rules are in place to protect their rights and the rights of their peers. I really liked reading your blog!
Hi Nancy,
DeleteThank you so much! I agree that sometimes students feel that rules can be restrictions and they need to understand what the world/classroom would be like in a world without rules. It gives them a bigger understanding about how these rules keep use safe and on task.
Katie
Katie,
ReplyDeleteYou and your partner did a great job on aligning standards with the compelling and supporting questions, and using the supporting questions to lead students to an answer to the compelling question. My partner and I chose the same topic and attacked it in a similar way, but I like how you and your partner kept students focused on "rights". In your compelling question you ask students how rules protect our rights, and then you guided students to an answer in supporting question #1 when you ask them to define "rights". I especially noticed the importance of rights in your answer to the compelling question. Great consistency throughout the inquiry!
Hi Ashlyn,
DeleteThank you! It's definitely important for students to know why rules in and outside of school protect their rights. We tried to keep our compelling question as well as supporting questions on the topic of rights because we feel that its important for students to know about them.
Katie Byers
Katie, you and your partner did a great job and I really like your theme. Your compelling question was good and your supporting questions really supported that and allowed to dig deeper and get an answer with evidence. You did really good at explaining what you did and how you got there. Good job!
ReplyDeleteHi Madison,
DeleteThank you! It's important for the supporting questions to really break down that compelling questions in order for students to dig deeper into the content.
Katie Byers