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| Building Concepts | By Darryl Diggs Jr. |
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| # | DESCRIPTION | STUDENT ACTIVITY |
| 01 | "Learning by giving back..." |
A journey in Mr. Diggs classroom...  |
| 02 | ....building concepts out of vocabulary words, pictures, and student collaboration |
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| 03 | Throughout the Environmental Science Unit our students are able to relate the important aspects of an organism's environment and their personal lives. As our class starts, the students gather to discuss today's goals and the plan for success. |  |
| 04 | As students break off to their individual groups, their goal is to use key terms found in textbook and visually construct their meaning. They will the terms and illustrate them on oversized paper. Here students start at the ground level of their cognitive development. |  |
| 05 | After students separated the material evenly among the group members they think of ways to display the material. With planning and distinguishing among the key terms students begin to... |  |
| 06 | WORK!! With all hands on board the project. Success is underway. At the ground level the kids use their prior knowledge to recall important information. |  |
| 07 | Sometimes a student needs to dive back into the water to gather more information to construct their ideas. Class time is important to gain more understanding of vital information in the section. |
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| 08 | The terms in the section are the main ideas that make up the interactions among living things. Natural Selection, Niche and Competition are words the students need to be familiar with. Natural Selection is one of the more difficult concepts to grasp. Students soon understand that it is a process of acquiring unique characteristics |
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| 09 | Here students are putting that process together and using the definitions of the words to develop pictures to convey the meaning of the words. Their growth in the lesson started with their knowledge base phase and moving up too their application phase. |
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| 10 | Like pieces of a puzzle or a bright light bulb coming on after being dim. The ideas are taking shape. |  |
| 11 | My classroom is now analyzing the main ideas and drawing similarities, through symbiosis. Many of Earth's organisms participate in a variety of interactions. Here students are distinguishing between the three, main interactions: Parasitism, Mutualism, and Commensalisms. |  |
| 12 | The concepts in the section are taking shape like train cars ending with a caboose, or a rookie in the start of my class leaving after 42 minutes becoming a pro. |  |
| 13 | Middle school science as all about the educational growth of adolescent children climbing up the ladder of their cognitive minds. They started by defining the terms and ended up evaluating the major ways organisms interact. |  |
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