Activity Overview
Discussion storyboards are a great way to get your students talking about their ideas in Science. They allow students to critique and evaluate different viewpoints without upsetting other students. This activity can be used at the start of the topic to elicit any misconceptions students may have.
At first, show students a discussion storyboard like the one below. Ask them to look at the problem on the discussion storyboard. It shows four students who all have an idea about the problem in front of them. Students should think about who they think is the most correct and be prepared to explain why that person is correct.
Here are some other ideas use these discussion storyboards in your lessons.
- Students add another cell on the end of the example you’ve given them to explain who they think is correct and why.
- Students create their own discussion storyboards to share with peers on the current topic.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Read the discussion storyboard that shows four students who all have an idea about the problem in front of them. You are going to give your opinion on who you think is correct and explain why.
- Click "Start Assignment".
- Add another cell at the end of the row.
- Use text and images to explain who you think is correct and why.
Lesson Plan Reference
- CCSS: SL.7.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
- CCSS: SL.7.2 - Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
- CCSS: SL.7.3 - Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
- CCSS: SL.7.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
- CCSS: SL.7.5 - Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
- CCSS: SL.7.6 - Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.)
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Who do you think is correct? | You have selected a person you believe to be correct and explained why. | You have selected the person you believe to be correct. | You have not selected a person you believe to be correct. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
Activity Overview
Discussion storyboards are a great way to get your students talking about their ideas in Science. They allow students to critique and evaluate different viewpoints without upsetting other students. This activity can be used at the start of the topic to elicit any misconceptions students may have.
At first, show students a discussion storyboard like the one below. Ask them to look at the problem on the discussion storyboard. It shows four students who all have an idea about the problem in front of them. Students should think about who they think is the most correct and be prepared to explain why that person is correct.
Here are some other ideas use these discussion storyboards in your lessons.
- Students add another cell on the end of the example you’ve given them to explain who they think is correct and why.
- Students create their own discussion storyboards to share with peers on the current topic.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Read the discussion storyboard that shows four students who all have an idea about the problem in front of them. You are going to give your opinion on who you think is correct and explain why.
- Click "Start Assignment".
- Add another cell at the end of the row.
- Use text and images to explain who you think is correct and why.
Lesson Plan Reference
- CCSS: SL.7.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
- CCSS: SL.7.2 - Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
- CCSS: SL.7.3 - Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
- CCSS: SL.7.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
- CCSS: SL.7.5 - Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
- CCSS: SL.7.6 - Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.)
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Who do you think is correct? | You have selected a person you believe to be correct and explained why. | You have selected the person you believe to be correct. | You have not selected a person you believe to be correct. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
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