One persons view of Eynesbury.

What Makes You Say That?

1. What’s going on?

2. What do you see that makes you say that?

Claim Support Question

1. Make a claim about the topic

2. Identify support for your claim

3. Ask a question related to your claim

Think Puzzle Explore

1. What do you think you know about this topic?

2. What questions or puzzles do you have?

3. How can you explore this topic?

Think Pair Share

1. Pose a question to students

2. take a few minutes of thinking time

3. turn to a nearby student to share thoughts

Circle of Viewpoints

1. I am thinking of … the topic… From the point of view of … the viewpoint you’ve chosen

2. I think … describe the topic from your viewpoint. Be an actor – take on the character of your viewpoint

3. A question I have from this viewpoint is … ask a question from this viewpoint

I used to Think… Now I think…

Remind students of the topic you want them to consider. It could be the ideal itself—fairness, truth, understanding, or creativity—or it could be the unit you are studying. Have students write a response using each of the sentence stems:

• I used to think…
• But now, I think…

See Think Wonder

1. What do you see?

2. What do you think is going on?

3. What does it make you wonder?

Compass Points

E = Excited What excites you about this idea or proposition? What’s the upside?

W = Worrisome What do you find worrisome about this idea or proposition? What’s the downside?

N = Need to Know What else do you need to know or find out about this idea or proposition? What additional information would help you to evaluate things?

S = Stance or Suggestion for Moving Forward What is your current stance or opinion on the idea or proposition? How might you move forward in your evaluation of this idea or proposition?

Connect – Extend – Challenge

1. How are the ideas and information presented connected to what you already knew?

2. What new ideas did you get that extended or pushed your thinking in new directions?

3. What is still challenging or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?

The 5 W’s & H

As a class or group answer the questions as insightfully as you can.

• Who?
• What?
• Where?
• When?
• Why?
• How?

Headlines

Write a headline that captures the most important point.  

Add a Caption

There is no caption for this image, so here’s your chance to write one!  Write a line that captures the message of this image.  

Be Inspired – Wax Lyrical

1. Allow the media to inspire you.

2. Get in touch with the feelings it inspires.

3. Put these feelings into words – don’t worry if they don’t “make sense.”

Find What’s Funny

1. What is being made fun of?

2. What specific things make this “funny?”

3. How might you tell this as a joke without describing what you see?

Inspiration  – Act on the Feeling?

1. What feelings do you have after experiencing this?

2. How were you made to feel this way?

3. What would you like to do with these feelings?

KWL: Know – Want to Know – Learned

1. What do you already know about this?

2. What more would you want to learn?

3. What is something new you learned by looking closely?

Pro – Con – Neutral

1. Why would people be in favor of this?

2. Why would people be against it?

3. What would be a neutral position?

 These ladies are dressed very fashionably for their time.

How do you think they would be dressed today to be as fashionable as they were then?

What would be different about this photo if it was taken on a modern street?

Franz ReicheltFranz Reichelt, also known as Frantz Reichelt or François Reichelt (1879 – February 4, 1912), was an Austrian-born French tailor, inventor and parachuting pioneer, now sometimes referred to as the Flying Tailor, who is remembered for his accidental death by jumping from the Eiffel Tower while testing a wearable parachute of his own design. Reichelt had become fixated on developing a suit for aviators that would convert into a parachute and allow them to survive a fall should they be forced to leave their aircraft. Initial experiments conducted with dummies dropped from the fifth floor of his apartment building had been successful, but he was unable to replicate those early successes with any of his subsequent designs.

Believing that the lack of a suitably high test platform was partially to blame for his failures, Reichelt repeatedly petitioned the Parisian Prefecture of Police for permission to conduct a test from the Eiffel Tower. He was finally granted permission in early 1912, but when he arrived at the tower on February 4 he made it clear that he intended to jump himself rather than conduct an experiment with dummies. Despite attempts by his friends and spectators to dissuade him, he jumped from the first platform of the tower wearing his invention. The parachute failed to deploy and he crashed into the icy ground at the foot of the tower. Although it was clear that the fall had killed him, he was taken to a nearby hospital where he was officially pronounced dead. The next day, newspapers were full of the story of the reckless inventor and his fatal jump – many included pictures of the fall taken by press photographers who had gathered to witness Reichelt’s experiment – and a film documenting the jump appeared in newsreels.

VIDEO.

”Darter closeup” by Erik Veldkamp

earth-song:

How much heavier would we be if we carried water around the way this insect does?

What if the fluid was lemonade?

What would happen in a dust storm?

Reblogged 1 month ago from earth-song

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Source: earth-song

What’s so great about…

1. Why do you think people say this is so great?
2. List what makes it “outstanding?”
3. What would you do differently?

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