Structure Learning with Essential Questions
Lesson Objective: Introduce units with engaging questions
All Grades / All Subjects / Planning

Thought starters

  1. What makes a successful question?
  2. How could you use "essential questions" throughout a unit?
  3. What is the effect of asking a question rather than stating an objective?
12 Comments
I like this video, because the teacher start out using high interesting question, then the student get involved immediately and they was motivated.
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Question should pull students in, much like a topic sentence should pull the student in. The fact that this teacher include vocabulary that they can bring home and have a discussion about their day using their new vocabulary is a sure ice breaker when trying to get a discussion going at home. Kids should challenge parents as well.
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An essential question must be a high interest question and something that they can be directly related to. I like having questions that students can relate to or have an interest in because they are more willing to be engaged. We can use the questions throughout the unit by having a daily one based on what is being taught for the day so the students know what to expect.
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I liked the Essential Question being something so basic as "Why do we use a Helmet when biking?" Students can relate to the subject being taught because it's part of their every day experiences.
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Love, love, love the object lesson with the egg!! My fifth graders would love it as well and it would click with them. Good job!!!
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Transcripts

  • [00:00]
    Interviewer: Pretty much for any unit that I teach I want to start with an essential question. The

    [00:00]
    Interviewer: Pretty much for any unit that I teach I want to start with an essential question. The essential question needs to be a very high interest question, and it needs to be something they can directly relate it to.

    When we studied chemistry at the beginning of the year our core question was, “How can I make new stuff from old stuff?” When we studied astronomy our question was, “Are we alone in space?” These are just big picture questions.

    Thinking about why do I need to wear a helmet when I ride my bike.

    In this unit our question was, “Why do I need to wear a helmet when I ride my bike?” We’re exploring the ideas of force in motion.

    We’re modeling that collision using an egg. Somebody remind me why is an egg a good thing for us to use when we’re doing this model?

    Interviewee: It’s a perfect model because it’s the same as our skull. It’s hard in the outside, but it’s soft in the inside.

    Interviewer: It’s just something where right away we can kind of pull them in, give them something that they’re familiar with to talk about.

    Interviewee: The momentum the cart had transferred to the egg.

    Interviewer: I want them to think of science as something that they can do, and something they should think about in their day to life. I don’t want a theoretical discussion to remain theoretical. We need to have the theory, but really I want them to be putting everything that we’re talking about into their day to day context.

    If I give them that framework they’re much more likely to go home—in fact they’re extremely likely to go home and talk to their parents about what they did today. What I’m really hoping is that they’re excited about what we’re learning, they’re understanding the scientific concepts and that they’re gonna feel comfortable practicing using the vocabulary.

    [End of Audio]

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KIPP San Francisco Bay Academy
1430 Scott Street
San Francisco CA 94115
Population: 363

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Mike Rettberg
Science / 8 / Teacher

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