Hacking The Textbook

About a year ago I wrote about how we might inject our textbooks with a little wonder.  Today I played with the idea some more with my grade 6 students.

I took a page from a dusty textbook:

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I snapped a photo of some key information:

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Then asked my students to think through some questions that they might have:

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We thought about the questions,  and we thinned out the list.  Which questions might you be able to answer with the information in the table?

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We took our refined list and got to work.

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To consolidate learning we took a look at the textbook page as a whole and compared it to our learning goals:

I can collect and organize discrete or continuous primary data and secondary data and display the data using charts and graphs, including continuous line graphs. (DMP)

I can read, describe, and interpret data, and explain relationships between sets of data. (DMP)

The textbook questions were definitely worth answering.  They contained valuable learning and deep curriculum questions; however, a problem is a problem when we see it as a problem.  Students will always care more about questions that they own.

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