![]() I often ask pairs and groups to share one way in which they are alike, and one thing that made each student unique. When students finish, you may want to have them share with the class what they have learned about one another. ![]() It can help to write suggested topics (favorite foods, hobbies, talents, number of siblings, pets, etc.) on the board and circle around to prompt students as they work. Keep in mind that some students will begin conversing without much prompting, while others will need a little support. ![]() Students note ways in which they are unique in the area where the circles don’t intersect. Neither the beaver nor the duck are a platypus, therefor there is no platypus. Neither the beaver nor the duck have a keytar, therefor no keytar is shared. For example, webbed feet would be a shared attribute of a beaver and a duck. Venn Diagrams represent shared attributes. In the space where the circles intersect, they write the things they have in common. This actually isnt how Venn Diagrams work at all. Partners and groups of three talk about themselves- their interests, families, backgrounds, likes, and dislikes. To begin the activity, ask each student to write his/her/their name just outside of one of the circles. I have either drawn the circles myself to photocopy or found Venn diagrams online. The sections of the pie will show things like how much time students spend in math class, doing homework, playing sports or watching television.After I tried having students draw the Venn diagrams themselves, I found that giving them copies of pre-made Venn diagrams works best because it is tricky to draw intersecting circles with spaces large enough to write. Step 3Ĭonstruct pie charts to show the breakdown of certain things, such as how much time students spend on certain activities each day. Make bar graphs to show the results of a survey the students conducted or to show how many sunny, windy, cloudy and rainy days that have occurred over the past month. Math Diagrams Step 1Īssign students to make diagrams to explain math concepts you're covering in the classroom. Use the picture as a way to determine what students already know, or use it as an end of the unit assessment to determine if they've learned what you wanted them to. Step 3Īsk the students to label each part of the picture you've given them. For example, remind students that without a stem, a flower wouldn't survive. Tell the students that labeling a picture helps them learn about the different parts that make up a whole. Give students a picture of an item that has several parts, such as a picture of a flower or the human body. For example, for desert and arctic, students will write things such as barren landscape. Instruct students to fill in the area of the circles that intersect with the similarities between the two. For example, if the students are comparing the desert and the arctic, they would write things like hot weather and little rain on the left side and snowy weather and lots of precipitation on the right side. Step 4Īsk students to share ways that the items are different, and have them write these in the areas of the left and right hand circles that don't intersect with each other. For example, compare and contrast the desert and the arctic or items that sink and items that float. Select items that are age and grade-appropriate and that focus on something the students have been learning in the classroom. Step 3Ĭhoose two items to compare and contrast. Tell students that the intersecting circles represent the similarities and differences between two things.
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