Strategy Bank

Hannah Gillette
ELED 426
Level 1: Quizlet Live
 Why: Quizlet live is an excellent tool for recall because it is interactive and
results in high student engagement. There are a variety of settings and game-
like activities that ask students questions about the relevant content.
 How to use: The instructor designs the quizlet by typing in a variety of
information relating to the unit being focused on. They then choose one of
the activity options which then offers a code which students can type in on
their phones or laptops to join the activity. The class data and scores will the
show up on the board for the teacher to evaluate understanding.
 Modifications: A teacher could design questions and show them on the board
but have students raise their hand to answer. This allows more of a discussion
and reduces the amount of time spent on using individual screens. This could
help keep the students more on track as well as aids the teacher in assessing
where difficulty might be.
Level 1: Label Tribal Regions Map

 Why: Labeling and making sections of a mab help identify

tribal regions to reference and aid memerization of different
groups and areas. This is important to build deeper
understandings of indigenous people as well as compare
culture and lifestyle.
 How to use: On a map of the united states, have students
divide and label the different regions. They can also draw
different landscapes to signify resources which impacts how
different groups of people lived.
 Modifications: Instructors could make print outs of the
labeled section and guide the students to draw symbols for
the landscape for the activity to be more efficient and
straightforward.
Level 1:Flippity Quiz Show

 Why: This online tool is highly interactive and it involves all students in the
classroom. It categorizes information into groups of question which the students
can chose in order to earn points for a correct answer. This activity has the focus
of recall and can be used to review for tests or as a reminder of past lessons.
 How to use: The instructor copies the template and then writes questions and
answers for each item on the display. The teacher then groups students and shows
the game on a boad to have them select questions to try to answer them as a
team in order to win.
 Modifications: For an older group or more sophisticated group, the instructor could
have groups design the games and then present it to their peers. Creating the
questions helps review the content and practice meaningful production of
information.
 https://flippity.net/RandomNamePicker.asp
Level 1: Industrial Revolution Puzzle
▪ Why: This can be used to match different events in order to
recognize the change that had occurred as well as stating
creators and their inventions.
▪ How to use: The instructor can print out sheets of all the
puzzle pieces and then ask students to cut each piece out.
After the pieces are cut out, students should mix them up
and then match the event/inventions up.
▪ Modifications: Puzzle pieces can be color coated in order to
help students in the matching process. The students will still
have the opportunity to find the matches and review the
information, but color coating makes the activity more
straightforward.
Level 2: Canva Infographic

 Why: This tool gives students the opportunity to collect and display information.
This can be used for a variety of content areas and organizes information in easy
to read tools to deepen understanding of class information.
 How to use: Students can pick a layout option and then edit them to display
different pieces of data and information relating to the content. The infographic
can then be emailed or printed in order to share their findings with peers and the
instructor.
 Modifications: An instructor could provide the students with a list of information
and have students choose from the list instead of finding outside sources. This is
more time efficient and may help the students use accurate information from
reliable sources.
 https://www.canva.com/tools/Infographic-maker-
v1/?utm_source=google_sem&utm_medium=cpc&utm_campaign=REV_US_EN_Canv
aPro_Infographic_BMM&utm_term=REV_US_EN_CanvaPro_Infographic_Creator_BMM
&gclid=EAIaIQobChMIgoSes8fF5QIVyyCtBh1N8QnVEAAYASAAEgJyKPD_BwE
Level 2: Cause/Effect Thinking Map

 Why: Using a thinking map to relate events deepens

their understanding of the effects different points of history have
on eachother. For example, a student could discuss how the
Industrial Revolution increased consumerism which is impacting
our environment.
 How to use: The student writes the initial events in the boxes on
the left. They then write what that event evidentally led to
which points to the effects that this has made in the boxes on
the right.
 Modifications: If the chart is too complex, the map can be
modified to have less boxes. The student may need to only have
two boxes with a cause which directly point two two boxes
stating effects which eliminates the connecting event in the
middle.
Level 2: Office Timeline

 Why: Organizing information using a chronological timeline helps students

visualize the order of events and what led up to certain moments in history.
Using Office Timeline is efficient and accessible on laptops which makes the
information easy to share with others and refer to anywhere.
 How to use: On Office Timeline you can create a timeline online or through
powerpoint using different easy to use templates. The students can add titles
and order the events using different markers to track dates.
 Modifications: If the student does not have access to a computer or is not
efficient in typing, the instructor could print a template and have them write
the chosen events instead of using technology.
Level 2: Global Temperature Variation
Video
 Why: Using the video for comparing global temperature over the past 70 years aids
the understanding of climate change which could lead to making inferences of causes
of temperature change. After watching the video, conversations can be had about
how the map has changed in color based on the temperature as well as how
consumerism may be leading to this change.
 How to use: https://climate.nasa.gov/climate_resources/101/video-global-
temperature-variation/ is a video displaying temperature using colors. The students
can click the link to watch it after being asked to carefully observe how the colors
are changing and spreading. After the video, the class can come together to discuss
comparisons of temperature and climate change.
 Modifications: A teacher could print out pictures for every ten years instead of the
video to display the temperature visuals throughout the years without having the
students watch the video. The instuctor could do this if they think that the students
will have an issue processing the information due to the speed of the video.
Level 3: Global Footprint Network
(Ecological Footprint Per Person)
 Why: Comparing average footprints in different countries helps students
understand the impact that consumerism has on the environment and they can
also consider why some countries have a larger footprint than others. This is a
building block to connect different impacts of the environment and certain
similarities that countries have who have small footprints.
 How to use: The students can click on different countries to see how large the
footprint is as well as visualize which countries have the highest and lowest
impact based on the color coordination of the map.
 Modifications: The instructor could pick a few countries to compare and lead a
whole class discussion about why some footprints are larger/smaller. This
ensures that students are staying on task and is a more explicit way of teaching
the lesson.
 http://data.footprintnetwork.org/?_ga=2.183882022.1278390678.1572494967-
338996348.1572494967#/
Level 3: Ecological Footprint Calculator

 Why: Assess and compare your footprint to other countries and peers to help
comprehend the impact that students have on the environment. Depending on
different ways of living, students will be able to assess how large of an ecological
footprint they have as well as compare to peers' results. This activity sparks
conversation about consumerism and different shared living habits that increase
the size of footprint.
 How to use: The students click the link to fill out a survey about different habits
including eating, style of living complex, and transportation to obtain the result of
how large their footprint is.
 Modifications: An instructor could guide a discussion about what causes an
ecological footprint to be larger and have students answer questions verbally. The
students would then be asked to line up based on who they think has the largest to
smallest footprint.
 https://www.footprintcalculator.org
Level 3: Glaciers Then and Now

 Why: Students hypothesize what glaciers will look like in 20 years based on
researching the history of climate change and glaciel melt. This activity aids
students to infer how rising temperatures will impact ecosystems, daily living,
and climate change.
 How to use: Students will be asked to look at different glaciers and compare
the pictures over the span of fifty years. Students will then be asked to
sketch a picture of what they think the glacier will look like in 20 years based
on the progression of climate change.
 Modifications: Instead of hypothesizing individually, the instructor can guide a
large group discussion and write possible inferences on the board. After
producing a group list of ideas, students could individually draw their
pictures. This modification aids the thinking process to deepen
understanding.
Level 3:Venn Diagram Indigenous Regions

 Why: Using a venn diagram to compare two indigenous regions or groups can
help student understand how location or groups of people impacted daily
living and culture. The information is also easily organized in a visual to see
the diffences and similarities.
 How to use: Ask students to pick two regions or native groups and compare
them in two overlapping circles. They can use a template or draw it on sheets
of lined paper.
 Modifications: This could be done in a large group if there are only two
specific regions being focussed on. The teacher could draw the diagram on
the board and ask for students to contribute knowledge to create the visual.
Level 4: Shark Tank Industrial Revolution
Pitch
 Why: The students deepen their understaning of inventions, inventors, and
the imporance of it to The Industrial Revolution. Students create a sales pitch
of the invention to introduce it to peers in a presentation. They will have to
connect different concepts of both consumerism now and the relevence of
the invention in the time period it was created.
 How to use: Students individually apply their knowledge of The Industrial
Revolution in order to create a sales pitch of the invention. The students need
to explain why the invention is crucial and should be introduced to the
market.
 Modifications: If a student is non-verbal or struggles presenting, they could
write a letter pitching the invention as if they were the inventor writing to a
newpaper asking for them to advertise for them.
Level 4: Diorama of Native American
Regions and Living Spaces
 Why: Designing a diorama of Native American regions or living spaces deepens
expands their knowledge of traditions, impacts regions have on culture, and
the daily habits of indigenous people. The acitivty is an engaging way to have
students show their creativity and interact with the content.
 How to use: In pairs, students are asked to create a diorama of either a style
of living space or the landscape and living habits of a region. They need
to write a paragraph each to describe why they chose to add certain details in
their display. After the students have created the diorama, the class will do a
gallery walk to observe the work of their peers.
 Modifications: A student could also draw a diorama if the instructor wanted
this done in class. Materials for a diorama can be messy or expensive, so a
teacher could ask the student to draw the scene and then explain it in two
paragraphs.
 Level 4: Creating Totem Poles
 Why: Designing a totem pole on this website is an interactive way for
students to understand the imporance of storytelling and symbolism
of totem poles. The website allows the students to create their own
totem pole based on different animal symbols which represent
different attributes. This is a unique way to engage students and
excite them about learning about Native American culture.
 How to use: Students can click the link provided below to access the
online tool. They can then use the down bar to see the different
options of symbols. Once they have clicked on the symbol the
meaning of it and a larger image will appear below. The finished
product can then easily be printed to show to peers to compare the
different meanings people have chosen.
 Modifications: This activity can be modified to have students draw
totem poles on paper. The teacher can offer a key of different
symbols and their meanings and have students choose five to draw
and explain why they chose them.
 https://mrnussbaum.com/totem-pole-maker-online
Level 4: Oral Story Telling Stones

 Why: Students deepen their understanding of the importance of storytelling for

indegenous people. They use their knowledge of the history of storytelling to
create their own story to tell. The story should carry meaning and give insite to
cultural attributes in order to resemble a story that is like indegenous peoples.
 How to use: Students draw on a rock something that is linked to the story they
create. Pictures and symbols are very important to indegenous people because
they help tell and honor the story. The students present their story while the rock
is passed around to students.
 Modifications: The insructor could read a story from an indegenous group and ask
students to design a rock. This reduces the amount of writing if the age group is
younger while still conveying the importance of stories and their meaning.
 https://www.pinterest.com/pin/675680750316430698/