Using Concept Task Cards
Using Concept Task Cards for Science
Concept task cards develop the habit of mind for teachers and students that science topics transcend multiple concepts. Oftentimes, we focus on the topic of learning and may miss opportunities to squeeze more learning out of a lesson from a conceptual viewpoint.
The overarching themes addressed include Models, Systems & Interactions, Change, Energy, and Patterns & Properties. Consider a single topic you teach? How many concepts might be related?
The overarching themes addressed include Models, Systems & Interactions, Change, Energy, and Patterns & Properties. Consider a single topic you teach? How many concepts might be related?
Concept Task Cards PK-8
5 Ideas for Using Concept Task Cards
1. Pass the ring of cards from student to student. Each student makes a connection between the topic and the concept without repetition.
2. Write a summary of our learning today use 3 words from the word wall and one connection to a concept task card.
3. In a small group, determine which concept task card best fits today's topic and be ready to justify your decision. Share out across each group and determine one card the class comes to consensus on.
4. Use a sentence stem with a card for differentiation. For example, Today's investigation is like a model because....
5. Early finishers in lab? Have that group select a card, or select one for them and ask them to summarize their learning and connect it to that card, or multiple cards.
Bonus especially for our PK teachers:
6. Use them to ask prerequisite questions. For example, a child builds a tower of blocks and you ask them how the "tower" is like something in the real world. (building background for Models)
Words of Wisdom from Your Peers
We use concept task cards when we work in groups on an investigation or hands-on experience. We find connections and answer questions as groups and discuss them as a class. They are great half-sheet sized CTC in the curriculum resources that fit perfectly in our science journals!
-Brittany Chapman, 3rd Grade, Bransford Elementary
We used them in the video booth. Students get to choose a specific topic related to the unit (ex: solutes & solvents) and then use a task card to relate it and explain how it's related.
We also do them as quick checks at the end of or in the middle of a mini-lesson (such as turn and talk).
-Christina Hayes, 5th Grade ASPIRE, Glenhope Elementary
In the classroom, I taught them at the first of the year as a thinking tool. Throughout the year I connected every big concept to them. The students would overlay them as a reflection tool. By mid-year, they would fluidly choose the task cards that best fit the learning as a reflective tool. They had pictures of them saved in their drive and they could choose to use a sketch up app to respond or they could create reflection videos answering the questions. I found that some students would go deeper when they could express themselves in a video reflection. I also used them in conferencing to pull out misconceptions or facilitate deeper discussions.
5 Ideas for Using Concept Task Cards
1. Pass the ring of cards from student to student. Each student makes a connection between the topic and the concept without repetition.
2. Write a summary of our learning today use 3 words from the word wall and one connection to a concept task card.
3. In a small group, determine which concept task card best fits today's topic and be ready to justify your decision. Share out across each group and determine one card the class comes to consensus on.
4. Use a sentence stem with a card for differentiation. For example, Today's investigation is like a model because....
5. Early finishers in lab? Have that group select a card, or select one for them and ask them to summarize their learning and connect it to that card, or multiple cards.
Bonus especially for our PK teachers:
6. Use them to ask prerequisite questions. For example, a child builds a tower of blocks and you ask them how the "tower" is like something in the real world. (building background for Models)
Words of Wisdom from Your Peers
We use concept task cards when we work in groups on an investigation or hands-on experience. We find connections and answer questions as groups and discuss them as a class. They are great half-sheet sized CTC in the curriculum resources that fit perfectly in our science journals!
-Brittany Chapman, 3rd Grade, Bransford Elementary
We used them in the video booth. Students get to choose a specific topic related to the unit (ex: solutes & solvents) and then use a task card to relate it and explain how it's related.
We also do them as quick checks at the end of or in the middle of a mini-lesson (such as turn and talk).
-Christina Hayes, 5th Grade ASPIRE, Glenhope Elementary
In the classroom, I taught them at the first of the year as a thinking tool. Throughout the year I connected every big concept to them. The students would overlay them as a reflection tool. By mid-year, they would fluidly choose the task cards that best fit the learning as a reflective tool. They had pictures of them saved in their drive and they could choose to use a sketch up app to respond or they could create reflection videos answering the questions. I found that some students would go deeper when they could express themselves in a video reflection. I also used them in conferencing to pull out misconceptions or facilitate deeper discussions.
- Julee Vorachard, STEM Instructional Technology Specialist, Cannon Elementary
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