说明

Teamwork, collaboration, and developing awareness of the importance of webs.

路线

• 学生站成一圈。 
• Start by saying, “I am the sun,” and throwing a ball of yarn to a student, without letting go of the end. 
• The student who catches the ball must name something that depends on the sun to live (e.g., a tree) by saying, “I am a _________.”
• Without letting go of the string, they throw the ball to another student, who must name something that is either dependent on or connected to the previous life form. 
• Whoever catches the ball of yarn continues to build the web of life until everyone has answered.
• Once the web is established, the Teacher places a beach ball or other soft object in the center of the web. Ask the students to move the object around without letting it fall, by moving their yarn around. 
• 反射： The whole group reflects on the key elements of a web as a system of support. You can close by posing the following questions: 
  • “How are you supported by the web of life?” 
  • “How is the web of life being threatened in your communities?”

过渡到活动

Ask students to form a circle. If needed, stagger the group’s transition with a strategy like, “Anyone whose name starts with a vowel, make your way to the circle.”

转出活动

“Travel back to your desk as the living thing you named as part of the web.”

课堂布置

Open space, or space around desks to stand in a circle.

支持/自适应材料/工具

• Big ball of yarn or twine.
• Beach ball or soft plushy (at least the size of a basketball).
• 学生可以站立或坐着。 
• 有精细运动挑战的学生可以将纱线绕在背后，而不是用手握住。
• 特定生态系统或环境的引导式可视化可能是一个有用的起点。
• 可以共享蜘蛛网的图像来指导他们的过程。
• 传球而不是抛球可以帮助视力低下或协调困难的学生。
• Students who are less verbal or nonverbal can fill in the blank by sharing a movement or shape without naming what they are. 
• Group brainstorming can support choice-making.

Possible Role of Classroom Professionals

• Participate in the circle.
• Act as “the wind,” helping the ball get from one side of the circle to the other.

远程教学的调整

Students can create a verbal/visual web throughout the virtual circle.