P

P.W.I.M.

P.W.I.M. (Picture, Word, Inductive, Model) is designed to teach reading, writing, and language structures. It supports students development as independent readers and learners.

Polar Bear on Ice

Process steps:

The class participated in two different P.W.I.M. sessions.
The first session utilized a picture of a "polar bear" (see below).
The picture was "popcorned". During "popcorning", the students share their ideas on what the picture contains.
Comments that involve inferences are recorded with a question mark. Comments that involve emotions are grouped together. Factual comments are grouped together.
The class was asked, "What motions are involved with this picture?". Comments recorded (see below).

The four forces of flight terminology were incorporated in the following way:

Force Discussed	Sample Student Comments
Thrust	The polar bear ran across the ice and slid.
Drag	The polar bear was slowing down due to friction. Note: This concept required additional prompting with a visual display of one teacher pulling another as the first teacher resisted.
Gravity	The polar bear's weight caused it to stay on the ice. Note: This conversation brought up the concept of how gravity is affected by a planet's mass.
Lift	The polar bear stood up.