Presenting the Patterns: Collaborating and Creating
Lesson 15 of 16
Objective: SWBAT describe a pattern in the sky.
In the previous lesson, students chose a pattern and worked with a partner to write key details about the pattern. Students drafted posters, and as a class, we evaluated the posters. In this lesson, students create final drafts in preparation to teach others about patterns in the sky.
This lesson aligns not only to the NGSS Space standards for first grade, but also to Common Core Writing Standard 1.2 Writing an informational or explanatory text. Explaining scientific reasoning and communicating information (in this case, through a poster), meet the NGSS Science and Engineering Practices #6 and #8 as well.
Options for student products may include:
- iPads, laptops, or other available technology
- Poster paper, crayons and markers
- Comic Strips
- Blank lined paper to write songs
Warm-Up (The Launch!)
In the previous lesson, students evaluated one another's draft posters. In today's warm-up, I review many of the changes and adjustments we made the previous day. I review the anchor chart we made showing the poster components.
Friends, yesterday when we reviewed our posters, we had many suggestions for one another in order to make our posters even better. Some of us needed to add color, or pizzazz, some had drawings that didn't help us understand the pattern. Today, you will create final posters and be able to add any changes you thought would make your poster even better!
Then, I added a sense of purpose by providing students an audience.
One of the reasons we are making posters is to teach others. We have two choices for teaching others. We can invite another first grade class and teach them, or we can create videos and teach the whole world about patterns in the sky!
The idea of presenting their work to others was highly motivating!
While I play a transition song, students get their Main Topic graphic organizers, any materials they need to make a poster, and find a place in the room to work. Many students choose to work side-by-side with their partner from the previous lesson.
During partner work-time, I circulate to assist, refocus, and check-in to make sure students are making progress towards the goal. I always begin with the same statement:
Tell me about your poster.
Here are additional some questions I might ask:
- What changes are you making from yesterday?
- Why did you include ___?
- What else are you planning to include?
- Have you considered adding ___?
The peer review process we used in the previous lesson was incredibly powerful. All students came away from that exchange with purposeful ideas about how to improve their individual posters. Here are some videos, where students show me (and you!) their posters from the previous day as well as the changes they are making on their final drafts.
Students will not all finish their posters at the same time. To allow for this, I get out my classroom bin of space books and large laminated space magazines from past years of Weekly Reader subscriptions. Students are able to read independently or with a partner about other space topics that interest them. I am also prepared to give any students who do not finish additional time to complete the poster as their "morning work" on the following day.
In this video, I go over some of our final posters.