Reflection: Checks for Understanding Exploring A River - Section 4: Sharing Our Pictures

 

When I ask students to tell me what they know about a river, some students will not speak in the large group, or they may have one idea that someone else mentions before them. I get a general idea of class understanding about the attributes of a river, but I do not get a clear picture of individual understanding.

When I ask students to write in their journals and tell 2 things they know about a river, and also to see if they can then use what they know to tell where the water might come from, I am checking for individual understanding.

A child who writes that a river has water in it and a river is made out of water shows only a limited understanding of a river. A child who writes that a river starts up in the mountains and fills up with rain and melted snow and then runs down the mountain into a lake shows a much stronger sense of understanding of what a river really is. I will want to provide additional experiences, through pictures and literature to support the understanding of the first child.

  Checking For Understanding
  Checks for Understanding: Checking For Understanding
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Exploring A River

Unit 3: Understanding Our Earth
Lesson 4 of 13

Objective: SWBAT identify where a river begins and ends

Big Idea: How does a river get its water and where does that water go? Is it fresh water or salt water?

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5 teachers like this lesson
Subject(s):
Science, wind (Weather), erosion, rivers, water, landforms
  43 minutes
a drawing that shows only limited understanding of the
 
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