Reflection: Developing a Conceptual Understanding Bears of the Pacific Northwest - Section 6: Elaborate

 

The morning of  the lesson, I employed a strategy that we use readily in my school district to reinforce and teach vocabulary.  I had my anchor chart ready to go and when the children walked into class that morning, it was the first part of our learning that took place.  

I asked the children if any of them had ever heard the word, "adapt?" before.  No one raised their hand.  I told them I would write an 'H' on the chart with a zero next to it.  That would signal to all of us that no one knew the word.  

After this, I asked the children how they dress themselves when in snows? They shared that they put on warm snow clothes.  I further asked, why? They continued to explain that they do this to stay warm.  So I asked, is this how you adapt to the cold weather? I saw many smiles, the children understood quickly what I was implying.  

I shared that this what it means to adapt.  Reiterating, it is a how you or anything changes to survive. We wrote this explanation on our chart.  When I asked the children how could act this out, I was met with some blank stares.  I had already thought about something we could do on the chance that the children would not have any ideas.  With leading on my part, we decided to put our hand over our face and move it down.  While on our face was a smile, but when our hand reached our chin, it would be a frown.  Not the best example, but it did make the point that it was a change.  

Every time the children heard the word during the day, they would stop and make the sign.  It becomes the 'word of the day.' 

Each time through out the unit that a new word is introduced, we add it to the chart.  We discuss it's meaning, look up it's definition and develop a signal that will help all of us to remember that meaning.  

  Developing a Conceptual Understanding: Vocabulary
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Bears of the Pacific Northwest

Unit 4: Unit 4- The Alpine Mountain Environment
Lesson 8 of 9

Objective: SWBAT gather information from grade level text and share that information in a scientific format.

Big Idea: Knowing what is important information and relevant to research is not always an easy task. Once that information is gathered, how do you share it with other scientists? This lesson practices both of these skills.

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Subject(s):
Science, Mountains, bears
  90 minutes
bears
 
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