Reflection: Developing a Conceptual Understanding Day 1 - Salty Oceans and Fresh Water ... - Section 2: KLEWS Check-in and Question for the Day

 

The KLEWS chart helps me scaffold the difference between a claim ('learn' column on the KLEWS chart) and experience (observations) I can guide students to reflect on their comments to note what observations lead to their claims.

On the KLEWS chart I drew arrows to show what 'experiences' led to which 'learning'.

The KLEWS chart provides a vehicle for students to look metacognitively at their responses, helping them to identify observation statements from claim statements.



  Developing a Conceptual Understanding: Adding to the KLEWS Chart
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Day 1 - Salty Oceans and Fresh Water ...

Unit 4: Unit 4 - Surface Water and Landform Interactions
Lesson 6 of 18

Objective: SWBAT unpack a science question to develop a hypothesis and specific observation vocabulary, while exploring the differences between fresh and salt water.

Big Idea: Students make observations on how objects float in fresh water. They use these observations in the next lesson to compare fresh and salt water.

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Subject(s):
Science, erosion, landforms, water cycle, water
  100 minutes
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