Reflection: Pacing Erosion Expert Panels - Section 3: Setting a Presentation Anchor Chart


Encouraging my kiddos to take on the role of a scientist takes time. There are so many aspects to develop, taking observations, using the tools, writing a conclusion, and sharing and defending their claims, developing engaging discussions where students connect their new learning to prior learning, learning to see the patterns and develop next step questions ... to name just a few aspects. All this takes time, which I do not always have during my 'science' time.

So I am integrating aspects of science into my language arts block. Students learn how to write a scientific conclusion in writers' workshop and develop this skill when they write their lab conclusions.

In this lesson, the section "Presentation Workshop", could be taught during a language arts block. This would provide 'input space' for the kiddos. There is time to develop the 'presentation anchor chart and students have a chance to 'digest' this new learning.

Then during science we can review the anchor chart and students can move right into developing their presentations. Now the kiddos have time to carefully review observations and prepare and practice their presentations.


  TIME on My Side
  Pacing: TIME on My Side
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Erosion Expert Panels

Unit 4: Unit 4 - Surface Water and Landform Interactions
Lesson 12 of 18

Objective: SWBAT present their results and conclusions about their erosion station.

Big Idea: Students learn how waves or wind can change a beach or run-off can change a mountainside.

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Science, erosion, landforms, water cycle, water
  110 minutes
sand erosion
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