Bird's Eye View

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Objective

SWBAT create a bird's eye view diagram of their stream system. SWBAT identify landforms in their stream model.

Big Idea

Bird's eye view drawings show the landforms in a stream system.

Warm Up

10 minutes

I begin this lesson by asking a few students to share their drawings of the stream table that they completed in the previous lab on their erosion and deposition lab worksheet. I select student drawings that show both a side view and bird's eye view of the stream table. I create a t-chart on the white board with bird's eye view on one side and side view on the other. I ask students to list the benefits of using each type of drawing to share information. Some sample benefits for bird's eye view drawings are that bird's eye view give picture of both the stream and its surroundings and that bird's eye view drawings make it easier to identify landforms. Some benefits for side view drawings are that they are quick and easy to draw and that they show elevation.

Student-Conducted Lab

40 minutes

Next, I inform students that they will be creating bird's eye view drawings of the streams that they created in the previous lab. To create the stream table drawings, I ask students to cover their stream table with a sheet of plastic and to secure the plastic sheeting with a rubber band. I provide each student group with four dry erase markers that they can use to create their drawings. I also distribute a copy of the bird's eye view lab worksheet. I review the procedures for the lab and provide time for student work. A photo of the students' completed bird's eye view lab work can be found here. A video of the students working together to create a bird's eye view drawing can be found here

Closing

10 minutes

To close the lesson, I use the strategy of a 'gallery walk' to allow the students to view the work of their classmates. I ask each student group to chose a presenter who will stay with the drawing and explain the group's bird's eye view drawing to their peers. I then ask all other members of the group to rotate to the next table and take a look at their neighbors' drawing. I provide 2-3 minutes for the students to view the drawing and ask questions of the presenters. Then, I ask student to rotate to the next table. I continue 2-3 minute rotations until the student have had the opportunity to view all of the drawings.

A photo of all student drawings hung on our classroom wall can be found here