What's With That Crazy Nye Guy? Weathering One More Time! Day 1

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Students use video to supplement their knowledge and show understanding through a group presentation.

Big Idea

Students grappling with understanding effects of weathering on the Earth's surface benefit from this video as they jigsaw their new information to prepare for a group presentation.

Bill Nye: That Great Science Guy!

30 minutes

There's lots of good ways to use video in the classroom to help students with understanding of concepts by supporting them in being responsible for the the new information in some way. I found that this Bill Nye Video was the perfect solution to exposing them to more information about weathering.  I showed the video to the whole class, while absent students watched it at home on their iPads. I asked  them to take notes in their notebook and list all the things they never knew prior to seeing the video.

When the video was done, I stopped and asked if there were places that they wanted me to back up to and go over in case they could not take the notes fast enough. We discussed a few questions they had about weathering and the movie. They all agreed they really liked it and got at least 10 new bits  I sent them back to their desks to review their notes quietly to get ready for the next part of the lesson. I roved the classroom and checked on each notebook, and then passed out the Presentation Guide, placing one on the center of the grouped desks. ( My students sit in teams of 3-5).

I told them I would give them one more minute and we would stop to hear directions about what was next.

Appreciating Our Teamwork Skills

20 minutes

I brought up the Presentation Guide on the Smartboard as they looked on together, and explained each part of it, telling them that they would have the opportunity to work in desk teams. I explained that the first question would help them understand that each of them could share one thing that they thought was important to know from the movie. Then, the second question helped them see how that teams sometimes have like minds and that they needed to look for main points that they shared. Then, I told them that they would be working only on step one and two today. 

Students began to work with a whole lot of energy behind. They watched and waited as each one took a turn writing in their ideas for number 1. I told them to really read over their own notes and be sure to write down anything they thought was the most important even if it was the same idea that another team mate shared.

Then, as the second question was worked on, there was more collaborative noise! A level of energy blossomed and I heard wonderful discourse about similar ideas. They were excited when they found another team mate who shared the same important points. I liked this example of team collaboration in finding shared important points. As they worked, I roved and stopped by each table group to listen to their conversations and to guide the process if needed. No one was off task! I asked one group to explain what is the same that they were listing on their Presentation Sheet. They finished up their papers and I told them that the third item would take another class period to finish and that we would finish tomorrow. I closed with telling them what a good job I thought they did in collaborating with one another. I pointed out that I saw respected behavior as well as focused work. I told them how much I appreciated the experience of watching them work today.