To begin this lesson, I ask students to get out a lined piece of paper and begin by folding it into fourths. We then are going to label each square of our notes. Each square will hold different notes specific to our learning. The boxes are labeled: 1. Know! This is every thing that you already know and connects to our schema. 2. New, this is a spot for notes that tells us anything new. 3. Connections, these are any connections that we can make between what we have learned and the video. 4. ? and Wow! This is for any questions we have after watching the video and any facts that amazed us.
I explain each box as they label them. I review and ask the class to tell me what kind of notes go into each box. This is also a good time to review that notes do not need to be complete sentences, they need to be our ideas so that we can share and use them for later.
Now they are ready to watch the movie. I used a Bill Nye movie on electricity that we have in our library. Students will now watch and fill out their newly created note graphic organizer. I walk around and watch to see how students are adding information. My hope is that because it is review that many items show up in the know and that they begin to ask questions as they watch. There will always be new information, and I hope that they will ask questions and discuss it with the class afterward.
Videos can give students more information on specific subject than class time will allow. For this lesson, we are reviewing energy and how it relates to electricity. The video goes over many things we have covered and reviews what they have learned through hands on activities. Students can use this method anytime they watch a video to compare their own learning with the facts from the video. It also allows students to then pick out new information to either develop their curiosity from or to continue their learning of specific content.
When the movie ends, I give them time to complete their notes by adding information. It is tricky to keep notes and watch at the same time. After a few minutes, I randomly place students into pairs to share their notes. I want to give them the opportunity to discuss what they saw with a peer first before we have a class discussion. This builds confidence and they also use the vocabulary in an authentic setting.
When we finish with peer discussions. We will then move to a whole class discussion. I want them to try and add to each others ideas as they discuss. I also want to push how the information presented can help us review our learning.