Presenting and Learning From Media
Lesson 5 of 10
Objective: SWBAT communicate their gathered information by presenting.
Watch the super short video for an activity description and to preview the resources.
Students will present their YAKiTs that they have previously made in this lesson. As they are presenting, the other students will listen and write down the definitions for each of the landforms. Then the students will make a flap book using these definitions and a matching picture of a landform. They can then glue it in their science notebook, if you are using them.
NGSS/Common Core Connections
As part of the NGSS standards, the children are expected to develop a model to represent the shapes and kinds of land and bodies of water in an area. The children will be learning about different types of landforms in this lesson that will help prepare them for this task. Also in this lesson, as part of the science practices, the children will be communicating their information that they have collected about landforms and sharing it with the other children. As a cross-cutting concept, the children will be learning about how some landforms stay the same while others change. Two of the Common Core standards are also part of this lesson. The children will use digital tools to publish writing in collaboration with peers. Also, the children will be describing key ideas from information that has been presented through media.
landform definition interactive notebook--1 set per student
Note: There are 2 versions of the Landform Definition Interactive Notebook. You will need to decide which version you would prefer. The first version is perfect for your children to take notes on as the YAKiTs are presented. But if prefer, the second set (form B) has the definitions pre-written. You might want to consider using this form for children who needs some extra support in written language.
As part of the science practices, the children need to communicate information. This is the perfect opportunity to do just that. They have collected information about landforms that needs to be shared with the other children so they can learn from it. I want the children to understand that the YAKiTs serve a dual purpose.
I bet everyone is super excited for science today! We are going to be watching everyone's YAKiT presentations. These presentations are just plain fun and a bit goofy, but they have a real scientific purpose. Who can tell me what we can learn from these YAKiTs? Why do you think we created them? Why is it important to watch everyone's YAKiTs?
I want them to voice the idea that we can learn from each other. The children only became experts at one landform, now they need the opportunity to learn about the other types of landforms.
Making Our Booklets
Before we start our YAKiT presentations, the children need to prepare two flipbooks. They will be taking notes from the presentations and adding them to these books. Cutting and folding the book only takes about 10 minutes, but coloring them takes a lot longer. Since I knew this would not fit within my allotted science time, I had to make adjustments (see reflection).
Today you are going to be presenting your landforms to the rest of the class. But remember that you are the expert in only one area. The other children need to learn about your landform and you need to learn about their landform. Remember when we were studying about animals and plants. What do you call that term when they need each other? (dependence)
I always like to bring back main ideas and concepts that we have previously learned to help bridge the new ideas that we are discussing. It helps them make connections across learned content.
Right, we depend on each other to learn all of the landforms. So we are going to watch everyone's YAKiTs. To learn the information that we need to learn, we need to be careful listeners.
To make sure that everyone learns the information, you are going to be writing it down. We call this taking notes. The most important part of the presentations is for you to take notes about the definition of each of the landforms. We will be making a flipbook in which you must match the definitions of a landform to the picture. In order to be ready to take notes for this, we must first make the flipbook. Then as the YAKiTs are presented, you can simply write down the definitions.
To make the flip books the first thing you need to do is to cut on all of the dotted lines. So you will cut around the entire outside. Then fold in the center, the "hot dog" way. Unfold, and cut each of the slits ONLY on the dotted lines. Repeat with the second page (see step 1 photo).
You should now have 2 booklets that have 4 flaps each (see step 2 photo). If I have 2 booklets with 4 flaps, how many flaps do I have in all?
I always throw in authentic math problems when I can. It gets them thinking that we use math in other places than in math class. Now they should have 2 booklets where you can lift the flap and under the flap are blank lines.
Notice how it is blank on the inside. You will need to fill the inside with a definition. We will be filling in the definitions as everyone presents their YAKiTs. We will be coloring our pictures at another time, since the most important part today is writing down the definitions.
Even though many times the teacher explains the concepts during this section, today the "experts" are going to be explaining the concepts to each other. They are using YAKiTs as a digital tool to publish their writing in collaboration with their peers.
Now we are going to be viewing each of the YAKiTs. We are going to watch the video twice. The first time we are going to watch it for pure enjoyment. Then we are going to watch it again to see if we can listen carefully and pick out the definition of the landform. Then we are going to write it down under the correct flap.
The children take turns presenting their YAKiTs. Here are some student YAKiTs for your viewing pleasure--coasts, mountain, hill and valley. These YAKiTs are so adorable and silly that I knew from the start that we would need to watch them one time just to get our giggles out, and then watch it again to gain information.
So the second time I expect the children to really buckle down and listen to gain content information. They are going to be responsible for describing definition from information presented through this media.
After we watch the video for the second time, we discuss the definition. Then the students write each definition under the appropriate flap. In this video clip you can see the class watching the YAKiT, for the second time, and finding the definition for it.
The kids are so proud of themselves for producing such a creative presentation. The whole class is so attentive! They are loving it and learning all about landforms. I bet they will remember these vocabulary terms for the rest of their lives! Who ever would have thought that learning vocabulary could be so much fun?
Here is a great video to review many of the landforms we have learned. In the video there are many different segments. You can watch the ones that you think your children need to review, or you can watch all of them. I am going to watch these at another time, since we are out of time today.
I want to wrap the lesson up by having a quick review of the purpose of our lesson.
We have learned so much today while having so much fun! What did you think of our YAKiTs? When we started the lesson, we talked about how these YAKiTs have more than one purpose. We knew we were going to have fun, but what else did we learn? Do you think you have learned from others? Were they effective?
I want the children to see how they can learn from all different sorts of media. We certainly accomplished that today!
I have the students glue their flap booklets into their science notebooks. I check to see that the students have written down the correct definitions for each of the landforms. Click here for a student sample. (Note: one flap on this book is flipped up so you can see how the child wrote the definition on the inside).