Hiking the Canyon: A Teacher's Tale

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Objective

SWBAT hike with the teacher as they adventure into the Grand Canyon and use their knowledge of how the canyon was formed to understand the presentation.

Big Idea

Some field trips are just not likely to happen and one way around this is to bring personal adventures to the classroom. Students are more likely to be engaged knowing that you took the pictures and can then explain their learning as they enjoy your experi

Review of Learning

10 minutes

Before taking students on the virtual hike, students need to review what they might be seeing. I start by asking the class to explain how erosion, deposition, and weathering shaped the Grand Canyon. Students can use their science journals to help them spark their memory. To help them remember, I prompt them by asking students to explain the three causes and how they know this shaped the canyon. 

Sharing Through Pictures

10 minutes

Our student teacher hiked the Grand Canyon and camped at the bottom for three nights. She took lots of pictures and explained that these opportunities to share a real experience should not go to waste. I asked her to present the hike in pictures to the class so that they could take their knowledge of earth's systems and changes due to natural causes, to a real life level. She prepared a Powerpoint to share and walked the class through her adventure. As she did this, I asked the class to point out signs of erosion, weathering, and deposition. They now have a visual for their learning. 

Observations and Ideas

10 minutes

Together, we led the class through a discussion. I asked the class to explain more of what they saw and to try and connect to what we had learned. Students could explain how the processes worked and could then connect what they were seeing in the pictures. To further their thinking, I asked them to turn and talk with their partner about the picture they learned the most from and why they learned what they did.