In the previous lesson, the children used several sources to find evidence that a natural event, such as earthquakes, volcanoes, or erosion happen quickly or slowly. They made a claim, and found evidence to back up their claim by looking in different books.
In this SERIES of 3 lessons, the children will use the information about Earth's changes to help them collaboratively work with a partner to create a presentation about quick and slow changes of the Earth. But before the children create this presentation, they will need to fill out a planning sheet. In the first lesson, they wrote an introduction and conclusion. In this second lesson, the children recall information (and supplement it with more information) to distinguish if Earth changes are quick or slow. Then they write how the event changed the land and other interesting information. In the final lesson, the children create a Google Slide presentation (or a Power Point) to share with others.
NGSS/Common Core Connections
In this lesson, the children are working with learning about quick and slow changes of the Earth and being able to distinguish between them, which is a standard in the NGSS. They also need to know that wind and water can shape the land, such as from glaciers or erosion. The children will be working on gathering information about the changes to create a collaborative presentation. They will be writing an informative text in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement. This is a great way to tie-in writing Common Core standards to the science standards since it is also a shared writing project.
To help review the changes of the Earth and get the children interested in making a presentation, we watch a Google Slide presentation called Changes of Our Earth. It's a great segway that helps connect what we have learned to what they will be doing.
Make sure to click on the "present" tab in the upper right hand corner of your screen. On the pull-down menu, click on "present from beginning" to begin the presentation.
For today's lesson, we are going to be writing down what they have learned about Earth's changes. In previous lessons we have learned about slow changes such as glacier movement, mountain formation, wind erosion and water erosion. We have also learned about quick changes such as volcanoes and earthquakes. The children will sort and combine all of their learning and put it into a visually stunning package--a Google Slide presentation. This writing will help children to organize their thoughts and ideas that they have learned. It will help them make sense of the world around them.
To help organize the information stated above, I have the children use a graphic organizer, Earth's Changes presentation planner. This organizer has an introduction, pages for them to write down information on quick and slow changes and then a page for the conclusion. In a previous lesson, they have written the introduction and conclusion. This lesson will focus on the "meat" of the presentation. To begin, I hand out the graphic organizer and explain and model it for the children.
First you need to write the name of the natural event. For my example I am going to write about glaciers. In the next column I need to distinguish the rate of change. So I would have to check the box that tells how fast the change occurs--quick, slow or both. Since I have researched in other lessons and have found out that glaciers move very slowly, I am going to check the box that says "slow."
For the next part I have to think how the event has changed the land. I remember that glaciers move slowly and change the land by creating lakes, rivers, hills and other landforms from our investigation using ice cube glaciers. I remember that the weight of the glacier and the pieces of sediment at the bottom help to carve out these landforms. So I would write down these things down.
In the last column it says at the top to write down any other interesting information. So you can write anything else that you have learned about the events. So I am going to think about other things I have learned about glaciers. I know glaciers used to cover most of the land. I also know that when pieces of glaciers break off they are called icebergs. So I am going to write these facts down.
I model an example on the organizer so they can see what is expected. I have found that when I model for them it naturally answers many questions that they might have. It guides them so they can see how to fill out the form. They get to listen to my thinking, which will help them to follow my lead.
At this point I answer any questions that the children have. They are very anxious to get started. My class loves any sort of project where they get to show their learning, since they have become so knowledgeable.
I have them pair up with their same partners as from the previous lesson. Then I continue with the directions.
Now it is your turn to show me what you know. You will need to fill out the boxes on this sheet with the information that you have learned. You should have at least 2 slow changes and 2 quick changes, but you may have more. If you need to look for any additional information, you may use the books that I have gathered about the Earth events that we have studied.
One of the students asks what happens if the change can be both slow and quick. I tell the class that both slow and the quick boxes may be checked, but you will need to write information for both.
The children are filled with much enthusiasm. They are so excited to show what they know by filling out the organizer (see student sample A and sample B). Part way through the session, a few children get up to look at the books to help add to their information. Most are content with writing what they already know. It's great to have the collaboration with a partner since ideas can be shared. As they are working I walk around and check in on the partner teams. I stop and talk to them to see how things are going and also ask them about the changes of the Earth to see if they understand the main concepts (see video clip).