I ask students to sit on the meeting place rug to start a new science lesson on clouds.
Sitting on the meeting place table are many books about clouds that I have checked out of our school library. This also includes any books that I may have about clouds. You could also go to the public library and check them out if needed.
I also have the iPads available for this lesson.
In the pocket chart, I have included word cards with the names of the types of clouds that my students will be learning about.
Next to each word card will be the names of the students broken up into groups. Each group is going to learn about the type of cloud they are assigned and then present to the rest of the class.
Note:This lesson will require extra adult supports (at least 4)
An adult will need to be assigned to each group in order to guide the students on their research of the type of cloud they are learning about.
The adult will help with reading content aloud to the group, helping them with search engines on the iPads, etc.
This is an opportunity for students to engage in the Science and Engineering Practice #8 Obtaining, Evaluating, and Communicating information. The students can describe which images should be collected as part of their research for their poster about a specific type of cloud.
I tell students that they will be responsible for teaching the class about their cloud. I give each group a box of markers and a poster board. I tell them that they can create a poster to help teach this information.
I try to have an extra adult so that I am not stuck to one group and I can be walking around and observing what kind of information they are collecting to help them create their poster.
When students are finished with their projects, I bring the group back together at their tables to get ready to listen to each group present their posters.
I have the students teach these because I feel that when a student or group of students has to teach others about something they have learned about they are more engaged in the teaching and the learning of the information. This also empowers them to share their science knowledge with others around them.
I remind students that when students are presenting, they need to be a good listener. I refer to our Good Listener chart to help them remember what that looks like.
Each group will get up and present. The adult that was helping the group will also be a part of the presentation. That adult can guide them and ask them questions as needed.
To close the lesson, students will create a cloud chart of their own in their science notebooks. This is a way for students to record what they have learned about each type of cloud. It is also a great way for me to assess their understanding of the content.
As students are filling out their chart, I will also be filling one out under the document camera to model and to help keep my ELL and students with special needs on task.