Studying Our Earth Day 1
Lesson 3 of 8
Objective: SWBAT identify and research one natural event that changes the face of the earth.
The purpose of this lesson is for students to research a natural event, decide if it occurs quickly or slowly and to think about what changes the event brings about in the natural world.
I prefer to have students gather research over the course of 3 days, of about 25 minutes each. This allows me to provide input and support for students who may be struggling with the task. It also allows me to provide additional resources as needed.
The final presentation can be done as a Prezi presentation (Prezi.com). These presentations are easy for students to do and allow them to bring in pictures from the internet. The students can type in their information, add pictures and create a finished presentation. It will take about 30 - 60 minutes for students to complete these presentations using computers or IPADS.
This lesson support 2 ESS1-1 which reads, "students will use information from several sources to provide evidence that earth events can occur quickly or slowly."
I begin the lesson by asking students to read the I Can statement with me. It says, "I can research one natural event and explain how it changes the shape of our earth." I say, "what do you think natural event means?" I take student suggestions. I am hoping that someone will think of a volcano, or a huge storm, or a tsunami, etc. If no one does, I will build upon what they have said, to try to move them towards one of these things.
I then say, "you have figured out that a natural event is something like a hurricane, or a volcano, or a tsunami, etc. Each of these is a natural event, many that are weather related, that can cause great changes to the natural world. For the next few days, you will have the chance to research one of these, to see how it happens, and to find evidence of the changes it may have caused. Then we will create Prezi presentations to share our findings with the class."
I invite students to come and sit on the rug. I have 2 books with me. One is fiction and one is nonfiction. They are both about volcanos. One is "Amazing Facts About Volcanos," by Dan Jackson, and the other is "Vacation Under the Volcano, Magic Tree House Number 13," by Mary Pope Osborne.
I say, "I have two books here about volcanos. One is fiction and one is nonfiction. I can going to read you a little bit about volcanos from each book. I want you to decide if this is new information for you, or something you already know. I read about what causes a volcano from the Amazing Facts book. I read a quick excerpt where Jack and Annie are arriving in Pompeii. I ask students, "what did you notice about the two books?" I let them share their thoughts. I ask them, "what new information, if any, did you hear in the two books?"
After students have shared, I tell them that today they will be picking a topic and looking for new and interesting facts about one natural event. They are going to look for how the event occurs and also, the results of the event.
I read a quick excerpt from the facts book about the results of volcanos. I say, "this is what I would write down on my information page."
I take questions and comments and then ask students to return to their desks.
Doing The Research
I set out books from the school library on volcanos, tsunamis, hurricanes, earthquakes, blizzards, etc. I begin with only 3 books about each subject so that only 3 students will have the same topic. I call students up one group at a time, to choose a book to begin their research. I hand them an information sheet that they can use to gather facts.
I have students look at the top of the information sheet. It asks for them to label the event at the top. It then suggests areas of information that they might look for including how the event occurs, where in the world it might occur, what causes the event, results of the event and interesting facts. I tell them that when they create their presentation they will have one section for each of these areas.
I have students use their first book on the first day. On the additional research days I provide additional resources such as internet sites, additional books, Scholastic News articles, etc. for students to use to gather information.
I provide assistance to any student who may be having trouble gathering information. I provide reading support and ask questions to help them think about what they have read.
I suggest to students that they gather 8 - 10 facts about their event and how it changes the earth.
At the end of each research period, I review what students have gathered and read several of their entries to give other students ideas of things that they might want to look for tomorrow.
I review each student's work after class so I can conference with them on the following day.