Reflection: Developing a Conceptual Understanding Learning about Landforms - Section 4: Modeling


When creating this unit and the next one on earth changes, I was uncertain how to arrange the topics within these two units.  I decided to start with having the children learn about what land and water forms were and to define each one.  Thus I really wanted them to understand what the vocabulary terms were before we went further in depth.  

When we were reading the book Introducing Landforms today it all made sense.  When we were reading, the children could relate what they had learned previously in this unit to what they were reading.  It was like a lightbulb went on.  For example, when we were reading about volcanoes, they immediately linked their thinking to the volcano YAKiT that a partner team had created.  They also were excited that they knew the definition from when they wrote them in their flap book.  It all gelled together perfectly!  The sequence of lessons was logical and I think helped the children develop a conceptual understanding of the land and water forms.

  Sequence of Lessons
  Developing a Conceptual Understanding: Sequence of Lessons
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Learning about Landforms

Unit 6: Water and Landforms
Lesson 6 of 10

Objective: SWBAT collect and analyze information by finding the main topic of pages in a scientific text.

Big Idea: Landforms come in many different shapes and sizes. We can identify the main topic of a paragraph to help us understand them more clearly.

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Science, landforms, water, Land
  65 minutes
introducing landforms
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