Reflection: Student Feedback Quick or Slow? I've Got To Know! - Section 4: Research


When creating this lesson, I was trying to have the students work on the science standards and tie-in some ELA standards as well.  However, I did not know the impact that this lesson would have on boosting the students' learning of text features.  It stood out to me within the first few minutes that this lesson was an unexpected tie-in to the year long learning that my children have had with text features.  Previously, we have learned about the features and practiced using them, but this lesson was different.  The children discovered how efficient using those text features were organically on their own when the need arose, not because I was telling them to use them.  It's like a light went on for them of how important and how convenient the table of contents and the index are for finding information quickly.  And we all know that if they discover things for themselves, they will more likely remember the information.  In the words of a student, "It's like was easy!"

  Student Feedback: BOOM! It was easy!
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Quick or Slow? I've Got To Know!

Unit 7: Earth's Changes
Lesson 17 of 21

Objective: SWBAT use information from several sources to provide evidence that Earth events can occur quickly or slowly.

Big Idea: Earth changes can happen quickly or slowly. The students will work in teams to stake a claim about these changes and then use texts to find evidence to prove their claims.

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quick or slow changes
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