This post is part of a series from our grade 6 Mapping Inquiry
Post 1: How do you transfer a 3D form to a 2D space?http://www.heidisiwak.com/2013/10/class-61-begins-inquiry-world-cafe.html
Post 2: My Students "Invent" Topographic Maps http://www.heidisiwak.com/2013/10/mapping-as-problem-to-solve.html
Today we took time to:
1: Consolidate learning.
2. Use the language of the discipline to create a coherent explanation of the work we've been doing in mapping.
3. Identify misconceptions.
I used accountable talk as the entry point.
Students were given a sheet of vocabulary that we had been using as we activated schema, solved mapping problems and constructed knowledge by viewing videos of projections and exploring atlases.
Students worked in pairs, cut the words up and then built connections. They were required to speak in sentences using the vocabulary to explain mapping concepts. This was a fantastic opportunity for me to hear which students were confidently using the vocabulary in the right context, which students "kinda got it", which students were confused and which had misconceptions that needed to be corrected.
Finally, students worked individually to write explanations of mapping.
Post 1: How do you transfer a 3D form to a 2D space?http://www.heidisiwak.com/2013/10/class-61-begins-inquiry-world-cafe.html
Post 2: My Students "Invent" Topographic Maps http://www.heidisiwak.com/2013/10/mapping-as-problem-to-solve.html
Today we took time to:
1: Consolidate learning.
2. Use the language of the discipline to create a coherent explanation of the work we've been doing in mapping.
3. Identify misconceptions.
I used accountable talk as the entry point.
Students were given a sheet of vocabulary that we had been using as we activated schema, solved mapping problems and constructed knowledge by viewing videos of projections and exploring atlases.
Students worked in pairs, cut the words up and then built connections. They were required to speak in sentences using the vocabulary to explain mapping concepts. This was a fantastic opportunity for me to hear which students were confidently using the vocabulary in the right context, which students "kinda got it", which students were confused and which had misconceptions that needed to be corrected.
Finally, students worked individually to write explanations of mapping.
This looks neat. Were the students doing "geography" i.e. examining maps before they had to use certain vocabulary? I believe that we need to do, talk then read to get a real understanding.
ReplyDeleteThanks for your comments Byron. As I mentioned in the post this was consolidation of learning. We activated schema, solved mapping problems and constructed knowledge by viewing videos of projections and exploring atlases. I've added links to previous posts so you can see some of what came before.
ReplyDelete