Vegetative Organs and Plant Tissue! Today group 2 started their lesson plan on vegetative organs and plant tissue! Since day one is supposed to be direct instruction, this group focused mostly on a note packet. This packet was very short, colorful and fun looking so that the students didn't feel intimidated or shut down and not want to do it. Every page of the packet was a different part of the plant and they focused on one at a time. The transition between each page and each part made sense and was smooth because it all came together in the end. The parts of a plant are a very important part of science because we see plants everywhere. Teaching this topic in a 4th grade class is perfect because they are aware of that and know how important plants are. Aside from the note packet, there was a lot of hands out with diagrams on them. The teachers gave every student a personal plant to look at throughout the whole le...
Chapter 3+4 Reading this book was easy and fun After reading chapter three of the textbook Teaching children science: A discovery approach written by Donald DeRosa. The textbook states that " discovery is used as a way to engage students in the scientific process instead of them having to learn science second hand. By having students actively participate in the lesson they are able to gain a deeper understanding of what they are learning. In chapter 4, they state the difference between unit plans, curriculum, lesson plans. The textbook says curriculum as " a made-up sequence of units and lessons that address a prim ary subject"
Plant Classification Day 2 Although we had some technical difficulties, we made it out of out day 2 of plant classification. This lesson wasn't as straight forward as the indirect, and much harder to come up with an activity to do. But we created a fun activity for out inquiry. During today's class lesson we had f erns, coniferous trees, flowering plants, and mosses and liverworts at the different stations. We created a "What am I?" packet, and our students had to guess which plants were which. We also incorporated articles on every plant for the students to look at and use their own thinking to find new information about the plants that we didn't necessarily teach. We had more then enough time at each station for every plant and this gave the groups a chance to really think and read through the articles and discuss it. Overall, I think our indirect lesson very well, despite what some people said. ...
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