Biology Essay

Teaching Strategies: Use the rice or sand to hide the objects, with the spoons and magnifying glasses have the kids look for the leprechaun’s gold, or find four leaf clovers.

On Tuesday, May 24, 2016 I observed Mrs. Megan Mayer and her kindergarten class at Roosevelt Elementary School. When I got to her class, they were preparing themselves to go to the school garden and learn about fruits, and planting. For this activity they partnered up with another kindergarten class right next door. With the two classes we all walked outside to the back of the playground where Roosevelt has a miniature garden. Between both of the classes there were three groups, A, B, and C as well as three sections of the garden activity. One group would sit down with the other kindergarten teacher Mrs. Peterson and they would draw what they had learned in class previously, another group would go with a different teacher who worked at the

“ There are your radish seeds everyone.” Said Mr. Susick. The whole class looked around at each other with a blank confused face. It was the first day of junior year in my English class. Mr. Susick started talking about how our first assignment would be to grow radishes. We were all thinking, how in the world does gardening relate to English class. I had heard about this project from previous juniors but none of them said what the real reason was. All Mr. Susick said was that you need to let the project teach itself and get into nature. He left us with one bit of information along with the requirements to start. The main goal of the assignment was to extract your own universal truths. For the first time in English class,

Starting off this lesson, we will ask the students what they had for dinner the night before. We will write down some of the food on the board for the class to see. We will then ask the class if these are foods that a plant could eat. We will then explain that plants cannot eat the same food we eat but they have their own food. After explaining that plants cannot eat the

Rita, Lella, and Cathy wanted to study how materials can fuel ideas and thinking. To begin their investigation the ladies warned their student’s parents that their children would be requesting materials to

The class activity that demonstrated this was the labeling, locating, coloring the flower structure and its reproduction.

Melinda takes art class and they are doing a project throughout the year. She was assigned trees and had no idea what to do with that. Since she didn’t know what to do so she just drew and drew trees because she

The first music seed strategy I chose was the Energizer/ Warm-up Musical Memories. This strategy has students listen to descriptions of sounds with their eyes shut. Students are prompted to create images in their mind that coincide with these sounds. After plenty of time has been allowed, ask students to describe or write the images that came to mind. This fosters visualization, because the student has to create images in their mind. These images help further comprehension. The student is given time to reflect on descriptions of sound, and given a safe space to explore their knowledge. This image creation also helps with retention, because when the student hears the sound the image will then come to mind and vice versa. The connection between

Before I explained what was happening are before they had started I asked each child to go get an apron and put it on , then I explained to each group of the five children that they had to do different types of flowers showing small ones and tall ones, I did an example for them by drawing a daffodil I started of by showing them the stem I drew it with the small skinny brush then I used the thicker brush for the petals of the flower, after showing the children an example they caught on to the activity and they enjoyed completing it when their picture was completed I then got them to place it on the drying rack and I called up the next group and completed this whole progress over again until each child had completed their activity.

For Show and Tell, I used the display we had put together on Planting. We planted seeds with the children as part of a Maths experiment to see how tall they would grow and be able to measure in cm's and inches. Children estimated the plants end height and recorded the information. Our Science lesson covered, talking about plants, bugs, bees and the environment. We use a similar ICT programme whereby the children send

Presentation: How will the teacher present the experience? The teacher would have to give instructions and help the children color the marshmallow and sort them according to their size. Then after several attempts the teacher will become part of the group

A full time educator, Torguson works during the summer for the Medford Opportunity Program. An in-house school for at risk youth in Medford, Oregon. As he was to work with students studying biology, Torguson decided to do more than just have the students plant seeds and watch them grow while making note of environmental conditions. A social studies professional, Torguson designed curricula around history and geography as well as science. A major component was to reach out to “famous” places around the country asking for “dirt” samples.

My students will create their own Natures Notebook out of donated notebooks given to the school or I will provide them given the income status and if the student’s families can afford one. I will start the Natures Notebook with a PowerPoint describing what the project is, how it will be graded weekly and why it is important. For the observations, we will take 20 minutes at the beginning of class to go outside and observe, write what we observe and in the class that will lead us into our unique lesson plan for the day. At the end of the lesson, students will have 5 minutes to make a prediction for the next day.

METHODS/PROCEDURES: In the beginning of the experiment, pea seeds were used in order to perform the experiment. It was extremely important to acquire good, dry, and viable seeds so the process of germination could occur. A handful of these healthy seeds worked best in assisting the experiment. The seeds ability to germinate was a vital information needed to determine the outcome of the experiment.

*I was in sixth grade in math class checking my homework when someone asked Mr. Nichols what all of those tomatoes were for. He told all of we could eat one. Cora and I looked at each other and we knew both of us hated tomatoes but we said let’s try them anyway.