Writing An Informative Piece On A Living Thing Using A Tree Map

Students observe and record some of the structures of a crustacean, the crayfish, and compare it to other organisms. They establish a feeding and maintenance schedule for the organisms. Students investigate crayfish behavior and map where the crayfish spend time within their habitat. Through readings, organism cards, and a video, students learn about adaptations of organisms in different environments. Students engage in an outdoor simulation activity to explore food chains.

Teaching is not merely about methods used and material presented in the classroom, but about shaping students’ lives to help them construct a firm foundation for a successful future. I desire to teach my students basic life skills as well as challenge them to set and reach their highest goals.

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

The educator and learner are both vital to the learning process in order to perform new ways that enable them to see the real world as their field of experience

Explain how you plan to apply to your lesson planning on exploring water and gardens to each of the four (4) aspects of Learning Outcome 2?

Teacher will provide information to students though visual and auditoria using the smart board to explain the prompts.

[ ] In order to build on the children’s understanding and content knowledge, lesson one’s purpose is to engage the children through making a prediction based on the text, pictures, and title. Lesson two builds on the language and literacy by continuing with using the mentor text, “Fancy Nancy” and using the rich academic language associated with the central focus of predictions. For example, each lesson has a distinct objective in which the activities are built on but all three lessons build on each other by incorporating similar academic language and literacy. The children start out in a whole group setting and are actively engaged through discussions and sharing activities. The children are then scaffolded into independent reading and activities to assess their understanding of the content objectives. They then use their prior knowledge and rich vocabulary to successfully complete the objective of each lesson through verbal discussions, independent work, and physical movement. In lesson one, the children are actively engaged through participating in a gallery walk. This gallery walk is done with the children’s table groups and encourages community and social interactions. During this activity, the children will work together to activate their prior knowledge of predictions and record through writing what they

Lesson Plan: Show the entry event, write down the essential question, do inquiry, set the deadline, answer some questions, let them do research, make blueprints, we will do check-ins every day except the last 3 days we will give them time to do work instead of doing check-ins, try to do journals at the end of every day, after done with research give them materials, let them make a plan, let them build farm, after everyone done with the farm they will present them in front of everyone and explain how a farm works in the presentation, the teachers will grade the

Dr Grisham spoke about how great it would be to observe the growth of a tree of life from its ancient base to the tips of its million modern branches just what we might see? Dr. Grisham stated may be single cell creatures or animal life, aquatic plants and animals modern mammals evolving from tiny rodent creatures. Dr. Grisham then stated a question that she believed many students might ask- that is why there are so many different types of living things? We then joined Ms. E Abraham in the science studio. The young mind (students) where presenting their ideas of what is a species. Many interesting definition was given however, the narrator commented that the children seemed to understand that species is a way of grouping animals. Dr. Grisham noted that all the children used external appearance as their main strategy for classifying things.

As a class we will go over the different situations and students will be sharing how they rated the situations. Students will then discuss why they rated the situation the way they did. I will ask questions during our discussion. I will then end the lesson with a discussion and explaining to students what we will be learning next.

Botanicals are an appealing way to introduce science to children while pleasing and engaging the senses. At all ages, it is important to orientate children towards native plants and wildlife. Learning about the importance, function, and preservation of native species not only teaches science concepts, but also encourages environmental stewardship. The Botanical Gardens walking and hiking trails are an opportunity to exercise while studying diverse flora and fauna. In addition to nature education opprotunities, Chicago Botanical Gardens has model train exhibit.

The Walk): While walking around campus, I noticed multiple organisms that can easily be observed for this particular assignment. My main focus this week was around Sequoia and Humboldt, since most of my current biology courses were located there. The early morning walks allowed me to observe the diversity on campus and my surroundings. Throughout my walk, I noticed many trees as well as different size mammals, humans, birds. The most interesting and common organisms that I have seen on my walk would be the multiple numbers of squirrels and the dogs that were roaming around with their owners. The squirrels on campus differ from sizes, color, activity and how they decide to gather food. Quickly, the squirrels with gather what they need and

The video that was played at the beginning of the lesson also promoted self-motivation for students because it enabled their own curiosity, for what exactly unicellular organisms look like and some of their characteristics because we can’t see these organisms with our own eyes. The majority of the students had not seen these types of organisms until that day on the video, so it was an eye-opening experience for them. The video promoted their curiosity and their self-motivation to

Active engagement occurs in the classroom when a teacher makes the connection between teaching and learning through pedagogy. The choice of pedagogy must see fit with the content of the lesson which in return will assist the teacher in constructing a more meaningful and supportive learning environment where students’ are more willing to participate and be actively engaged. The most important skill in pedagogies is relating the learning experience to real world situations in which students’ can relate too (Churchill et al., 2011).

All students have a different learning style and can benefit from hands on or real life activities in the classroom.