Reflection: Coherence The Daffodil Project Part 1 - Section 4: Closure


Watching my students research, read, develop their understanding of main ideas in the text and then using their sketches to deduce which direction the bulb would be planted was a joy. I saw them struggle to figure out which way the bulb went when they started to sketch. Some students didn't think to look at the illustration while they were sketching their bulb. Eventually, team mates helped them and guided them to look at their web page.

Asking them to deduce which direction the bulb went in the ground was a satisfying proof of their understanding of the reading, the bulb itself and their drawing. They were able to apply evidence, knowledge to what they would need to do to plant the bulb properly.

  Applying Evidence to Problem Solving
  Coherence: Applying Evidence to Problem Solving
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The Daffodil Project Part 1

Unit 1: Thinking, Writing, and Observing Like a Scientist
Lesson 9 of 10

Objective: SWBAT identify specialized parts of a plant that help it survive.

Big Idea: Students study how a daffodil bulb is specifically designed to weather a long cold winter because of specific adaptive parts.

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33 teachers like this lesson
Science, student centered gardening, community
  55 minutes
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