Reflection: Discourse and Questioning Tree-riffic!-Assesment - Section 1: Introduction


Our Tree unit provided me with an amazing discovery. There are resources all around us waiting to be used. I’m not just talking about the trees themselves (though they are lovely!), but more about the books, pictures, and people available waiting to be asked. As you saw from my reflections in these lessons, trees aren’t as simple as they seem. So, as questions came to me, I decided to search out people who know much more than I did about trees. The answers that I received not only met my expectations, but also gave me ideas for extending the lessons. In the world of trees- and Science- that kind of mind expanding instruction is a gift. Consequently, I worked to integrate this concept with the assessment. The discussions that resulted deepened the knowledge for the students as well as me. I wanted to review all of the things we learned about trees (parts, bark, shape, etc.) and apply the knowledge (paper, twigs, drawing) to record the elements of a tree that was meaningful to the individual students. Essentially, the more flexibility we provide re: the subject and the application, the more individualized the instruction is and the more meaningful it will be to the student. Ultimately, that’s what the students should remember and discuss..for many years to come.

  Deepen the Discourse
  Discourse and Questioning: Deepen the Discourse
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Unit 9: Tree-riffic!
Lesson 8 of 8

Objective: Students will identify and draw the parts of a tree.

Big Idea: What is a tree made of?

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Science, tree
  30 minutes
tree assessment image
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