Reflection: Real World Applications What's in the Woods? Part 2 - Section 1: Engage


In order for students to master this standard and apply their knowledge to the real world, time was necessary. The first visit to the forest was when we had taken a walk to see the daffodils we had planted the fall before, and then we returned late in April to see how the flowers had faded, the ovary of the plant was larger, and forest floor plants had sprouted enough so that I could assist them in finding ones that I knew would change in interesting ways. The first set of data helped them understand how to think about how the plant would change. 

I wondered if they had ever noticed forest plants? How will this lesson impress them about how external parts change so drastically in such a short period of time? Will they be able to use their evidence to predict the growth of the plant and understand the external parts that help it survive. Making sure to introduce awareness of the plants growing around their tagged plant will lay the foundation for the last lesson so they can consider survival and that plants compete for space. Will they completely understand that the external structures of leaves, life cycles and flowers are key players in that competition?

  Using Time to Gather Evidence
  Real World Applications: Using Time to Gather Evidence
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What's in the Woods? Part 2

Unit 6: Plants: Structures and Processes
Lesson 10 of 14

Objective: Students use math and observational skills to understand the external and internal parts of plants that help them reproduce and survive.

Big Idea: We take our second journey back into the woods to find the plants we had tagged a week ago. At this point, students take new data to find out if

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Science, Science, Processes (Construction), Processes (Construction), plants, plants, recording data, wildflowers, forest floor, external specialized parts, reproduction and survival of forest plants, structures, bees
  50 minutes
umbrella plant
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