Reflection: Accountability What's in the Woods?: Part 3 - Section 2: Out to the Woods We Go

 

By the third time, students were comfortable with the procedure of measuring and observation. I noticed that with that comfort, I ran a greater risk of behavioral issues with some of my higher energy students. It wasn't that they weren't engaged, but they were comfortable. I held them accountable for their behavior by asking them to look for bits of trash to collect. This kept students busy while I helped others. I could have had them start to identify their plants on their website, but the outdoors was so beautiful and I wanted them to be more absorbed in the green of the woods than have their noses in their iPads. We could do that inside!

As I waited with two boys who were bored with waiting, I brought up my Merlin app on my iPhone. We turned our heads upwards to listen to a bird. I showed them how to use this app to identify the bird. Technology meets nature! It was a brown thrasher. Another one called from a distance as I explained they were marking their territories.  Any teachable moment in the outdoors needs to be grabbed to help them become more aware of their surroundings and keep them accountable for continual learning.

  The Third Time Around Changes Things a Little
  Accountability: The Third Time Around Changes Things a Little
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What's in the Woods?: Part 3

Unit 6: Plants: Structures and Processes
Lesson 11 of 14

Objective: Students are able to identify plants and the external parts that help these specific plants survive.

Big Idea: This last visit to the woods helps finalize the growth and change data students have been collecting as they learn to identify what plant they have been studying using their evidence and data.

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3 teachers like this lesson
Subject(s):
Science, plants, Processes (Construction), observing change, external plant parts, woodland plant, Conclusions, plant identification, structures, bees
  60 minutes
mayapple
 
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