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


Students were very interested in knowing more about poison ivy and so I emailed the site that is included in the lesson for your information. It's a good site. I would avoid the Poison Ivy. org. It looks good, but when you get into it, there are inappropriate and rather graphic photos that don't suit our needs. 

The lessons that extend from this lesson about researching one plant really amazed me. I didn't think they would be so interested. But, when I reflect upon how science has been taught through NGSS, they are starting to think more deeply, be more curious and this email below reflects one student's growth in this area!

Student Email

My Response

  Coherence: Questions Upon Questions
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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
Science, plants, Processes (Construction), observing change, external plant parts, woodland plant, Conclusions, plant identification, structures, bees
  60 minutes
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