Reflection: Adjustments to Practice Investigating Food Webs in the Biomes - Section 4: The Classroom Flow: Sharing Out

 

For many years, I had a well meaning administrator who cautioned me that spending time drawing was really a waste of students' time and what they really needed in order to succeed on our standardized tests was more drill/practice with science vocabulary.  I understood his intent but I still wasn't sure if the advice was right.  I went to a neuroscience and biology conference soon after and listened to a scientist discuss how we construct and recall memories and he made a point of repeating multiple times that our major way of doing these processes was through visual images.  I was really struck by this concept and as a result began to use sketching in our biology classes on an almost daily basis.  Images give students a frame from which to tell the story of what they know.  They also prompt vocabulary recollection and are a great review tool both for students in solo study sessions as well as for students working in peer groups or with a teacher as a question and answer prompt/guide.  Graphic representations also invite students to go back to them over and over, either at home or in the classroom when they are posted in prominent positions in our shared space, and each viewing reinforces the visual as well as activates the verbal/text aspect of the work.  This project is in part an outgrowth of this philosophy and approach to retention, recall, and collaborative conversations for review.  I look forward to hearing the ways you use visual imagery to support student understanding.

  Diagramming for Understanding
  Adjustments to Practice: Diagramming for Understanding
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Investigating Food Webs in the Biomes

Unit 9: Unit 9: Energy, Ecology, & Classification
Lesson 3 of 7

Objective: SWBAT to identify the basic characteristics of the major biomes: aquatic (marine and freshwater) and terrestrial (grassland, tropical rainforest, temperate, and tundra)

Big Idea: Help students connect and compare the biomes through this engaging research and visual art activity!

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4 teachers like this lesson
Subject(s):
Science, terrestrial, aquatic, abiotic factors, trophic levels, Ecology, energy (Cellular Processes), Life Science/Biology, biome, Tundra, Grassland, temperate forest, tropical rainforest, marine, freshwater, Biotic Factors
  50 minutes
ocean square
 
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