Reflection: Homework That's Not a Plant, It's a Weed! Discovering Functions of External Plant Parts; What Makes a Plant a Plant? - Section 5: Closure and Homework


Student Data. This student's  Educreations Video sample has been done on my iPad for convienience. Instead of setting up the student accounts, I will each student's work on their own iPad in a conference. This conferencing is a week long process that takes place during language arts. (They also can choose to show it on the Smart Board if they want to share their work with the whole class. Then, I meet with them after their sharing.)

I like how she connected the garlic mustard with images as she combined understanding of the "garlicy" smell could be a deterrent to insects. She is starting to make some connections to the understanding of that as survival for that plant, but does not connect any of the external parts to its survival. She notes that there are other "weeds" around the plant, not noticing that there are more garlic mustard plants or connecting why there are so many in that spot. She notes the length of the root system, but does not connect the idea that perhaps that strong root system is why it prevails in its environment. She could predict the seed dispersal well. She did not completely master the whole standard yet.

 I need to reteach her when I sit an conference with her and help her understand better what I mean by how external parts help that plant survive so well in that area. I will show her my example of my video again and point out where I did that. While she clearly can identify roots, measure and comment on the size of the roots,the shape of the leaves and flowers, she needs more exposure and practice to thought process. It is part of the transition we will see as NGSS is implemented. As an instructor of 4th grade science, I think understanding that there will be this transition is key to the success of the student. For now, I must design lessons and instruction that support the transition. I think the video was an excellent way to assess her level of understanding because she can watch it again after she has grown and see the difference in her thinking. It is a good tool for supporting the transition.

  Homework: Student Sample
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That's Not a Plant, It's a Weed! Discovering Functions of External Plant Parts; What Makes a Plant a Plant?

Unit 6: Plants: Structures and Processes
Lesson 4 of 14

Objective: SWBAT identify external structures of plants and describe their function.

Big Idea: Using data and prior knowledge, students use Educreations to explain their observations, measurements and understanding of various plant's external parts and how they help the plant survive in its environment.

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Science, plants, Observational Learning, Processes (Construction), Language Arts, adaptation and structure, structures, bees
  60 minutes
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