Reflection: Developing a Conceptual Understanding Seeds on the Move - Interactions and Energy - Section 3: Student Storyboard Time


Even though I modeled that one event happens on each page of the story board, "it has a beginning, middle and end", some students wanted the animal on the first page. The next time I do the lesson, for the first page. I will have the students imagine that we are zooming in on the seed like a camera or magnifying lens, to encourage just the drawing of the seed with the attributes.

For the 2nd page, some students wanted to draw the clouds, sun, but did not clearly show the seed being transported by the animal. I think if the directions were set up to draw the animal with seed first and then you can embellish the picture, would have helped to keep the students focus on the purpose of the storyboard.

Overall, students did a good job, breaking the seed dispersal method into 3 parts and showing the cause and effect. They had no trouble answering the questions.

One way to extend this activity would be to have the students record their work on 'educreation' or create an online cartoon.

  Developing a Conceptual Understanding: Storyboard
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Seeds on the Move - Interactions and Energy

Unit 2: Seeds
Lesson 4 of 4

Objective: SWBAT explain and diagram how animals help with seed dispersal and how a disruption in this symbiotic relationship could impact plants and/or animals.

Big Idea: And the players are: Seeds and Animals. Students consider the cause and effect of seed dispersal or lack of seed dispersal for plants and animals.

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