Reflection: Developing a Conceptual Understanding What do Plants Need to Survive - Section 4: Explain


Table talk can be really helpful in allowing students to share their understanding. It is also great for allowing the students who know the answers to tell the rest of the table what they know. But, for me it is a great time to assess what my students really understand. It seems the consistent thing is for one or two students at a table of four to begin talking at the same times, so there has to be a discussion prior to the lesson. I usually say that if somebody starts talking then just wait until they finish, or if you start at the same time just let one person go first. 

The other issue is that somebody always brings prior knowledge to the table, or it could be they are building upon things we learned in other lessons. This can be good, because they are making connections, but it can also be bad if the students are talking about things unrealted to the needs of the plant. This video shows one student bascially all the things the plant needs, and the other students seem to get away from evidence presented in this lesson. I bring them back to the lesson with the simple question, "Did we learn that in this lesson?"

  Developing a Conceptual Understanding: Table Talk
Loading resource...

What do Plants Need to Survive

Unit 4: Plants
Lesson 4 of 8

Objective: SWBAT determine the basic needs of plants.

Big Idea: Engage in a lesson that lays the foundation for future lessons in designing solutions based on the external features of plants.

  Print Lesson
2 teachers like this lesson
Science, ELA
  60 minutes
bean plant
Similar Lessons
What's in a Name?
1st Grade Math » Inch by Inch, Paperclip by Paperclip
Big Idea: Students love to work with each other's names! In this lesson, students put their names in order from shortest to longest. Then students practice putting sight words in length order.
New Orleans, LA
Environment: Urban
Amanda Cole
Day 5: Looking At A New Plant
1st Grade Science » Writing Like A Scientist
Big Idea: Students will be given a new plant and asked to compare it to their original plant and record their observations in their science journals.
Waitsfield, VT
Environment: Suburban
Thomas Young
Getting to Know Cendrillion
1st Grade ELA » Comparing, Contrasting, and Determining Theme in Multicultural Cinderella Stories
Big Idea: When you think of Cinderella you think of the Disney version. Today we are going to the Caribbean and learning about Cinderella from the Caribbean perspective.
Knoxville, TN
Environment: Urban
Valerie Gresser
Something went wrong. See details for more info
Nothing to upload