Reflection: Relevance Are We Going Bananas? - Section 1: Engage


While the opening of this lesson had nothing to do with cold blooded animals, I thought it was important for students to understand where and what a banana is as we work to understand specialized parts of plants and animals. I think this short video clarifies that bananas do not grow in Wisconsin and magically appear in the store. This connects our model to the real world in its real context before we use it as a model. I have learned over the years that I need to be careful about assuming that my students know small common information. I always need to understand the level of cultural exposure, knowledge and day to day interactions my students have so I can adjust science lessons accordingly to help enrich their thinking and engagement. I look for that hook and then drive my instruction from that!

  Food Awareness
  Relevance: Food Awareness
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Are We Going Bananas?

Unit 7: Animals: Structures and Processess
Lesson 5 of 13

Objective: Students understand the trait of what it means to be cold blooded.

Big Idea: Using bananas, students measure temperature after the banana has been exposed to heat and cold in order to understand what it means to be "cold blooded."

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1 teacher likes this lesson
Science, bar graph, temperature, Cold Blooded, trait, Agricultural science, banana, adaptation, structures, adaptations of animals, animal
  55 minutes
free bananas
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