Reflection: Coherence Are We Going Bananas? - Section 3: Sharing Our Data


I felt a little unsettled with the ending of this lesson. If I were to do it over, I can't decide if I would save the line plot part for a math lesson on the next day to integrate relative science data. That way, I would teach the line plot better. I felt it was messy on my SB. It felt like I was trying to do too much today! That happens to the best of us! So much to cover and the desire to integrate as much as possible can sometimes get away from us. It usually happens to me in the spring. Here we are. It's spring. 17 days left of school!

But, the benefit of this ending was twofold. One: The data was interesting and students could see another way to communicate numbers. Two: The numbers themselves helped students to think further about the constants and about the variables in the lesson. I loved a question a student had about why the cold bananas had such a range of temperatures. It seemed that the cold bananas were getting warmer. This led to discussion about how heat travels from warm to cold. We surmised that the banana warmed up because of the heat from people's hands. We knew the only way to be sure that the temperatures were the same was to measure cold and hot at the same time so the banana is handled once. But, that would waste a lot of food! So, to my surprise we got a range of 8 degrees. 

  Ending With a Line Plot
  Coherence: Ending With a Line Plot
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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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