Reflection: Student Ownership What makes a leaf? - Section 4: Closing: Harvest


When teaching in the content areas, instruction can be enhanced by integrating the ideas throughout the school day. This increases excitement about the science content.

One of the ways I integrate science content and themes throughout the day's instruction is to reference it in our morning journal question. Every day, my students write a response to a journal question. At this point in the year-- April-- the message is incorporated into a prewritten morning message.  Since this unit has a Jack-and-the-Beanstalk theme, the journal question might connect to the text by asking something like, "Would you climb up the bean stalk? Why or why not?"

I choose to continue the science themes in our morning message to allow students freedom of expression about related ideas.  I find that this strategy of incorporating science throughout the day keeps students' brains actively thinking about our unit. This leads to more independent and collaborative research that students choose during our Daily-5 style reading rotations. Really, the point of instruction is to create curiosity and encourage students to pick up where the unit leaves off-- connecting science throughout the day accomplishes this!

Today, students had free-writing, a morning with no specific journal question.  Two students wrote letters to the class (our format for journals) about the celery experiment we completed earlier this week!

  Student Ownership: Connecting the unit to morning journal work
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What makes a leaf?

Unit 5: Plants: Parts, Parents, Patterns
Lesson 10 of 12

Objective: SWBAT describe leaves as external parts of plants.

Big Idea: There is something magical about a leaf, from the unfurling springy green to the bold colors of fall. Unlock the magic.

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4 teachers like this lesson
Science, plants, pattern, seed, leaves
  45 minutes
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