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Science Group Presentation

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Kathleen Clifford

on 25 May 2016

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Transcript of Science Group Presentation

Science Group
NJCSSS Standards
Bean Dissection Worksheet

K W L Chart

Group Discussions

Bean Dissection Worksheet
Vocabulary Cards
Enduring Understandings
Schedule for Ms. Barone's Class - Room 201
5.1.P.B.1 Observe, question, predict, and investigate materials, objects, and phenomena (e.g., using simple tools to crack a nut and look inside) during indoor and outdoor classroom activities and during any longer-term investigations.

5.3.4.D.1 Compare the physical characteristics of the different stages of the life cycle of an individual organism, and compare the characteristics of life stages among species.

5.3.2.B.1 Describe the requirements for the care of plants and animals related to meeting their energy needs.

Topic: Seeds and Plant Growth

1. Bean Seed Dissection
2. Plant Terrarium
Review of vocabulary
Overview of Activities
Student Objectives
Students will be able to:

1. Predict what the inside of a bean will look like.

2. Observe and record observations of what they see when they dissect a bean.

3. Define the different parts of a bean seed.

4. Construct their own plant terrarium

5. Identify what plants need in order to grow.

Materials Needed:
Soaked kidney beans
Paper plate, magnifying glass, forceps
Bean Dissection Worksheet

Activity Demonstration
Children's Learning
Importance of Planning
Inquiry-based learning and questions

Clearer connection between two activities

Easier vocabulary

Students' curiosity and excitement
Learning through exploring
Prior knowledge
Different learners
Personal Experiences
"One of best parts of this experience was seeing how eager and receptive the students were to the lesson. They asked great questions and definitely knew more than I thought they would.
I think they enjoyed creating and are excited to see their lesson literally come to life in their garden!" - Courtney
K W L Chart
Bean Seed Dissection
The Final Product
"A challenge for me was thinking of strong, inquiry-based questions during our activities. I think I felt a bit overwhelmed.

For me, I really learned that I need to take my time. As a teacher you are always aware of time, and it always seems to slip away from you, but if you rush to fit everything in, the time you do spend means nothing.

Overall, I was so glad to have been able to work with the children, as so many of my education classes do not offer the same opportunities. " -Brittany
"No matter how many times I step in front of a class to introduce a new topic of concept, I hope I always have that nervous feeling in the pit of my stomach. If I wanted to be bored during work, I would have become an accountant.
The lesson was a fun and exciting learning experience, not only for the students of the first grade class, but the graduate class as well."
"It was a great learning experience being able to take part in all the processes of planning, implementing, and reflecting of a lesson. I enjoyed interacting with the students and learning from them!" - Sharon
“This fieldwork experience surprised me. I was surprised by how much planning has to go into every lesson. I was blown away by how the students were engaged and eager to learn new things. During our discussion at the end, one of the students actually said “cotyledon” and I was shocked and proud-he got it. I learned a lot about how inquiry based lessons can be put into practice in the classroom.” -Kathleen
Brittany, Sharon, Courtney, Paul, and Kathleen
Full transcript