Give notes to students: students write new information in input column of paper, reaction to/reflection on new information in output column in notebooks
-- Produce food
-- Carry water, minerals, food between roots and leaves
-- Support plant
Anchor plant in ground
-- Absorb water and minerals from soil
-- Store food but DO NOT make food
-- Absorb water and nutrients from large area
-- Same size; grow long but not thick
-- Grow straight down
-- Grows thicker as it stores food for plant
-- Absorbs water and nutrients from soil
Putting it in action:
Form a plant and its environment using yourselves (your bodies).
- Your flower should have these parts:
sunlight, water, soil, root(s), leaf (leaves), stem
- Each person needs to be able to explain his/her role as a part of the plant or its environment.
-- Model: I am the _______ and my job is to _______ for the plant.
Students write their own scripts, then practice what they will say while presenting. Students should go through their routine at least once before presenting.
Each group presents at the front of the classrroom. The order of students presenting will go from the lowest part of the plant/environment to the highest part of the plant/environment. Before starting presentations, discuss characteristics of a good audience.
Fill in your output column. What did you learn today? What did you find interesting? What was cool? What was confusing? What do you need to look at again?