Week 3 Life Cycles
What did you learn this week?
This week in lab we got to talk more about what makes something living. We discussed the difference between “dormant” and “active”. For example seeds are living, but they are dormant. They need the right conditions to grow and for the seed to germinate. I also learned different activities that could be used in my future classroom. This week we germinated lentil seeds and will be observing those next week. We also talked about the life cycles of animals and plants. Plant life cycles are all very similar, but animal life cycles vary between different animal groups (amphibians, reptiles, birds, mammals). We did an activity modeling the life cycle of a chosen animal with Play-Doh. My partner and I chose to do a shark! Finally, we ended class by planting our fast plants. This is to show us that under the right conditions, a plant will grow.
Which parts did you find clear and which were confusing?
Most of the class was pretty self-explanatory! I think I was confused about the difference between the fast plant activity, and germinating the lentil seeds. The two activities were quite similar. I am looking forward to discussing this further next week.
How can you apply what you've learned to your teaching in the future?
I can apply the activities to my classroom! Growing a plant is a really great way to observe a life cycle, and talk about what a plant needs to survive. I think it would be cool to tweak the activity a little, and have students begin to grow a vegetable. The model activity was also a great way to demonstrate a life cycle. Play-Doh is an easy way to model, and students can have fun with whatever animal they choose!
What did you learn this week?
This week in lab we got to talk more about what makes something living. We discussed the difference between “dormant” and “active”. For example seeds are living, but they are dormant. They need the right conditions to grow and for the seed to germinate. I also learned different activities that could be used in my future classroom. This week we germinated lentil seeds and will be observing those next week. We also talked about the life cycles of animals and plants. Plant life cycles are all very similar, but animal life cycles vary between different animal groups (amphibians, reptiles, birds, mammals). We did an activity modeling the life cycle of a chosen animal with Play-Doh. My partner and I chose to do a shark! Finally, we ended class by planting our fast plants. This is to show us that under the right conditions, a plant will grow.
Which parts did you find clear and which were confusing?
Most of the class was pretty self-explanatory! I think I was confused about the difference between the fast plant activity, and germinating the lentil seeds. The two activities were quite similar. I am looking forward to discussing this further next week.
How can you apply what you've learned to your teaching in the future?
I can apply the activities to my classroom! Growing a plant is a really great way to observe a life cycle, and talk about what a plant needs to survive. I think it would be cool to tweak the activity a little, and have students begin to grow a vegetable. The model activity was also a great way to demonstrate a life cycle. Play-Doh is an easy way to model, and students can have fun with whatever animal they choose!
Hi Isabel, I liked how you brought up growing plants in your classroom one day to observe the life cycles. I love plants and so I have also thought about bring plants into my classroom and I love the idea of tying them into my lessons. Thank you for your thoughts.
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