One of the science units in grade 3 is ‘Watch it Grow”. In this unit students explore parts of a plant and their function. One of the concepts that present the most difficulty for students is the process of Photosynthesis. They can sing the Photosynthesis song but demonstrate little understanding of the process.
| Generate: | Teacher Strategies/Guidance: -Teacher activates prior knowledge by asking students what plants need to grow and survive.-Have students make a list-Why do you think all these things are important to plants?Pose the question:
-How do you think plants get food?
-Compile a class list of reasons from the ideas on the google doc
-Show video clip to motivate students. Ask students what the relationship is between what plants need to grow and survive and how they make food. -Teacher provides background content Animals cannot make their own food, but most plants can. Green plants use the carbon dioxide in the air to make the food that makes them grow. How do you think they do this? What do you think plants need besides carbon dioxide? Have students make a prediction in response to question. -Have students share predictions and justify their reasoning. |
Technology used:1 Laptop per group of 4 students, google doc(enables the revision of work easily and can be put up for the class to see when students are justifying predictions)
Video clip 22 seconds (activate prior knowledge and motivate) http://www.teachersdomain.org/resource/tdc02.sci.life.stru.photosynth/
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| Evaluate: | Students explore how plants make through a hands on experiment: Watch a plant make food
Students record observations and answers to teacher’s questions.
Teacher asks Questions of students during the activity
-Direct students to explore website |
Google doc
http://www.harcourtschool.com/activity/science_up_close/512/deploy/interface.html (simulations help students visualize abstract concept of what actually happens inside the plant) |
| Modify
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-Ask students to revisit their predictions and in light of information gathered incorporate their new information. -Ask students to re evaluate the relationship between what a plant needs to grow and survive and how a plant makes food. | Google doc (Ease of use for revision of work.) |
Questions/Answers from the discussion forum
Now would you show the entire clip or stop it in parts to ask questions and encourage discussions?(Jasmeet)
I would show the full clip at the end after they had finished their exploration, stopping after the first clip to get their feedback after their exploration and then finish the clip for further discussion to gage the difference in their understanding of photosynthesis after the lesson.
I am wondering (not having any experience with the target age group) if students in grade 3 can properly understand invisible gasses? Do they actually understand enough about air to conceptualize plants taking in one component of air and releasing another component, or is this knowledge that has no application for them, and so get lost quickly?(Maurice)
Your question is a good one and the crux of why this concept is so difficult for them. The use of simulations to show the process helps and we also spend a chunk of time talking about air pollution which reinforces the invisible gases concepts. Because this concept is so abstract I think grade 3 students leave with a beginning understanding that they can draw upon when they revisit the topic in a later grade.
There are different technologies employed in each phase. What affordances do the particular technologies have for that particular phase? (Samia)
In the Generate Phase technology is used to activate prior knowledge, a visual to motivate and the google doc is used for ease of revision of student thinking, understanding.
Technology chosen for the Evaluate Phase is to help students visualize the process through the use of simulations.
In the Modify Phase technology chosen makes revision of work easy for students. The google doc makes editing and revision quick, and easy.