Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Topic:
First presentation: Stems and Vines
Second presentation: Flowers and Pollination
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Assessment Boundary: Assessment is limited to macroscopic structures
within plant and animal systems.
4. Setting
- tour of facility
a)
Projector
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Desk
s
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Computer
Table
b) Presentation
resources
Availability of food prep area- None.
AV resources - space available for visual teaching aids. There is
a projection screen with a computer stand, which is available for
PowerPoint presentations.
5. Day of week/ time of day for presentation
6. Duration
a) Attention span- The teacher reported that the students' attention span is
between 10-15 minutes. After 15 minutes, it is important to give the children an
activity or time to move around.
b) Conflict with other activities for population- This is during their usual
class time. Instrument lessons begin at 2:10; a few students leave at this time to
start this activity.
7. Marketing potential - whose responsibility- There is no marketing for
this presentation. It is exclusively for Staci's fourth grade class.
8. Budget
a) Will there be a charge- no charge
b) Funds to cover supplies- n/a
c) Cost of marketing- n/a
9. Best way/time to reach site contact for future plans
Email is the best way to reach Staci for questions and plans.
10. Write a community group focused PES statement based on your
assessment.
Food and nutrition-related knowledge deficit r/t lack of education on the internal and
external structures of plants and animals that function to support survival and
growth AEB requested plant lifecycle education presentation.
C. RESEARCH AND PLANNING (how, who, and when the process of your
work):
1. Meeting Dates
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First Presentation:
https://rhsgpproject6.wikispaces.com/Seed,+Flower,+Plant+Structure
http://www.rabbitsabc.com/stem.html
http://www.pumpkinnook.com/facts/anatomy.htm
https://prezi.com/7wtnsc8468ng/pumpkin-growth-stages-and-flower-anatomy/
http://www.hgtv.com/outdoors/flowers-and-plants/vegetables/how-dopumpkins-grow
https://www.plantvillage.org/en/topics/pumpkin
Canva.com
Second Presentation:
http://pumpkinnook.com/howto/pollen.htm
https://bonnieplants.com/growing/growing-pumpkins/
http://homeguides.sfgate.com/pumpkins-flower-58515.html
http://extension.psu.edu/plants/sustainable/documents/Pumpkin%20Pollinators.pdf
http://www.gardeningknowhow.com/edible/vegetables/pumpkin/hand-pollinatepumpkins.htm
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Auditory:
Visual:
Kinesthetic:
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the icebreaker as well as labeling the parts of the plants on the activity 1
worksheet.
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like the students explained the second objective very well from the hand
pollination activity (less memorization, more understanding).
5. What would you do differently/the same the next time - or what
would you change if you had more time? How effective do you feel
your program/material was for the target audience?
Presentation 1:
Next time, we will try not moving through the presentation without first
having all of their
attention. We'll try explaining the directions to everyone
before the activity instead of telling
specific people instructions so that the
entire class can understand the illustration. Also, we will
try to include
demonstrations where Kristina and I are the ones showing them an illustration
instead of having all of them participating at once. I would keep the amount
of content the same and just change what kind of activities we are doing to
include clear instructions.
Presentation 2:
If I could do it again, it would have been good to design an activity that
involved the whole
classroom and was more kinesthetic. It also would have
been nice to explain the flower parts a
little more clearly. This was so hard to
do as I didn't want them to draw conclusions and wanted
to avoid tying this
to human reproduction. As it got awkward, I sped through it to avoid these
questions. It was a really good call that Whitney suggested labeling them
flower "A" for male
and flower "B" for female. This helped to make things less
awkward.
6. Recommendations for future Interns:
Presentation 1:
Be prepared to manage the classroom. Ring the bell to gain their attention
and don't move on
until they give their complete attention. It's okay to ask
students to hold their comments and
questions until later. Speak up loudly.
Use the microphone if it's available.
7. Financial Report:
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