Living Process - Coursework Example

LIVING PROCESS INTRODUCTION: A preschool kid is also capable of distinguishing a flying bird from a dead bird. Thus the criterion of mobility is instantly associated with the process of learning about livelihood. Although psychologists define learning as a relatively long-term change in behaviour that results from experience, cognitive learning—one of the varieties of learning methods—involves planning, evaluating and other forms of thinking without producing any behavioural alterations. It simply adds more information to be stored in human brain. (Stephen M. Kosslyn, Robin S. Rosenberg, 2001).Learning about the concept of ‘ living process’ comes under this category of cognitive learning and another learning method, namely, insight learning. The latter form of learning is accompanied by a sudden flash of awareness that one has learned something. Immediately on differentiating living things and non living things, most often through mobility criterion, pupils of primary school begin to collect information towards the characteristics of living things, such as breathing, eating and growing. While learning about plants, students often require to compare their learning outcomes of the characteristics of animals with plants. In doing so, they come across several differences in the living process of plants underlining the main aspect of growth, which they learn and realise is common for all living things. The syllabus plan devised by University of Exeter efficiently enlightens the students, clearing their misconceptions through stories analogies and games.( University of Exeter, 2007, Science Teaching in Key Stage 1& 2). CHARECTERISTICS OF LIVING THINGS: Living things basically have five characteristics. They are: - 1. They Grow. 2. They Reproduce. 3. They Move. 4. They need Nutrients to grow. 5. They are Sensitive. Growth pattern is the chief difference that exists between animals and plants. The growth pattern of plants covers the different stages in the plant life. Plant life begins at the seeds. On being sown, they begin to germinate, whereby new plant is formed. Roots and stems are formed at this stage. Roots collect water and other nutrients needed for their growth from the soil and grow to form stems. Stems act as efficient conveyors of the nutrients collected from the soil by the roots to the branches, leaves and end products of the plant like flowers and fruits. Flowers finally get pollinated to give way to creation of new generation of plants thereby completing and beginning the cycle of life of plants. (Plant life cycle, 2007) What is the Life Cycle of a Plant?   SEED Seeds are easily stored, compact, and are usually dark brown (protective coloring). They survive in extraordinary circumstances. POLLINATION Flowers are pollinated in various ways – by bees, and other animals or even by the wind. At the base of each flower, seeds are formed. GERMINATION With water, the right temperature and the right location (e.g. soil) the seed begins to make a new plant.     STEMS & ROOTS Stems put up towards the light, leaves unfold to take more sunlight, and branches appear. FLOWERS Many plants produce flowers.   Roots push down to anchor the new plants while they take up minerals and water from the soil.       Growth pattern of animals carries with it a chief difference from plants that they do not undergo any physical transformation after giving birth, except in a few species like insects and some reptiles. Physical transformation takes place only in the womb of the mothers or at embryonic stage. During germination and subsequent growth stage plants require right amount of water, light, minerals and temperature. (Life Cycle of Plants, 2007) Supply of these needs for a sapling is made in nature, the degree of fulfilment of which decides the life of a new plant. In case of animals especially mammals, the needs of an embryo of an infant or calf are mostly met with by the mothers. The main aspect of the absence of individual mothers to plants can easily be instilled in the minds of primary students. This would enable the students to distinguish the difference in the life structure of plants and animals. In respect of reproduction and producing offspring, plants’ capability of producing scores of new plants through pollination is a glaring difference from that of animals which can produce minimum number of off spring. Very huge number of male cells--pollen, and female cells--ovules in the flowers account for the production of scores of new plants. The chief role of soil and its fertility that affords to create scores of plants is missing in the case of animals where the role of soil is impacted only in the food pattern of animals. This part of enlightenment would lead the students to understand the concept of web of life, in which animals and plants are interrelated. This concept underlay the conservation of energy within the bio-world. Plants capture energy from sunlight and grow, while animals feed on plants and other animals, thus animals playing the role of consumers and plants the role of producers. The dead animals’ bodies get decayed in the earth and rejuvenate the fertility of soil. Another notable difference between animals and plants is that the plants give off oxygen in the process of photosynthesis, that is food-making. Animals exhale carbon dioxide during breathing which is consumed by plants in photosynthesis. The exchange of oxygen and carbon-dioxide between animals and plants establishes the inter relation ship. (Animals, pp 404, World Book Encyclopaedia, 1992, London) Migration is a vivid differentiation factor between animals and plants. Although during pollination seeds of plants can move from one place to other, a grown up tree or plant is almost fixed. Both the needs and dangers of a plant knock the door of the plant. Migration of animals fulfils their need for preys and save them from environmental dangers. TEACHING METHODS: It is the mobility factor that is often perplexed by students, who could not get a clear picture of automated movement of living things and movements caused by external forces. The movement factor that is apparent in case of plants are caused by external forces like wind and other environmental pressures whereas the migration and related movements of animals are out of the driving forces from within the animals themselves. The difference factor in respect of movements can be imbibed in the minds of primary students by making them aware of the fact that animals do have sensory organs which reciprocate the stimulants, which is missing in the case of plants. The session 16 of the “Early years and Primary Postgraduate Curriculum Science Course”, A Booklet for Early years 2005-2006 aims at the following to bring students of Key Stage One to a clear understanding of animals and plant life systems: To revisit key facts and understandings pertinent to plant and animal science in the Foundation Stage and at Key Stage One To consider a range of classroom activities which support the development of  related concepts To review how plants can be used to typify aspects of living processes. To note that work with the living environment following the Sc2 Programme of Study and similar activities in the Foundation Stage can make a significant contribution to environmental awareness. It can engender positive attitudes and responsibilities and thus contributes to the values that underpin notions of citizenship. To examine appropriate long-term investigations and short-term activities that can contribute to an understanding of plants as living organisms. CONCLUSION: The science course for primary students is designed to impart a basic knowledge of certain concepts and findings. As regards the natural science that deal with plants and animals, it is of utmost important on the part of teachers to give an overall understanding of living organisms undergoing so many diversified channels to ‘live’. To lay a detailed insight of professional literature and research experiences is made possible by Faculty-based sessions. Such sessions usually comprise of seminars, practical activities and working with pupils and their mentors. Thus teaching science of living organisms to students of primary stage is akin to learning science. In fact, this method of imparting knowledge to foundation stage kids, has the wonderful opportunity to unearth several new vistas in the science of living process. *** *** *** Reference list— Animals, pp 404, World Book Encyclopaedia, 1992, London Early years and Primary Postgraduate Curriculum Science Course”, A Booklet for Early years 2005-2006 RETRIEVED @ http://www.educ.cam.ac.uk/download/EYScience05-06.doc. Life Cycle of Plants, BBC- KS2 Revisewise, Science: Living Things @ http://www.bbc.co.uk/schools/revisewise/science/living/06_fact.shtml RETRIEVED ON 23.01.07 Plant life cycle @ http://www.arboretum.fullerton.edu/grow/primer/cycle.asp RETRIEVED ON 21.01.07 Stephen M. Kosslyn, Robin S. Rosenberg, 2001, “Psychology”, pp166, 190-191, Allyn & Bacon, London University of Exeter, School of Education & Lifelong Learning, Science Teaching in Key Stage 1& 2 @ www.exeter.ac.uk RETRIEVED ON 20.01.07 Read More