Planning Three Sequential Lessons for Energy Conservation Environmental Education - Assignment Example

Lesson Plan ONE: UNIT EARTH AND ITS SURROUNDINGS INSTRUCTIONAL AIDS (Resources and equipments) Flower books, colored construction papers, adhesives. PRESENTATION Discussion, Questions and Answers, Class Activities LESSON OBJECTIVE - (Outcome Indicators) Simple decorations using live potted flowers that can be hung from the roof edges of houses and doorways. LESSON INTRODUCTION The teacher introduces to the pupils the basics of the lesson. Flowers like all living things have many benefits like decorating and environmental benefits. The teacher helps the pupils to know that apart from the good fragrances that flowers produce, they also make the air rich with oxygen which is the fresh air that people breathe to be alive. APPROX DURATION 10 MINS LESSON DEVELOPMENT (BODY) Sequence 1: The teacher will ask pupils to name many different types of flowers that they know. They should also identify the color of each color, they should tell the types of flowers that are in many colors like roses (red, pink, white, yellow). The teacher should be recording the lists of flower mentioned by the pupils on the board and their respective flowers. Sequence 2: The teacher then distributes the flower books to the pupils for perusal. The pupils will then identify and name more new flowers they missed in the first place and correct colors of those ones that they might have recorded wrongly. Sequence 3: The teacher will then issue instructions on how each pupil will make their potted flower from construction papers. The objective to be achieved is for the pupils to make potted flowers board with as many different species of flowers as possible. Each potted flower constructed should be the exact color like the real flower (for instance, a blue morning glory, red roses, yellow sunflower, orange tiger lily, yellow marigold, white daisy est.) Each potted flower should have the name of the flower and the pupil’s name. Sequence 4: All the potted constructed flowers will be stuck on the wall at the classroom science gallery 40 MINS LESSON CONSOLIDATION (CONCLUSION) SUMMARY – Teacher calls on the class to appreciate each pupil as they name the exact name of the flower they have constructed and its color. 10 MINS TEACHER’S REMARKS How this lesson will assist in the development of children understands environment science The pupils learn that there are several benefits of flowers apart from their ornamental values. Key environmental science learned in this lesson being the good fragrance and the oxygen the live flowers produce that is vital for human and other living things breathing. Key Learning area Pupil will associate benefits of potted flowers to the environment whenever they have been seeing them or they see them. They will show love and commitment to the environment with a bias to potted flowers after learning that they have more benefits than the usual ornamental uses. They will also demonstrate self confidence on realizing that they know some species of flowers, their names and the right colors. Scientific Concepts children Key Science Knowledge (KSK) Pertinent Loans of Knowledge (PLoK) Floriculture demands that the florist clearly identifies and knows the flowers precisely perfect. Matching perfectly the species, its features like color and texture. http://www.dailytech.com/Study Pupils identifying and distinguishing flowers with their name, color and look is perfect. The florist’s catalogues stipulates and shows well the flowers either electronically or in hardcopy booklets for positive identification to clients. www.etsy.com , www.mydreamweddingdecorations.com For the purpose of learning pupils have a flower book as a visual learning aid to assimilate and internalize the learning materials considering that they are visual learners. In a florist shops as shown in the www.smartpots.com and many more websites, real potted flowers are beautifully displayed on shelves, floor and hangings to give the buyers the pomp, color, fragrance and splendor to capture the customer attention. A classroom science gallery of paper constructed potted flowers displayed in the pupil’s classroom exhibits a visual display for the pupil’s references. Lesson outcome and indicators as used from NSW Pupils cultivate confidence when they name the species of different flowers and their colors right. Pupils appreciate each other when each names correctly the flower species and their color. The pupils feel the sense of achievement when they construct a potted flower from paper that has almost the same features with the real flower in the photograph. When the pupils work together, they help and encourage one another to propagate the team work spirit. Lesson Plan TWO: - UNIT TITLE: SCIENCE AND TECHNOLOGY INSTRUCTIONAL AIDS Digital cameras, Computers, some potted flowers, Pen and Recording sheet. PRESENTATION Discussion, Questions and Answers, Class Activities LESSON OBJECTIVE: - Conducting environmental investigations using technology with a bias to potted flowers. LESSON INTRODUCTION The teacher will recap the previous lesson. From a study the teacher then will specify the technological tools that will be used and are available daily the pupil’s. Considering that the lesson involves conducting investigations by observing, digital photographic recording and analyzing. Some websites with flower pictures will be highlighted. APPROX DURATION 10 MINS LESSON DEVELOPMENT (BODY) Sequence 1: The teacher will identify website that is children oriented to open up the use of technology in getting the pictures of the flowers. Each pupil should search and identify the exact flower they did in the previous lesson. Sequence 2: The pupils will then be given a chance to take pictures of potted flowers that the teacher had availed. Some more flowers can be photographed even if they are not potted to increase the database of flowers that will be uploaded to the computers. Sequence 3: The teacher should explain to the pupils that they are observing, analyzing flowers and recording the data because they will each plant a potted flower and nature it from day one to maturity. Sequence 4: A list of the things they require for the planting exercise should be distributed to each pupil in preparation for the activity in the next lesson. All requests to the parents in writing are attached too. 20 MIN LESSON CONSOLIDATION (CONCLUSION) SUMMARY – Teacher calls on the class to appreciate each pupil as they mention the exact name of the flower they intend to plant. 10 MINS TEACHER’S REMARKS How this lesson will assist in the development of children understands environment science The pupils will be exposed to as many species of flowers and the basic scientific distinguishing features will be comprehended early at their age which will go a long way in the learning. The fact that plants emit oxygen during photosynthesis and absorb carbon dioxide is also clear scientific concept that is coming out very well. When raising environmental carbon emissions are said to be a concern and measures to curb them talked of, the children will be in clear picture of the situation. They will have already internalized the gaseous exchange phenomenal in plants and the environment at a basic level. Key Learning area Creativity in conducting of scientific investigation and practical skills in assimilating pictorial data with real life plant features – (Flowers pictures and the real flowers) is evidently an area that is being learned in this lesson. Practical and Comprehension of different kinds of flowers species; and features like colors and shapes is clearly distinguished from both the real life plants and photographs. Scientific Concepts children Key Science Knowledge (KSK) Pertinent Loans of Knowledge (PLoK) Electronic catalogs used are well photographed with professionals’ photographers, with an aim of getting the buyers attention. The photography of the flowers done by pupils is armature and for the sole purpose of creating learning database. Florists use compliments notes, after sale services, polite language to appreciate the buyers. Teacher encourages the pupils to appreciate each other as a boost to self esteem and confidence. A professional website that is user friendly and well elaborated that zeros to the flowers and floriculture is used to market the florist’s produce. Children oriented websites are encouraged for the sake of learning with a bias to flowers and environmental conservation. Lesson outcome and indicators Pupils will show that technological equipments and gadgets like digital cameras and computers can be used effectively in investigation and give relevant observation required at an early stage of learning. They will be familiar with use of technology in learning in additional to the normal ways they use like playing, leisure and other social activities. Pupils will be acquainted with technological use and other activities and how they affect the environment positively. Show by examples how the potted flowers have many positive environmental effects other than the usual ornamental purposes. Technology being integrated Figure 1 Figure 2 Figure 3 Figure 4 There is integration between use of technology and physical identification of different species of flowers features like colors, texture, shapes, sizes EST. On a website that the pupils download pictures of potted flowers, the main technology being integrated is the use of computers. Digital cameras too are an important integrated technology. They capture photos of potted flowers during data collection. Integrating the above photos, the chronological sequences of the lesson are highlighted at a glance. Figure 1, shows a general picture of a potted flower which gives the basic general idea of the lesson. Figure 2, shows a pupil conducting an investigation and making a keen observation of a potted flower. Physical features like species, color and texture can be clearly identified and be recorded. Figure 3, shows an illustration of a pupil using a laptop computer to research on website or uploading photos that were captured by digital camera to the class database. An increase of computer use in children makes it easy for the pupils to integrate technology as a tool in their learning. Figure 4 show how the final product (a hanging potted flower). This is a key intention of the pupils to achieve as the final production. At a glance the sequence can easily be explained. Lesson Plan THREE: - UNIT TITLE: LIVING THINGS INSTRUCTIONAL AIDS Simple Flower pots, Soil, Fertilizer or Organic Manure, Water, Different species of flower seedlings. PRESENTATION Discussion, Questions and Answers, Class Activities LESSON OBJECTIVE: - Planting potted flowers that can be hanged in many different places. LESSON INTRODUCTION INTRODUCTION: The teacher should recap the previous lesson on conducting investigation using technology. The potted flowers pictures, names and their colors. Question and answer is the best methodology to unveil the recoup. APPROX DURATION 10 MINS LESSON DEVELOPMENT (BODY) Sequence 1: Each pupil will be asked to name and identify the constructed potted flower they made in the first lesson that is on the classroom science gallery. Sequence 2: The teacher assists the pupils to sort the potted flower seedlings with each pupil’s name and their earlier constructed prototype. If need be, the pupils can exchange their seedlings with the right one if what they have does not tally their earlier constructed potted flower. Sequence 3: The planting activity then starts following the sequence of stages that the teacher will specify – (For instance, put soil in the flower pot, pour water to it, add fertilizer or manure, mix them in the pot, then prick a whole in the mixture, plant the seedling, firm it in the soil by pressing with fingers, then water the new planted seedling and finally put it under a shade.) Sequence 4: The pupils will then label their potted flower seedlings with the following details: - Pupil’s name, flower seedling name, color of the flower and date of planting. Sequence 5: Care procedures like watering and putting the seedling to and from the sun will be implemented. 60 MINS LESSON CONSOLIDATION (CONCLUSION) SUMMARY – The teacher will award all the pupils for the hard work and achievements of the good works that will greatly contribute to the environment. 10 MINS TEACHER’S REMARKS How this lesson will assist in the development of children’s understanding of environmental conservation The pupils will have more than one reason to love and contribute to the environment conservation by planting potted flowers in school and some of whom will even extend the same back at their homes. They will also understand the chronological process of achieving some simple environmental task like the one they have done. This gives them the element of starting a task and finishing it regardless of the fact that it is not benefiting them directly. They have an ignition task that will open them up to energy conservation effort which is a global affair of which might make them more sensitive to the environment that before. Key Learning area Creativity has been enhanced in their little environmental knowledge after handling the task of identifying correctly the species of flower, making the potted flowers from papers, photographing them, and finally planting the real potted flower; from start to finish. A sense of achievement especially after accomplishing the task of practically planting and tendering potted flowers comes in phenomenally. The environmental care is evidence as they tend the potted flowers. Scientific Concepts children Key Science Knowledge (KSK) Pertinent Loans of Knowledge (PLoK) Florists’ dealers of potted flowers will plant them on a large scale and as per the demand in the market. This is evident in www.koppertonline.com , www.ob-noxious.org Pupils do the real planting as a learning process to have hands on experience. Potted Flowers and in the garden are natured by botanist instructions in a professional ways and requirements. A basic tendering of the potted flowers seedlings routine will be guided by the teacher’s instructions. References Board of Studies (1993). Science and technology K - 6 Syllabus (Stage 2 Units). Retrieved from http://k6.boardofstudies.nsw.edu.au/go/science-and-technology Fraser, S. & Gestwicki, C. (2002). Authentic Childhood: Exploring Reggio Emilla in the Classroom: Canada Zero to Eight Children Media Use in America. (2011). A Common Sense Media Research Paper. Retrieved from http://www.commonsensemedia.org/sites/default/files/research/zerotoeightfinal2011.pdf Nutrients For Life Foundation. (2010) Learning Garden 2: Long Term Sustainability. Retrieved from http://www.blog.nutrientsforlife.org/ Sherman Library and Gardens. (2012) Retrieved from http://www.heatherbullard.typepad.com Hack Education. (24 Jan.2011). Retrieved from http://www.hackeducation.com/2011/01/24/panic-children-are-learning-to-use-technology-at-an-early-age/ Daily Tech. (28 Oct. 2011). Retrieved from http://www.dailytech.com/Study+Over+50+of+Children+Under+8+Use+Mobile+Devices+for+Media+Consumption/article23136.htm Kids Next Door. (31 Mar. 2012) Retrieved from http://en.wikipedia.org/wiki/Codename:_Kids_Next_Door Home and Garden, Spring flowers. Retrieved from http://www.etsy.com/buy/home-and-garden Flower and Garden Crafts for Kids. Retrieved from http://www.artistshelpingchildren.org/flowersgardenartscraftsideassprojectskids. School Garden Lessons. (2 Oct. 2010). Retrieved from http://www.schoolgardenweekly.com http://www.growing-minds.org/php http://www.koppertonline.com http://www.ob-noxious.org http://www.mydreamweddingdecorations.com Read More