I feel that technology could have a downfall here when it comes to distinguishing living and non living things. The thing about science is that you get to experience it. You can go on a nature walk, smell the smells, feel the textures, hear the sounds, etc. If you go on a virtual nature walk, some of those elements are missing. Sometimes technology takes away from the true learning experience in science. If you have to pictures on a computer one of a living and one of a non living plant(*fake) how could the student be sure which one is which?
Science corner: I brought a branch with pine needles on it, I could bring in an acorn, a pine cone, some rocks, etc. I could ask students to identify the items, name what tree it is from if applicable, what type of rock, if it decomposes, if it is a food, texture, living or non living item, etc.
The lesson “When Is a Vegetable a Fruit?” is a lesson that is an example of both/and thinking because the teacher had the students categorizing them by fruits and vegetables. Students knew some ‘vegetables’ were in the ‘fruit’ pile and were asking questions. Then they learned they are in the fruit pile because of what part of the plant they are. What determines a vegetable and a fruit are what part of the plant they are. The students were familiar with the items in this experiment which made it more personal for the students. Students learned that certain characteristics can make something belong to more than one group.
Sustained-inquiry explorations in lower grades leads to independent research by students in higher grades because they are already accustom to this procedure. If a student is used to inquiry learning and exploring, they will be more curious and asking more questions will be natural for them. They will be used to never settling and seeking out more information. These are the tools needed in life, and sustained inquiry explorations in lower grades are the foundation for them.
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