The two article I chose to review from Science and Children are “Take a Leaf from Our Book” by Betty Fowler and “The Poetry of Plant” by Emily Morgan and Karen Ansberry. Both articles demonstrated how to incorporate literature, poetry, and science in order to teach students about plants through hands-on activities.
A piece of literature can be significant tool for teaching and learning about science. However, it takes more than just reading about a topic to be considered “doing science”. (Fowler, 1997). Take a Leaf from Our Book, is a unit that integrates literature and science in order to teach students about plants, trees, and leaves. This unit also correlates with the Benchmarks for Science and Literacy. Through sharing selected pieces …show more content…
For this unit, students will be engaged through inspired poetry picture books as they explore the life cycle and needs of plants (Morgan & Ansberry, 2014). The lesson will begin by introducing a rhyming poetry book called Do You Know Which Ones Will Grow? as the teacher reads a few pages aloud. With the use of pictures, patterns, and rhyme, K-2 students will be able to explore and discuss the difference between living and nonliving things (Morgan & Ansberry, 2014). Students will use the poems and illustrations within the book to determine if they are correct. Next the students will be asked to answer a “yes” or “No” question in regards to “if a seed is a living thing?” Students will then have the opportunity to explore their answers by undergoing an investigation by comparing lima beans and stones to determine if the lima beans are living (Morgan & Ansberry, 2014). Students will then place the two objects in different containers of water and observe any instant chances. After a few days, the students will dissect the lima bean by removing the seed coat and gently pulling the two pieces apart. This will allow the students to observe the embryo. The teacher will then explain to the students that in the last full days the embryo absorb the water and began to grow. Once a seed sprouts, it begins making its own food. In order to do this, the plant needs air, water, and sunlight. As for the stone, it did not absorb water and did not grow. After students make these connection, they will revisit the “Is It Living” worksheet that they engaged in during the first phrase of the lesson. Students will now have the opportunity to make changes based on what they learned. By the end of this lesson, the students should have a clear understanding that seeds are alive and can provide evidence to support their claim (Morgan & Ansberry,
A piece of literature can be significant tool for teaching and learning about science. However, it takes more than just reading about a topic to be considered “doing science”. (Fowler, 1997). Take a Leaf from Our Book, is a unit that integrates literature and science in order to teach students about plants, trees, and leaves. This unit also correlates with the Benchmarks for Science and Literacy. Through sharing selected pieces …show more content…
For this unit, students will be engaged through inspired poetry picture books as they explore the life cycle and needs of plants (Morgan & Ansberry, 2014). The lesson will begin by introducing a rhyming poetry book called Do You Know Which Ones Will Grow? as the teacher reads a few pages aloud. With the use of pictures, patterns, and rhyme, K-2 students will be able to explore and discuss the difference between living and nonliving things (Morgan & Ansberry, 2014). Students will use the poems and illustrations within the book to determine if they are correct. Next the students will be asked to answer a “yes” or “No” question in regards to “if a seed is a living thing?” Students will then have the opportunity to explore their answers by undergoing an investigation by comparing lima beans and stones to determine if the lima beans are living (Morgan & Ansberry, 2014). Students will then place the two objects in different containers of water and observe any instant chances. After a few days, the students will dissect the lima bean by removing the seed coat and gently pulling the two pieces apart. This will allow the students to observe the embryo. The teacher will then explain to the students that in the last full days the embryo absorb the water and began to grow. Once a seed sprouts, it begins making its own food. In order to do this, the plant needs air, water, and sunlight. As for the stone, it did not absorb water and did not grow. After students make these connection, they will revisit the “Is It Living” worksheet that they engaged in during the first phrase of the lesson. Students will now have the opportunity to make changes based on what they learned. By the end of this lesson, the students should have a clear understanding that seeds are alive and can provide evidence to support their claim (Morgan & Ansberry,