Description
of each section of the 5E model |
Teacher Lessons |
State Standard Indicators for
each activity |
I Engagement:
This activity captures the students' attention, stimulates their
thinking, and helps them to access prior knowledge |
Time is $--'The Apprentice' Grower
Students use prior knowledge to accelerate plant growth without teacher
guidance or advice. Assuming the role of a greenhouse grower, each
student group is challenged to grow their plant to a marketable size in
the shortest amount of time.
|
1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.5, 1.2.1, 1.2.6, 1.2.7, 1.4.7, 1.7.4 |
II Exploration:
In this section students are given time to think, plan, investigate,
collect and organize information. |
Put It to the Test
Students search for documented cultural information on SAV's and apply
it to their research of nutrient enrichment effects on submerged
aquatic vegetation, i.e. [i]Potamogeton perfoliatus[/i], in the
laboratory.
|
1.1.4, 1.1.5, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.3.1, 1.3.2, 1.3.3, 1.3.4, 1.4.1, 1.4.7, 1.7.4, 6.4.1, 6.4.2 |
III: Explanation:
Students are now involved in an analysis of their own explorations.
Their understanding is clarified and modified because of the reflective
nature of the activities. |
Less is More, More or Less
Students analyze their data, discuss results, and draw conclusions.
They relate the types of fertilizers and application methods they used
to those of other related studies. |
1.1.3, 1.1.4, 1.1.5, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.3.1, 1.3.2, 1.3.3, 1.4.1, 1.4.2, 1.4.3, 1.4.5, 1.4.6, 1.4.7, 1.4.9, 1.5.1, 1.5.2, 1.5.3, 1.5.4, 1.6.2, 1.6.5, 1.7.4, 6.4.2, 6.4.3 |
IV Extension:
This section gives students an opportunity to expand and solidify
their understanding of the concepts and to apply them in a real-world
context. |
Grass of the Past
Students compare and contrast SAV statistics from bay-related articles,
reports, literature, videos, etc. dated over a minimum span of 10
years. They identify the possible methods used to produce these
statistics and make connections to their work with SAV. |
1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.5, 1.2.1, 1.2.7, 1.4.3, 1.4.6, 1.4.7, 1.5.5, 1.5.6, 1.5.8, 1.5.9, 1.7.4, 2.1.1, 3.6.1, 6.2.3, 6.3.2, 6.4.1 |
V Evaluation:
This performance-based activity helps students to connect all of
the pieces of information involved in these lessons. . |
Save the SAV!
In addition to the on-going assessments made since the start of the
lesson, the evaluates the students with a final project in which the
students compose letters of persuasion to students and teachers of
other schools. The letters include not only reasons why these other
schools should participate in SAV restoration activities, but also
reasons why they should review, and perhaps, follow their cultural
recommendations for growing native SAV's.
|
1.1.1, 1.2.1, 1.2.2, 1.2.7, 1.4.6, 1.5.1, 1.5.2, 1.5.3, 1.5.4, 1.5.9, 3.5.1, 3.5.2, 3.5.3, 6.2.3, 6.3.2, 6.3.3, 6.4.1, 6.4.3, 6.4.4 |
|
This lesson is designed to teach the student the basic principles and
practices of experimentation, and to have the student apply this
knowledge to work with submerged aquatic vegetation. The culmination of
this work is also designed to develop a sense of stewardship in the
student.