What is germinate? How does it fit our science curriculum Grade 1/2?
- Step 1: Imbibition: water fills the seed.
- Step 2: The water activates enzymes that begin the plant’s growth.
- Step 3: The seed grows a root to access water underground.
- Step 4: The seed grows shoots that grow towards the sun.
- Step 5: The shoots grow leaves and begin photomorphogenesis.(?)
After the seed has made it to a new location and is covered with dirt, it can begin germination. Germination is the process of seeds developing into new plants. First, environmental conditions must trigger the seed to grow. Usually, this is determined by how deep the seed is planted, water availability, and temperature. When water is plentiful, the seed fills with water in a process called imbibition. The water activates special proteins, called enzymes, that begin the process of seed growth. First the seed grows a root to access water underground. Next, the shoots, or growth above ground, begin to appear. The seed sends a shoot towards the surface, where it will grow leaves to harvest energy from the sun. The leaves continue to grow towards the light source in a process called photomorphogenesis.
Several factors influence if, and how, seeds germinate. The most important factors are water availability, temperature and sunlight. Water is crucial to seed germination. The seed must go through imbibition to activate root growth. However, too much water can be a bad thing, as most gardeners know. When a plant is still growing underground, during root formation, it cannot use the sun to make food like most grown plants do. It must rely on the stored food inside the seed, and oxygen from the environment to make energy. If the soil is too soggy, there will not be enough oxygen and the plant will not thrive. Think about a person being kept underwater. We wouldn’t last too long!
Temperature is also an important factor. Some seeds germinate when it is cold, such as plants in northern environments. Other seeds only germinate when the weather reaches spring temperatures, which is why we see so much plant growth in the spring in temperate climates. Other seeds only germinate after extreme temperatures, such as after a fire in the grasslands.
YOU CAN USE YOUR CLASS TIME ON MONDAY JANUARY 14 TO WORK ON ANY OR ALL OF THE FOLLOWING. I expect you have started the work before class, use class time to compare with others and bring it all January 21.
I have assigned partners for Monday because I want you to discuss and compare with someone else. You do not have to do the work together. But you do need to show each other what you are doing or have done and discuss it together at some point during the day. 9 (List will be posted. Jodi will open the classroom and be around to supervise. Your partner is your proof you worked all day. What you do is up to you.)
Prepare for January 14 (and bring to discuss and improve on with partner): Carefully read the front matter of the Math curriculum. (Pages 1 to 10). Pay particular attention to the process skills & nature of mathematics in the Math curriculum. Map, diagram, communicate in writing your understandings of the material and how it impacts your understandings of the learning and teaching of mathematics. Be prepared to share, compare, discuss and improve on with a partner Monday January 14.
Carefully read the front matter of the Science curriculum A1, A2, A3. Read Chapter one of the Science text looking for connections to make to the front matter. Map, diagram, communicate in writing your understandings of the front matter and how it impacts the teaching and learning of science. Include any connections you made from Chapter one.Be prepared to share, compare and discuss and improve on with a partner Monday January 14.
As evidence that you read Chapter one choose what you would consider to be the 2 or 3 key statements from the Chapter. Record the exact statements word for word, then explain why you chose them. (no more than 2 pages at maximum) Be prepared to share, compare and discuss and improve on with a partner Monday January 14.
Begin your sorts this week and bring your work to class on the 14th when you will discuss and compare with a partner. The morning will be split between 90 minutes on math. Ninety on science. This class will give you a chance to see how other people are tackling the work and get ideas for how you will proceed.
PM. Head to Whispering Ridge School to work with a student on science. 2:00 till 3:00. Write up your experience.
1.) Michelle Wieler is a Grade 2 teacher who will be on prep and meet you to direct you to your class and student. She Has volunteered several of her Grade 2s as we may have to put several of you with a Grade 2 instead of a enough Grade one. (Not enough kids, absences etc.) This first visit will be messy and take time as you get organized with each teacher.
2.) Bring inside shoes. Take your boots off. Enter through the office and sign in. Then go out of the office and wait at the stand up counter in front of the library. At a few minutes before 2 it is safe to head to the classrooms. Grade one are both down the hallways to the left as you leave the office. The teachers know you are coming.
3.) YOU HAVE THE FULL HOUR SO COME PREPARED. You should have something in your back pocket to engage your student a different way if you hit roadblocks.. It might be a book to read, a game or puzzle to play, just be ready in case your student goes silent or gets sleepy. You could get together with another classmate and their student to compare, share or work together.
4.) My intent for this visit is that you investigate building with paper. How do you make it strong. What do young children understand about using paper to build and how to make paper strong. And that you interact with a primary student to experience the level of physical versus intellectual ability they can bring to tasks.
I posted below 3 slide presentations to give you ideas for working with a student. The big idea is Ways to make paper stronger so that we can use it to build structures. You need to decide what you will show your student from the slide presentations… Keep it interactive: talk, listen, repeat, build, match, re build….. Your student can watch the slides with you and stop and repeat what he or she heard… or look at the slides and try to build what you see. Do not get caught telling and showing and the student just parrots you. How will you get your student to talk, explain, repeat ideas? Ideally your student can talk about ways to make paper strong at the end of the session and model one or two ways.
SCIENCE RESOURCE to PREP for GRADE ONE VISIT
Bridges: gets into how you fold paper to make it strong:enough to be a bridge.
Paper: Focus is making paper strong and building
Snow is white (this is a fall back if all else fails. it is a weak link to making paper strong but could be considered to have a link)
Handed out in class
If you are ahead of the game because you did the January 14th tasks at home you can use part of Monday to work on this next piece which is your work for next week. Prepare for January 21:
Finish working on the Grade one Sorts for both math and science.
Be able to describe and give examples of the 6 strategies. Examples must reach beyond the examples in the article itself. Beyond understanding the strategies themselves highlight 3 key points the author’s make. Include specific statements and explain why you believe them to be key. (This can be in either your math or science notebook as the article applies to both subjects.)
Bring to class January 21,prepared to share and discuss. You will convince colleagues that you read and understood the article.
Re- read your responses to the both the math and the science front matters. Comment on any connections you see between the 6 instructional strategies and the front matters.Bring to class January 21.
You will reference this article all semester.
COME TO CLASS ON THE 21st with both your Science and your Math sorts for Grade one. The outline given in class last week covers the expectations I have for your sorts.
Remember this is your first experience with the sorts. I recognize it will feel messy, confusing and in complete…. My immediate goal is that you have gone through curriculum several times to experience that reading curriculum is not straight forward and will require that you spend time thinking and reading.
This is a sort I did for Grade one. There may be outcomes missing as i tend to work too fast. The green is my stuff. The black is an outcome. The red is for emphasis on what’s import. The first page is what I need to work on for the first 4 to 6 months…. Addition and subtraction is not the goal in grade one… it is the gravy at the end of the year.
Here are some dot Collections to play with
WHAT’S COVERED IS THE WAY I INTRODUCE INVERSES. GRADE 2 AND 3 DEFINITELY NEED TO GET HERE.
IF STUDENTS ARE COUNTING THE DOTS,
THEY ARE NOT READY FOR THE NUMBER YOU CHOSE
Must Reads during the semester:
This brief is from the Chicago group. Excellent food for thought
Number Sense Faulkner What is number sense and how do we approach it with our teaching:
Nora Newcombe: Spatial Reasoning and Curriculum Seeing Relationships Newcombe
Another Newcombe article on the importance of spatial reasoning: Picture This
The Cover below is this document: Spatial ability handbook copy of introduction
Despite its age this publication is quite insightful and a reminder that these are not new understandings. It takes us forever in education to pay attention to what we are learning in research about learning.
An article about Order of Operations order-of-operations-the-myth-and-the-math
Great tasks, problems and thinking. Anything and everything on the NRich website. https://nrich.maths.org
This article is written by a colleague and friend in Australia. Chris is from the Torres Islands and the only person in his culture to obtain a PhD in mathematics. His life’s passion is to make mathematics accessible to his culture. Timely and relevant, a first nation’s perspective on learning mathematics. Maths as storytelling
George Gadanadis is a friend and colleague at Western University. He has a number of passions one of which involves the Arts, poetry and story in math. The math is deep and rich and for young children. His materials and website are quite phenomenal. http://researchideas.ca/mathperformance.html
George’s work continues to evolve and he is now interested in computational thinking a hot topic that many are reducing to the trendy word “coding” and boxing up for more surface level trite. If you are curious take a look and listen http://imaginethis.ca/