EDST 201/261: THE CHILDRENS GARDEN 3 LESSON PLAN

Introduction: [discussion of the usefulness of the field trip as a resource for Science and Technology education : How will a field trip to the Childrens Garden facilitate/encourage the understanding of the science concepts taught during the lesson planned and delivered in the tutorial sessions - Assessment 1-?].
Field trips are lived learning (Coughlin, 2010, p. 200), therefore if learning experiences are restricted to the classroom itself, it limits the opportunities for students to explore firsthand and to make connections between what they have been learning in the classroom to a particular place, object, or person. . While field trips may seem like just a fun outing, they are not merely "trivial experiences" (Coughlin, 2010, p. 209), they are a valuable teaching tool that needs to be used properly by teachers. In other words, the learning that occurs during a field trip is optimized only when teachers actively incorporate the content of the field trip with the curriculum Noel (2007). Couglin, P. K. (2010). Making Field Trips Count: Collaborating for Meaningful Experiences. The Social Studies , 200-210. Noel, A. M. (2007). Elements of a Winning Field Trip. Kappa Delta Pi Record , 42-44.

Aspect of the garden which was chosen and why it is significant for the students: [How will the visit and specific aspect of the visit chosen be relevant within the life and social context of the students for whom it is planned?]

Topic:

Year Level:

Teaching strategy(ies):
(Inquiry based, SiS components, 5Es, ...)

Date:

Main aim of the lesson sequence:

(what you want the children to come to understand as a result of these lessons succinct statement ABOUT THE SCIENCE/TECHNOLOGY CONCEPTS underpinning your lesson )

Key science and technology understandings

(2-4 understandings only):

Students will (understand, identify, comprehend)

(Describe and define the scientific concepts to be taught)

Audience (characteristics of the students in terms of age, cultural diversity, social context)

Key skills and abilities to be developed

Key VELS Focus / Standard (taken directly from VELS documents):

Aim of the lesson session 1 (what will students accomplish?)

Specific activities lesson session 1 (In terms of what the students will do)

Constructivist principle(s) most consistent with each activity and justification (you must describe how the principle is applied in each activity) (e.g. Constructivist principle XXX: is reflected when students...)

Students will (respond, create, plan, design...) Students will... ...

Aim of the lesson session 2 (what will students accomplish?)

Specific activities lesson session 2 (In terms of what the students will do)

Constructivist principle(s) most consistent with each activity and justification (you must describe how the principle is applied in each activity) (e.g. Constructivist principle XXX: is reflected when students...)

Students will (respond, create, plan, design...) Students will... ...

Aim of the lesson session 3 (what will students accomplish?)

Specific activities lesson session 3 (In terms of what the students will do)

Constructivist principle(s) most consistent with each activity and justification (you must describe how the principle is applied in each activity) (e.g. Constructivist principle XXX: is reflected when students...)

Students will (respond, create, plan, design...) Students will... ...