This is an activity in which the students will be given the opportunity to locate, identify, and describe in detail plants that can be found in the jungles of the Marianas Islands.
Students will be able to locate and identify a certain number of plants that can be found in the jungles of the Marianas Islands.
Students will be able to describe in detail a certain number of plants that can be found in the jungles of the Marianas Islands.
Students will be given the opportunity to create resources that help with plant identification.
Students will learn about the different plants of the Marianas Islands.
Would be great if this lesson can be given as a quarter project. Lesson should be introduced and set in motion towards the beginning of the quarter. There should be a mid point check or checks frequently throughout the quarter.
1 to 2 days to introduce lesson and for student to group up and submit project proposals to be reviewed and approved.
Students might need class days to work on project. It should also be announced that other things need to happen and work should be continued throughout the quarter, outside of class time. Teacher should announce that it is their responsibility to submit project on the due date.
Teacher should allot time at the end of the quarter for each group to present and submit their projects.
Books and other resources that aid in plant identification. Needs to have plants that are can be found in the Marianas Islands.
Samples of different plants that will be used for the introduction of the lesson.
Teacher will need to create a list of plants the students would be able to select from.
Other materials may be needed and will be dependent on the types of projects students opt to do.
Teacher will need to develop a rubric that will be used to guide and grade student's projects.
The teacher will need to be familiar with the many types of plants that can be found throughout the Mariana Islands. This website is an excellent resource as well as this website links others websites that are great resources.
This lesson can focus on any language and not just English. For example, if you were in a Chamoru class, you would be putting an emphasis on the Chamoru language.
Anticipatory Set: Select one plant that you can use as a class introduction activity. It would probably be best to select plants that are not on the list of plants you want your students to select from. For this activity, have the class, by raising their hands and waiting to be called upon, describe the selected plant in as much detail as they can. You might also have them write their responses on the board or on sheets of paper. Teacher might need to steer students in the correct directions. For example, you can ask them: how would you describe the leaf? how would you describe the bark? After the whole class activity, the teacher can then take it farther by putting the class in groups and giving each specific group a plant to describe in detail. After a sufficient amount of time is given, each group can present their descriptions one-by-one to the class.
After the students grasp the overall class introduction activity, teacher can move forward and introduce the lesson/project.
Teacher might need to present on the different types of jungle substrates as well as other things such as native & non-native plants and animals, and jungle safety.
Teacher needs to present students the list of plants that would be acceptable for them to select from. The total number of plants the students need to select would be dependent on the teacher.
It would be best for teacher to refrain from showing example of the plants that are on the list. Allow the students the opportunity to locate, research and identify their selected plants on their own.
Teacher needs to go over the requirements of the project.
Types of projects will be decided on by each individual group. Teacher must approve of projects before student can begin working on them. Examples of projects: powerpoint, movie, poster board, flashcards, flyers, commercials, brochures, coloring books, and models.
It needs to be clear that students, in their groups, are to select a certain amount of plants. From their selections they are to locate, identify and create a project that includes the plants they have selected. They might also need to research each plant before trying to locate them.
As each plant is located students will need to collect information and resources. Such as: pictures, measurements, location, and descriptions of plants.
Once all information and resources are collected, the groups need to compile and finalize their projects.
The projects are to be made keeping in mind people who do not know anything about these plants. For example, the teacher can say, "If i took your project to Alaska and gave it to anyone there, if that person can learn from and identify those plants, you did a great job."
Teacher needs to select and announce the due date for all projects.
The student's will be graded as a group.
The group will be graded based on their project that they turn in.
Projects are to be graded utilizing the rubric teacher created and went over when the project was introduced.
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