Biology Article

Name Alexander Omorodion

Submitted on 10/8/2005 6:51:19 PM

Topic: Bio

Cherin A. Lee (2003). A learning Cycle Inquiry into plant Nutrition. The American Biology Teacher , 65, 136-141.

Summary

The author uses the 3-part learning cycle to present a lesson on plant nutrition. The author uses a special seed, the Wisconsin Fast Plant for the exploratory activities. The choice of this particular seed was based on its adaptation to growing indoors, its short life cycle which allows for short time observations and the relatively small space it needs to grow. The lesson starts with an open question, "what do plants need to live?" Students brainstorm and come up with answers. Solutions with different nutrient deficiencies are then provided. One solution with complete nutrients, and another without nutrients at all are also provided for comparison purposes. Nutrient deficiencies in humans and the resulting health problems like scurvy and beriberi may be discussed also at this stage. After planting, students should collect data about the growth of the seed 2 to 3 times a week for 3 to 4 weeks. During the concept development phase students come together and, with probing questions like "what did these plants need to live and grow?" the teacher can get a class discussion going. After students discuss their observations, a textbook or handout may be given to students detailing specific nutrient effects on growth. In the application stage students can work in groups studying different fertilizer labels provided by the teacher, and then rate the fertilizers as to how much they meet plant nutrition requirements. There were other applications of concept discussed in this article.

Reaction

The article is quite detailed although may be adapted to suit any grade level. The number of nutrient variables can be reduced to accommodate different student groups. It is quite an engaging activity.

Name Alexander Omorodion

Submitted on 10/8/2005 4:21:16 PM

Topic: Bio

Anton E. Lawson (2000). A learning Cycle approach to Introducing Osmosis. The American Biology teacher, 62, 189-196.

Summary

This lesson was designed to involve students in some hands on activity that will allow them make observations, ask questions and learn experientially using the learning cycle strategy. The question is how do molecules get into cells? During the Exploration phase, students are asked to observe what happens to red onion cells when they are bathed in salt solution, and in distilled water. the procedure is repeated for Elodea cells and red blood cells. Students record their observations and are to discuss what questions they may have regarding their observations. They are also asked to propose plausible explanations for their observations. During the second phase of the activities "model" cells are provided for the students to experiment with. The model cells are dipped in the salt solution and the distilled water and observations recorded. Students now can go back and validate their earlier hypothesis. Concept development takes place during this phase. In the application phase, students are presented with questions like: Why is a bad idea to drink salt water if you are stranded on a raft drifting at sea? Also students were to place five potato cores of equal weight in six different concentrations of salt water and to use their hypothesis to explain the changes in weight of the potatoe cores if any.

Reaction

the lesson is quite elaborate and technical. However, it can be adapted to suit any group of students. I would not use this lesson as is in my classroom. The datails of it will burden the students and create frustration.

Name Alexander Omorodion

Submitted on 10/8/2005 3:36:27 PM

Topic: Bio

Thomas E. Lauer (2003). Conceptualizing Ecology: A learning cycle approach. The American Biology Teacher, 65, 518-522.

Summary

In this article, Thomas Bauer uses classroom games and the Learning Cycle strategy to introduce technical terms in ecology. In traditional ecology classes these terms are usually listed and defined during the introductory lesson in ecology. His approach helps students conceptualize the terms they will be encountering later during the course and provide participation which reduces the drugery of a long lecture. He developed a number of games for a number of ecology vocabularies. One of the terms he worked on was the Ecosystem ecology. The objective of the game is to remain alive to pass your genes to the next generation. The rules of the game include designating students as male or female canivores, herbivores or plant seed. Scenarios are posed with different conditions, for example in January plants are not available to eat during the winter, so if you are a canivore, you must find a herbivore to eat or you die. This game is played during the Exploration phase. During the Concept introduction phase terms related to ecosystems are used to describe what happened during the games. In the Application phase students are asked to draw parallels between their simulated ecosystem and other ecosystems they may be familiar with, like river, ocean, desert, etc.

Reaction

I think the article suggests a very interesting, captivating way to introduce ecology to students. It is not boring as students will be actively involved. Also it uses an age-old learning style that children apply on a daily basis to learn, which is learning play and learn. It is a strategy I can't wait to apply in my lessons.