Research Lesson

Message-ID: <3A17148C.2861AE45@worldnet.att.net> From: "Barbara C. Johnson" Newsgroups: alt.child-support,alt.society.civil-liberty,alt.lawyers.sue.sue.sue,alt.listserv.net-lawyers,alt.thebird Subject: UPDATE: Proof that women's group was lying boundary="------------5B4CCE1506456D8FC6DADE0C" Lines: 185 Date: Sat, 18 Nov 2000 23:44:57 GMT NNTP-Posting-Host: 12.91.29.196 X-Complaints-To: abuse@worldnet.att.net X-Trace: bgtnsc04-news.ops.worldnet.att.net 974591097 12.91.29.196 (Sat, 18 Nov 2000 23:44:57 GMT) NNTP-Posting-Date: Sat, 18 Nov 2000 23:44:57 GMT Organization: AT&T Worldnet Xref: newsread2.funet.fi alt.child-support:102124 alt.society.civil-liberty:6000 alt.lawyers.sue.sue.sue:11730 alt.thebird:7101 This is a multi-part message in MIME format. --------------5B4CCE1506456D8FC6DADE0C Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit http://www.learningspace.org/instruct/lplan/library/Strieby.html -- Barbara C. Johnson Attorney at Law, Andover, Massachusetts False Allegations: http://falseallegations.com Forever Fascinating: http://falseallegations.com/scstore/indexstr.html Participating Attorney: http://www.lawguru.com/cgi/bbs2/user/browse.shtml --------------5B4CCE1506456D8FC6DADE0C Content-Type: text/html; charset=iso-8859-1; name="Strieby.html" Content-Transfer-Encoding: 8bit Content-Disposition: inline; filename="Strieby.html" Content-Base: "http://www.learningspace.org/instruct/ lplan/library/Strieby.html" Content-Location: "http://www.learningspace.org/instruct/ lplan/library/Strieby.html" Research Lesson - Strieby

Ecology of Pollination

Grade Level: Intermediate
Subject Area: Science

Essential Skills and Strategies: Reading: 1.1, 1.2, 1.5; 2.1, 2.2; 3.1, 3.2. Writing: 1.1, 1.2; 3.1, 3.2, 3.3, 3.4, 3.5; 4.1, 4.2. Communication: 1.1, 1.2 1.3; 2.1, 2.2; 3.1, 3.2, 3.3 Science: 1.1, 1.2, 1.3, 1.4, 1.5; 2.2, 2.4; 4.1, 4.2, 4.3. Arts: 1.3, 1.4; 2.1, 2.2 4.1

Materials: Biology reference books covering pollination, non-hybrid flowering plants - soon to be blooming and requiring cross-pollination, plastic bags large enough to fit over and seal around growing plants, flatbed scanner, word processing software, paint, construction paper, other art materials, websites listed below, plus Ask an Expert @ The Franklin Institute Science Museum, http://sln.fi.edu:80/tfi/publications/askexprt.html

Web sites used with the lesson:
1. On-line Biology Book, chapters 21,22: http://gened.emc.maricopa.edu/bio/bio181/BIOBK/BioBookflowers.html.
2. Bees and Flowers: Buzzing with Life: http://www.naturalist.org
3. Biology on the WWW: http://www.umanitoba.ca/faculties/science/biological_sciences/lab8/biolab8_1.html
4. California Native Plant Scoiety: http://www.calpoly.edu/~dchippin/kids1.html

Step One: Problem or Question
What are the primary ecological relationships, processes and flower structures involved in pollination?

Step Two: Getting Organized
Students will gather, review and organize information individually. They will conduct an experiment, and give an informal presentation, in groups of three.

Step Three: Gathering Information
The students will do their research individually using the learning resources listed above plus school and public libraries. The students will initially construct questions to be considered during research individually, after a brief classroom discussion. About three days after research has begun, the teacher will facilitate the class in expanding and refining their research questions (some of the children may not originally consider pollination by wind, ants, bats, etc., nor grasp the nature and extent of mutual interdependence between plants and pollinators) The students will form groups of three to hand pollinate flowering plants (enclosed in plastic) when they come into bloom (and recover them). Students will track this plant's development on a table compared to a control plant that has been kept sealed in plastic throughout its blooming period. The students will construct a table, make entries twice a week, then co-operate to give an informal verbal presentation to the class. The students may pose a question to an expert at the Franklin Institute via the internet. Additionally, the students may be instructed to enlist a parent's help to find a patch of flowers where bees are active and observe as closely as possible. Another possibility is plants with unusual stuctures, such as where the bee must climb inside.

Step Four: Sorting and Analyzing Information
Useful information may be printed or photocopied. Information on flower structures will be used to make a line drawing, drawing, painting, or construction paper cut-out diagram with all pollination structures labelled. Other information will be organized according to an outline the student constructs using six basic research questions he has formulated or chosen, in order to write a six paragraph report on the ecology of plants and pollinators. Students will keep bibliography cards. The students will list their experiment data on a table.

Step Five: Creating the Answer or Solving the Problem
1. Drawing or diagram as above. 2. Formal outline, as above, then upon approval of outline, a six paragraph report, as above, with bibliography, completed with word processing software. 3. Hand pollination experiment and presentation, conducted in groups of three, as above. 4. Students will e-mail their report and scanned image of their drawing to students in another school, who will return comments.

Step Six: Evaluation
Criteria referenced: Drawing: clarity, neatness, all pertinent structures present and labelled. Report: Six internally cohesive paragraphs with adequate transitions, adequate bibliography, sufficient coverage relevant to chosen research questions, accuracy of information, etc. Experiment/presentation: Correctly follow procedure, keep consistent and sufficiently detailed records, understand significance of results, work harmoniously with others, communicate main concepts clearly. Self evaluation: Students will briefly discuss with teacher their evaluation of their work on the report, drawing, experiment and presentation. They will consider the comments of the students to whom they e-mailed their work.

This Research Lesson was created by Kyle Strieby
kyles@cc.wwu.edu
Bellingham, WA

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