![]() They love feeling like they’re doing something really important that matters. The children love being outside, and they love working like scientists. Of course, you saw the kids reading, writing, using map skills so a lot of different skills involved but the focus is on the science and the question that we’re investigating. We using identification, so careful observation, using a key, using the vocabulary that accompanies describing the plants that we’re looking at. ![]() Does it not or does it have continuous ribs? I think they caught on very quickly today. After the children had done that in the classroom, going out into the bell to use that kind of a key to identify cactus was a really easy thing for them to do. Then keep sorting so there’s always two groups until you get down to one shoe per group and then you can identify the shoe. Then we worked with one category and had to sort in two categories again. So we all took off a shoe and put them into a big pile on the floor and had to sort them into two categories. All right now-before we went out into the bell, the children needed to know how to use the dichotomous key and the easiest way to teach them how to do that was to actually make one. Ĭrowell: Well what do you think? Ĭhild: A fish hook barrel cactus. It remains like a fish hook, it is a fish hook barrel cactus. Ĭhild: Go to the page 22 and see exactly what kind of barrel cactus you have. What page do you think we’re going to? Ĭrowell: All right, let’s move to five. If the height of the stem is less than seven times the diameter, go to page five. Ĭhild: If the stem does have continuous then start to page four. Ĭrowell: What page are we going to go to? Ĭrowell: Okay everybody turn to page two. Ĭrowell: All right, so look at this cactus, is it flattened or cylinder call? Ĭhildren: Cylinder call. Ĭrowell: Who will read the one on the bottom? Annalynn? Ĭhild: If the cactus you are looking at has cylinder stems go to page two. Ĭhild: If the cactus still has stems which are flattened sideways, go to page 14 and see exactly what kind of prickly pear cactus you have. Okay who’s going to read the first paragraph for us? Okay Mario, go ahead. I want you to find page one in your guide. In order to collect some data, we’re identifying cactus, so we were using a dichotomous key, and the children went in small groups to different parts of the habitat to use their keys to identify a cactus. We’re working to try and figure out why the vegetation is so different from one side of the habitat to the other. Today we went out in to our Borton environmental learning lab to identify cactus. I teach at Borton Primary Magnet School, and I have a second/third grade multi-age class. Great Lesson Ideas: Dichotomous Key with Caryl CrowellĬrowell: Hello, I’m Caryl Crowell.
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