The biology teachers were led through various activities that they could, for the most part, immediately take back to their campus and implement. The activities included hands-on manipulatives, lab investigations, and creating graphic organizers and/or foldable manipulatives to incorpate onto the right-side of an interactive notebook. Teachers also discussed activities students could do on the left-side (output) of the interactive notebook.
Here are a few of the foldable manipulatives and graphic organizers to help students develop an understanding of where photosynthesis takes place in a plant. Additionally, our Region Service Center (RSC) specialist also stressed the importance of using other photosynthetic organisms, such as bacteria, in order to address a student misconception that plants are the only photosynthetic organisms on the planet.
Here are three foldables to help students compare and contrast photosynthesis and cellular respiration. As mentioned earlier when teaching these topics, teachers should address the misconception that plants do not undergo cellular respiration (they do!). Additionally, teachers should use non-plant examples as frequently as possible when speaking of photosynthesis and respiration (i.e. bacteria, single-celled organisms, etc.)
Teachers also participated and received several card sort activities that they could use with their students as pre-, during, and post-assessments. Here is an example of a card sort teachers participated in.
The JiT sessions also try to incorporate actual lab activities. Below are pictures of an inquiry lab teachers participated in using live organisms. Some of the bromothymol blue solutions began to change color half-way through the session. Teachers were able to take their samples home/school to view the results as well. Our district has a living materials warehouse where teachers can check out live specimens.
Stay tuned for more JiT blog posts!