Week 3

 

    This week, we reviewed the NGSS standards and explored the characteristics that define living versus nonliving things, as well as what it means for something to be dormant or active. We then learned about the life cycle of different plants and animals. We modeled our understanding by creating our own life cycle with play dough. For instance, my partner and I illustrated the life cycle of an apple: starting as a tiny seed, germinating into a sprout, maturing into a tree that blossoms with flowers, and ultimately producing apples. We then learned how to plant seeds and modeled our understanding by planting our own seeds. These hands-on activities deepened our understanding of these concepts and our ability to teach our future students.

    I was able to relate much of what we learned to information I already knew. I recalled learning about life cycles in elementary school. I therefore drew on that prior knowledge as we reviewed life cycles and created our own. I also remember doing experiments in elementary school where we would plant our own seeds and watch as they grew. These experiences helped me understand how living things change over time and reinforced key concepts like germination, growth, and reproduction. Due to my prior knowledge, I could make connections more easily and apply what I learned in meaningful ways. 

    I can apply what I have learned in my future teaching in many ways. Understanding the NGSS standards will help me design better lesson plans and ensure that my students are building on their knowledge as they learn. Hands-on activities, such as modeling life cycles with play dough and planting seeds, have shown me the importance of interactive learning in making abstract concepts more concrete for my future students. I plan to incorporate similar activities in my classroom to foster engagement and curiosity. Overall, I plan to apply what I have learned to help my students develop a deeper understanding of scientific concepts and cultivate an interest in the world around them.