The chosen activity plan focused on understanding leaf structure and the process by which a plant photosynthesizes and obtains water and nutrients. The class began with an introductory video on the basics of leaf structure and function. This was an important first step as it explained the goal of the subsequent tasks the students performed. The first objective aimed to solidify the understanding and purpose of a vein inside the leaf structure. Through the video, the students were able to determine useful and scientific vocabulary such as stalk, stem, chlorophyll, spores, stomata, and photosynthesis. The visual aspect of the video clarified the physical process by which the leaf is able to sustain itself. Additionally, having observed a diagram of the process, the students found it easier to perform the following experiment. The next step included gathering materials that included a clear jar, food coloring, and a green leaf. The students were able to witness the absorption of the colored water through the leaf’s veins over the period of one week.
Throughout the experiment, it was crucial that the students explored questions that analyzed the purpose of the food coloring, why water moved against gravity, why the plant required photosynthesis for energy, comparing capillaries in humans to those in plants, and more hypothetical inquiries that the students came up with themselves. The last objective of the activity encouraged students to share their findings with family members at home. The pupils could present the found data, quiz their family members, or recreate the experiment at home and act as a teacher. The activity was performed with intentional teaching in mind, in ways such as letting the students lead the inquiry process, allowing them to perform the experiment individually or in groups and conducting the teaching process in a manner that allowed for deeper knowledge of the topic and to be able to recreate it.
The digital space of a classroom can be implemented in a positive way through the use of a virtual laboratory. It is an engaging and visual method that is safe and accessible. It promotes a better understanding of chemical phenomena and builds logical mental models the students are able to engage with and recreate in a risk-free environment. There is a likelihood of a positive influence on the acquisition of knowledge when students interact with visualization tools. These learning outcomes can be recorded and assessed through the virtual laboratory (Wang & Tseng, 2018). For instance, the virtual platform is able to calculate if lab procedure was adhered to and whether or not the correct result was achieved. Feedback is constructed directly from the student’s performance and ability. Most virtual labs work in a similar format to video games, using consoles or tablets, which many younger students are well-versed in. The software can also be accessible despite the student’s location, which allows learning and practice both in school and at home under the guidance of a parent. The interaction with the virtual laboratory can be used as an integrated aspect of a curriculum well as an additional activity outside of school.
An analog tool that would enhance the leaf-structure activity would be a regular optical microscope if the school is in possession of one. The microscope would allow the students to observe the leaf structure at their own pace and also instruct them in the future use of the tool. As the microscope is not a dangerous tool within the lab, it is a good first instrument to get acquainted with before moving onto more risky equipment. Both tools encourage and enhance the relationship between learning, adults, and students which is the primary goal of the 4th principle of technology according to the US Department of Education. A virtual lab and microscope are equally accessible to all students and can be monitored by both teachers and parents. Projects that allow the children to implement both of these tools can offer contribution to their community through creation of presentations, posters, reports, or outreach to younger students and other members of the community.
References
Wang, T.L., & Tseng, Y.K. (2018). The comparative effectiveness of physical, virtual, and virtual-physical manipulatives on third-grade students’ science achievement and conceptual understanding of evaporation and condensation. International Journal of Science and Mathematics Education, 16, 203–219. Web.