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Meghan Sanchez

Teacher/Educator
Language Arts And English, Mathematics, Science, Social Studies, Special Education

Meghan Sanchez's collections

 

Observational Flower and Plant Drawings

<p>An observational drawing is a drawing of what you see in front of you. In this collection, you will have access to several images of individual flowers and plants to use to create your drawings. When creating your drawing of the flower, consider the size, color, and shape of the flower. Your drawing can become a scientific observational drawing by adding labels to the different parts of a flower. </p> <p><span class="s1">As you continue to browse this collection, consider revising your work several times. Like true artists, your first draft is never your last. Have students work with a partner to critique each other's work. Consider correct labels, accurate coloring, adding details, and finally, giving your observational drawing a title for your audience. Review the student friendly rubric in this collection to use to help them consider examples and non-examples.</span></p> <p><span class="s1">Attached you will find a general rubric to use for high quality observational drawings.</span></p><p><strong><em>Essential Questions:</em></strong></p><ul><li>What are the different parts of a plant?</li><li>What does high quality work look like?</li><li>How can I give kind, specific, and helpful feedback to a partner?</li></ul><p><b><i>Big Idea: </i></b>As students work with this collection to answer the essential questions, they will understand that:</p><ul><li>Plants can have a stem, leaf, and flower.</li><li>High quality work means returning back to the work several times and using a rubric to guide you.</li><li>Students make noticings and wonderings and provide specific next steps for giving feedback.</li></ul><p><em><strong>Lesson Sequence:</strong></em></p><ul><li>Show images of flowers to students or have them see them in your local or school garden.<ul><li>Look at colors, shapes, and lines</li></ul></li><li>Learn the parts of a plant and correctly label them.<ul><li>Stem, leaf, flower</li></ul></li><li>Review the rubric for high quality observational drawings.</li><li>Practice drawing flowers in real life or use images found in this collection.</li><li>Review the Kind, Specific, and Helpful feedback protocol with students.</li><li>Have students critique each others work.</li><li>Revise their work based on peer feedback.</li></ul><p></p><p>#LearnWithTR</p><p>Keywords: flower, observational drawing, revision, revise, plants, scientific, draw, artist, high quality<br /></p>
Meghan Sanchez
34
 

Garden Inquiry Unit

<p><b><em>Overview/Rationale: Students from ages 3-6 will learn how to plan and conduct an inquiry to answer the following research question: <em>What does a garden need to grow?</em> </em></b></p> <p><b><em>In this unit, students will be taught how to select, collect, and organize relevant information to answer the research question; how to draft, revise and edit a research report. In addition, residents will teach (or reinforce) up to at least (4) FOUR literacy strategies, that include asking and answering big and little questions, writing and revising drawings, making observations, and synthesizing information into a culminating product. </em></b></p> <p><b><em>Finally, students will demonstrate an increase in content knowledge of plants and gardens related to the CCSS and as evidenced with a final post-assessment in the form of an informational brochure of a school/community garden that students can give to visitors and prospective families.</em></b></p> <p><b><em>Essential Questions:</em></b></p> <ul><li>What does a plant need to grow? <ul><li>What are the parts of a plant?</li></ul></li><li>What does the Earth do to help plants grow?<ul><li><ul><li>Rain</li><li>Sun - photosynthesis</li><li>Soil</li></ul></li><li>How does the plant get food?<ul><li>Soaks up water from roots</li></ul></li></ul></li><li>What does a gardener do to help plants grow?<ul><li>What tools does a gardener use?</li><li>What can we do to help our school garden grow?<ul><li>What are the rules of the school garden?</li></ul></li></ul></li></ul><p><b><em>Big Idea: </em></b>As students work with this collection to answer the essential questions, they will understand that:</p> <ul><li>A plant needs water, sunlight and soil to grow</li><li>A plant has different parts.</li><li>The Earth helps plants grow.</li><li>Gardeners work in the garden and help it grow.</li><li>We can take care of our school/community garden and help the plants grow, too.</li></ul><p><em><b>Lesson Sequence:</b></em></p> <ul><li>Pre/post assessment for vocabulary </li><li>Anticipatory guide (pre/post test)</li><li>First draft of introduction to summative project, a brochure</li><li>Writing revision of introduction to summative project, a brochure.<span class="Apple-tab-span"></span></li></ul><p><b><em>Resources in this Collection:</em></b></p> <ul><li>Pre/post assessment for vocabulary </li><li>Anticipatory guide (pre/post test)</li><li>Lesson plan for revising writing for brochure</li><li>Curriculum map outlining a 3 week garden inquiry unit</li></ul><p>#LearnWithTR</p> <p>Keywords: garden, people, humans, gardener, flowers, space, tools, fruits, vegetables, plants, landscape, environment, gardening</p><p></p>
Meghan Sanchez
9
 

How to Care for a Garden: A Study of Humans and Gardens

<p>Gardens come in many shapes and sizes. Some contain flowers and are aesthetically pleasing to the eye. Others contain fruits and vegetables to be eaten and enjoyed. But behind most gardens are the hands and toiling work of humans, working to create that space for its intended purpose. </p> <p>This collection will allow you to explore various artwork depicting gardens and either their gardeners or people that use the space for various purposes. Consider how the people are using the space. What materials or tools do they use to aid them when interacting with the garden? Also think about the location and era of each garden. How do people's interactions with their natural environment stay the same or change? What processes remain and how do humans change the landscape of gardens, for better or worse?</p> <p>Gardens often require humans to tend and take care of them. Within this collection, students will analyze how people across the world take care of and use garden spaces. Use the <em>Garden Anticipation Guide </em>to assess before and after the unit what students know about gardens. </p> <p><strong><em>Essential Questions:</em></strong></p> <ul><li>What does a gardener do to help plants grow?</li><li>What tools does a gardener use?</li><li>What can we do to help our school/community garden grow?</li></ul><p><strong><em>Big Idea: </em></strong>As students work with this collection to answer the essential questions, they will understand that:</p> <ul><li>A plant needs water, sunlight and soil to grow.</li><li>Gardeners work in the garden and help it grow.</li><li>Gardens have many uses, for enjoyment and events, as well as for growing food.</li><li>We can take care of our school/community garden and help the plants grow, too.</li></ul><p><em><strong>Lesson Sequence:</strong></em></p> <ul><li>Administer the <em>Garden Anticipation Guide before starting the unit.</em><ul><li>Look for common misconceptions or misunderstandings.</li></ul></li><li>Preview images in the collection and have students do a See, Think, Wonder thinking routine.</li><li>Have students compare 2 images side by side to see similarities and differences in what the gardens look like, but also how they are used.</li><li>Sort the collection based on the uses of each garden.</li><li>Consider how they want to treat their school/community garden based on these images.</li><li>Read Aloud Lesson "<em>In My Garden"</em> to learn more garden vocabulary.</li><li>Administer the <em>Garden Anticipation Guide at the end of the unit.</em><p><br /></p> <ul><li>See what students have learned and if you have addressed any misconceptions.</li></ul></li></ul><p>#LearnWithTR</p> <p>Keywords: garden, people, humans, gardener, flowers, space, tools, fruits, vegetables, plants, landscape, environment, gardening</p>
Meghan Sanchez
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