Investigating oranges - How many sections are inside?
Summary
In this biology investigation students will be asked to attempt to determine how many sections exist in an orange without having peeled it. Students will work in small cooperative groups. Each group will be able to use a small magnifying lens and their own 5 senses to come up with their predictions.
CollapseLearning Goals
Students will be encouraged to use their observation skills and discuss within their group possible ways of drawing their conclusions.
Key concepts:
- Observation is an important part of the scientific process.
- Communication and sharing ideas is essential.
Vocabulary:
observation, communication, cooperation
Key concepts:
- Observation is an important part of the scientific process.
- Communication and sharing ideas is essential.
Vocabulary:
observation, communication, cooperation
Context for Use
This is an investigative lab activity that could be used with a wide range of elementary grade levels.
Plan for an estimated 20-30 minutes.
Students should be provided with magnifying lenses and other instruments you may want to give them that they might use to "investigate" the orange.
This activity could be used as a practice session to help develop cooperative group skills. I plan to use this activity for precisely that purpose and during the first week of school.
Plan for an estimated 20-30 minutes.
Students should be provided with magnifying lenses and other instruments you may want to give them that they might use to "investigate" the orange.
This activity could be used as a practice session to help develop cooperative group skills. I plan to use this activity for precisely that purpose and during the first week of school.
Description and Teaching Materials
To introduce the lesson I would lead a whole group discussion to introduce/review the key vocabulary and concepts of the lesson:use of all 5 senses, observation, communication, cooperation, and working within a group.
Students will be given one orange per group. Each group will have a magnifying lens to use as they see fit. Each student within the group will have his/her science journal in which they will record group member's ideas. Each member of the group will be given a pre-determined amount of time to examine the orange. After examining the orange each member will share his/her thoughts with the group. All members will record predictions. Upper elementary students may also jot down a sentence or two describing their reasoning. After all members have had a chance to observe and share allow a short amount of time for informal group discussion to take place for further communication within the group. To close bring the class back together to discuss ideas, concerns, and or comments regarding their group's findings or proceedings.
This is a lesson that I have not done before but am anxious to try. It is inspired by Robert Krampf's science experiment that can be found on his website.
Students will be given one orange per group. Each group will have a magnifying lens to use as they see fit. Each student within the group will have his/her science journal in which they will record group member's ideas. Each member of the group will be given a pre-determined amount of time to examine the orange. After examining the orange each member will share his/her thoughts with the group. All members will record predictions. Upper elementary students may also jot down a sentence or two describing their reasoning. After all members have had a chance to observe and share allow a short amount of time for informal group discussion to take place for further communication within the group. To close bring the class back together to discuss ideas, concerns, and or comments regarding their group's findings or proceedings.
This is a lesson that I have not done before but am anxious to try. It is inspired by Robert Krampf's science experiment that can be found on his website.
Teaching Notes and Tips
As mentioned ealier, I have not done this activity yet, so all I can do is speculate. It may be fun to give the group a stethoscope to enhance their hearing so they can "listen" to the orange. Or maybe a funnel would get some giggles. I would discourage the students from using their sense of taste. Also students would need to know that the orange can't be opened up or the peel in any way removed during their investigation.
By the way, Robert Kampf explains that you can tell how many sections an orange has by counting the ring of tiny dots on the end of the orange where it was attached to the tree. You may need to remove a small button shaped piece covering these dots which are actually holes through which the tree supplied the orange with all the goodies to grow.
By the way, Robert Kampf explains that you can tell how many sections an orange has by counting the ring of tiny dots on the end of the orange where it was attached to the tree. You may need to remove a small button shaped piece covering these dots which are actually holes through which the tree supplied the orange with all the goodies to grow.
Assessment
I would use the time during group observation to monitor how well the students are working within their groups. A quick check of the journals would also give an indication as to how well individuals did at recording information.
Standards
1.II.B.1
5.I.A.2
5.I.A.2