Distance Learning: Horticulture Interactive Notebook Week 1 (Master Copy)

Description

Objective: Students will (1) investigate and describe what plants need in order to grow; (2) conduct a scientific experiment with the teacher to analyze which factors affect plant growth the most (3) assess their knowledge of the lesson through an exit ticket.

Google Apps: Google Slides

Goes with:

Horticulture Interactive Notebook Week 1 Lecture 1 Video

Horticulture Interactive Notebook Week 1 (Student Version)- FREE!

*** Currently being updated, but you can always recreate it from the teacher slides ***

Reference: Interpreted and reimagined from the "Learn, Eat, Grow" Curriculum by the Junior Master Gardeners Program with the assistance of several Horticulture textbooks.

Teacher Tips:

1. Hook: Catch students interest with the "Plant Personality Virtual Poster" or some other interactive plant-based virtual activity.

2. Create a video to demonstrate to students how to use their interactive notebook.

3. Demonstrate how to add text to a Google Slide, how to highlight text, and how to change text color. I would include a teacher created video attached to the student interactive notebook.

4. Time: Honestly, this may take you more like 2 weeks depending on your class schedule. We only have Horticulture every other day, therefore we spent more time on this lecture series.

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Distance Learning: Horticulture Interactive Notebook Week 1 (Master Copy)

Name: Distance Learning: Horticulture Interactive Notebook Week 1 (Master Copy)
Brand: Bloom and Build
SKU: 5942668
Price: 3.00 USD
Availability: InStock
Rating: 5 (1 reviews)

Rated 5 out of 5, based on 1 reviews

5.0 (1 rating)

Bloom and Build

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$3.00

Highlights

Digital downloads

Google Apps

Grades

7th - 12th, Higher Education

Subjects

Earth Sciences, Science

Standards

NGSSMS-ESS3-2

NGSSMS-ESS3-1

NGSSMS-ESS3-5

Description

Google Apps: Google Slides

Goes with:

Horticulture Interactive Notebook Week 1 Lecture 1 Video

Horticulture Interactive Notebook Week 1 (Student Version)- FREE!

*** Currently being updated, but you can always recreate it from the teacher slides ***

Reference: Interpreted and reimagined from the "Learn, Eat, Grow" Curriculum by the Junior Master Gardeners Program with the assistance of several Horticulture textbooks.

Teacher Tips:

1. Hook: Catch students interest with the "Plant Personality Virtual Poster" or some other interactive plant-based virtual activity.

2. Create a video to demonstrate to students how to use their interactive notebook.

3. Demonstrate how to add text to a Google Slide, how to highlight text, and how to change text color. I would include a teacher created video attached to the student interactive notebook.

4. Time: Honestly, this may take you more like 2 weeks depending on your class schedule. We only have Horticulture every other day, therefore we spent more time on this lecture series.

Report this resource to TPT

Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.

5.0

Rated 5 out of 5, based on 1 reviews

1
rating

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Rated 5 out of 5

August 22, 2022

LOve this resource for my Organic Gardening class!

Amy Golden

(TPT Seller)

843 reviews

Grades taught: 7th

Questions & Answers

Standards

to see state-specific standards (only available in the US).

NGSSMS-ESS3-2

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).

NGSSMS-ESS3-1

Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).

NGSSMS-ESS3-5

Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.