Real Life Problem Solving: Integrating science and ELA

 

Today was one of those great days where I found a way to really connect the content to life.  We are in week 3, Module 8, and concentrating on the essential question, "What do plants need to live and grow?"  The kids have been really interested, and enjoying lot's of hands on science connections, from helping clean up our school courtyard and planting peas and flower seeds, to exploring seed distribution.  So, today I decided to pose a real life problem.  

I talked to the class to explain, I have some plants in my room that I bring in each year.  They have always done well in my window, and they get watered regularly.  Until this year they have been happy classroom plants.  Then I had the kids take a look at my one very sad looking plant, leaves usually thick and waxy are dull and thin, some even dried up and falling off.  I asked them to think about what they are learning, about what plants need to grow, and if they have any ideas what might be going wrong.  

Some students asked if I put vaseline on some of the leaves.  Others asked outright, "Did you do this on purpose to give us a problem to solve?"  😅  The kids are savvy, but I didn't actually do this on purpose, just a timely real life houseplant problem.  They have partners at the carpet, so I asked them to think about what they might be going on and talk it over with their neighbors.  Then I called on some kiddos to share their thinking.  As they shared I asked kids to build on the person before them, ie. "I agree with...", or "I disagree, because", one student acknowledged the person's idea before kindly disagreeing and supporting with her thinking, but this is more what I know I need to help most of the kids learn to do.  

The kids came up with many thoughts, and it helps me see who is really taking in the learning.  Here is a sample

• I think it needs to be repotted with new soil.
• I agree it probably needs more minerals, since it has been in the same pot for a long time. 
• Some kids were stuck in the idea of it needing more sun and water, even though those things were constants. 
• One thought perhaps there were worms eating the roots.
• Another suggested that perhaps something was preventing the plan from getting enough air.
• One very seriously suggested, "I think it is from global warming."  Being honest here, I needed stifle a giggle on that one.

We finished off with the kiddos writing me a note. Here was the basic assignment, somewhat of a quick write.

The engagement was amazing.  The thinking was rich, with understanding, vocabulary and a few misconceptions, that I can now address.  The best part, everyone seemed to really enjoy what we were doing!