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It’s Time To Stop and Smell the Flowers

It’s Time To Stop and Smell the Flowers. Some questions we can ask… . How do we know which are real? Considering all of the flowers, how can they be put into groups? Which real flowers are sort of like the silk flowers in some ways? How? How are they different?

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It’s Time To Stop and Smell the Flowers

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  1. It’s Time To Stop and Smell the Flowers

  2. Some questions we can ask… • How do we know which are real? • Considering all of the flowers, how can they be put into groups? • Which real flowers are sort of like the silk flowers in some ways? How? How are they different? • Choose one of the real flowers. What distinct parts can you describe? • Which silk flowers are the best models of real flowers? • How could you change the silk flowers to make them better models? • What simple materials could you use to build a model flower?

  3. As A 3x3 Lesson Plan • What skills/standards do you see as being part of this activity? • What could you do to highlight math, science, creative arts, language arts…each content area? • What could be done to encourage collaboration between students? • What could be done to encourage the exploration of technology and/or engineering? • To what extent can this be described as “a problem”, “relevant”, “authentic”, “integrated”, “transdisciplinary”? • To what extent does this demonstrate the attributes of the kind of problem solving activity that we’d like to use as part of Project ECLIPSE?

  4. Ambrosius Bosschaert the Elder 1614

  5. Let’s Plant a Flower Garden Dear Students, My name is Jose Martinez and I own a landscaping and gardening business, Gardens of Glory, in the Central San Joaquin Valley of California. I have been asked to design a backyard wild flower garden as a dedication to Lady Bird Johnson… At the bottom of the garden paper please list: • The total area of the garden • The total perimeter of the garden • The total cost • The 5 plants used • The number of small, medium, and large plants

  6. As A 3x3 Lesson Plan • What skills/standards do you see as being part of this activity? • What could you do to highlight math, science, creative arts, language arts…each content area? • What could be done to encourage collaboration between students? • What could be done to encourage the exploration of technology and/or engineering? • To what extent can this be described as “a problem”, “relevant”, “authentic”, “integrated”, “transdisciplinary”? • To what extent does this demonstrate the attributes of the kind of problem solving activity that we’d like to use as part of Project ECLIPSE?

  7. Bring These Together…And Then Some… • How can you adjust these activities to bring them together into a coherent (3x3) lesson sequence? • What could you do the alter/enhance the activities so they include even more skills, standards, subject areas? • How could you make this even more of a STEM lesson? • How could you make this address the CCSS math even better? • How could you make this address the CCSS math even better?

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