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Native Plants of Peru: Inquiry Learning

This document presents a lesson on the native plants of Peru. The lesson will guide students through a scientific inquiry process to identify the characteristics of native plants according to their habitat, through the collection and organization of data from different sources. Students will create posters to promote what they have learned about the native plants of Peru.

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8 views5 pages

Native Plants of Peru: Inquiry Learning

This document presents a lesson on the native plants of Peru. The lesson will guide students through a scientific inquiry process to identify the characteristics of native plants according to their habitat, through the collection and organization of data from different sources. Students will create posters to promote what they have learned about the native plants of Peru.

Translated by

ScribdTranslations
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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SCIENCE AND TECHNOLOGY

WE RECOGNIZE THE NATIVE PLANTS OF PERU


I.- INFORMATIVE DATA

TEACHER:
GRADO Y SECCIÓN: 5º
FECHA:
II.- LEARNING OBJECTIVES
COMPETENCIES AND PERFORMANCES WHAT WILL IT GIVE US

AREA CAPABILITIES EVIDENCE OF


LEARNING
INVESTIGATE THROUGH CLINICAL METHODS TO Obtain qualitative data or Students
C BUILD YOUR KNOWLEDGE quantitative data that will evidence the registration of data and
I relationship between the variables that will represent them
E Problematic situations to conduct inquiry; use to answer in organizers.
N Design strategies for inquiry. question. Record the data and
C Generate and register data and information. represents them in different
I Analyze data and information. organizers.
A Evaluate and communicate the process and results of Su
inquiry

Cross-cutting approaches Observable attitudes or actions


Rights-based approach Teachers and students actively participate in the
planning of your activities.

III.- PREPARATION OF THE SESSION


What resources or materials will be used in the
What should be done before the session?
session?

IV.- MOMENTS OF THE SESSION


TIME INSTRUMENT
MOMENTS S OF
STRATEGIES
EVALUATION
Start the session by discussing with the boys and girls what they have learned about
the regions.
I Remind them that we talked about ecosystems and how they generate
N own climates.
I Explain to them that the variations and regularities of the climate are of great
C importance for the plants of each region.
I -Pregunta: ¿en todas las regiones peruanas hay el mismo clima? ¿En todas las
O Are there the same animal species in Peruvian regions? And are the plants the same?
the same in all regions of Peru?
Use a dynamic of your choice to form groups of four members.
Discuss with your students that they will compete between the groups. To do this,
each group must comment and write a list of plant names that
know.
Deliver half a flip chart and a marker to each group.
Give them five minutes for each group to comment and make the list. Ask them to
Present their lists and compare them with those of the other groups.
Question: what plant names appear in the lists of the groups?
Do all the lists show the same names? Which group mentioned more?
nombres de plantas?, ¿las plantas mencionadas a qué región pertenecen?,
Can we differentiate which region each type of plant belongs to.
Communicate the purpose of the session: TODAY WE WILL LEARN ABOUT THE SPECIES OF
NATIVE PLANTS AND TREES, ACCORDING TO THEIR HABITAT.

STATEMENT OF THE PROBLEM

Question: Of the plants mentioned by the groups, WHICH ARE THE


NATIVE PLANTS OF PERU? WHAT CHARACTERISTICS AND PROPERTIES
DO YOU HAVE THOSE PLANTS?

STATEMENT OF THE HYPOTHESES

D Ask the groups to formulate a response. If necessary, establish the


E significado de “nativo” y “planta nativa”.
S A native, indigenous, or autochthonous plant is a plant that belongs to a specific region or ecosystem.
A Its presence in that region is the result of natural phenomena without human intervention. All the
natural organisms, in contrast to domesticated organisms, have their distribution area within
R which are considered natives. Outside that region, if they are brought by humans, they are considered species
R introduced
O
L DEVELOPMENT OF THE INQUIRY PLAN
L -Point out the answers given by the students and ask them: what
O What can we do to verify or refute the given answers? Listen to them and
Make them aware that they need to seek information to verify and respond.
correctly the question.
Question: Where could they look for that information? In which sources?
Listen to the suggestions and write them down at one end of the board. The children and
girls might say they can use their books. If they only provide one alternative
You can present them other options, mentioning them one by one, giving them time.
so that they can remember and say where else to find information.
Deliver the information sheets by work teams and suggest that
they will elaborate a double-entry table to organize the information
obtained.

It indicates that in the book Science and Environment, page 91, they can also
find information that helps them learn about the region of origin of some
native plants.
ANALYSIS OF RESULTS AND COMPARISON OF THE HYPOTHESES

When they finish creating the double-entry table, ask the


students who confront their information with their initial response and with the
information presented by the other groups.

STRUCTURING OF THE BUILT KNOWLEDGE AS A RESPONSE TO


ARGUMENTATION PROBLEM

Tell them to answer the initial questions based on the information.


found and naming the reliable source of information that supports it.

EVALUATION AND COMMUNICATION

Ask girls and boys to make attractive posters to promote the


characteristics and properties of native plants of Peru worked on
class.

Remember with the students, step by step, all the activities


C developed
I Today, to build and organize the information about your plants.
E
native to Peru.
R
R It emphasizes the importance of organizing information in tables or graphs in order to
E To ensure the understanding of the information obtained.
Ask them: what question initiated the inquiry we have conducted?
Did we ask additional questions? What have we done to organize the
information obtained?

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