JordanLee
TEDU310
ScienceBulletinBoard
TeacherNotesforBulletinBoard
SOLAddressed:
Science1.5Thestudentwillinvestigateandunderstandthatanimals,includinghumans,
havebasicneedsandcertaindistinguishingcharacteristics.Keyconceptsinclude
a)basicneedsincludeadequateair,food,water,shelter,andspace(habitat);
b)animals,includinghumans,havemanydifferentphysicalcharacteristics;and
c)animalscanbeclassifiedaccordingtoavarietyofcharacteristics.
Focus:Animalbodycoverings
• Bodycoveringsincludehair,fur,feathers,scales,andshells
• Bodycoveringsprotectanimals
• Bodycoveringshelpkeepanimalswarmincoldweatherandstaycoolinwarmweather
• Bodycoveringshelpanimalshideandkeepsafefrompredators
• Animalscanbeclassifiedandsortedbytheirbodycoverings
• Animalswithhair:humans
• Furismadeofmanyhairsthatcoverananimalsbody,animalswithfurinclude:bears,
dogs,andrabbits
• Feathersarelongandflatandhelpsomebirdstofly,animalswithfeathersinclude:
birds(chickens,parrots,andbaldeagle)
• Scalesaresmall,hardplatsthatcoverananimalsbody,animalswithscalesinclude:
snakes,fish,andcrocodiles
• Shellsarehardplatesthatanimalsliveinside,animalswithshellsinclude:hermitcrab,
turtle,andsnails
• Youcaninfertypesofanimalhomes,usingthephysicalcharacteristicsoftheanimal,
suchasscalesallowfishtoliveinwater
JordanLee
TEDU310
BulletinBoardReflection
Mypracticumteacheraskedmetocreatemybulletinboardtogoalongwithmyscience
lessonplanforTEDU517.IamreallygladthatIdidthisbecauseitenhancedbothmylesson
andmybulletinboard!Mystudentsgotinvolvedinthebulletinboardinavarietyofways.First,
theyallgottocomeupandfeelthesamplebodycoveringsdisplayedontheboard;fur,scales,
shellsandfeathers.Theymadeobservationsabouteachbodycovering,forexample,thefur
feelsreallysoftandthescalesfeelrough.Thepicturesdisplayedonthebulletinboardwere
Velcroedontotheboard,sopriortoshowingthemtheboard;Iremovedallofthepictures.
Afterobservationsweremade,Ishowedthestudentstheanimalpicturesonebyone.We
discussedwhattheanimalwasandwhatbodycoveringithad.Ithencalledonstudentstotake
thepicturesandattachittothebulletinboardunderthecorrectbodycoveringheading.The
studentsreallyenjoyedfeelingthedifferentbodycoveringsandhavingthechancetocomeup
andplacetheanimalpicturesontothebulletinboard.
Thestudentslearnedthatanimalshavedifferentbodycoverings,howthosebody
coveringsfeelandlook,andexamplesofanimalswiththedifferentbodycoverings.Iknowthis
tobetruebecauseeverystudentthatcameupandplacedananimalontheboardplaceditin
thecorrectspot.Ialsoknowthisbecausesincemybulletinboardandlessonwerecombined,
thestudentshadtogobacktotheirdeskandsortanimalsintheirsciencejournalsandtheyall
didverywellwiththisactivity.
AlthoughIwasveryhappywithhowmybulletinboardlookedandthatitwasinteractive
inmanydifferentways,Iwouldmakeonechange.IthinkthatifIdiditagainIwouldhavethe
bodycoveringsamplesandtheheadersvelcoredontoo,oratleastbeabletoberemoved.I
woulddothissothatthisbulletinboardcouldbeusedforotheraspectsoftheSOL.Ifyouwere
abletoremovetheheadersandsamples,youcouldcreatenewheaderssuchaswateranimals
andlandanimalsandusethesameanimalpicturestoteachit.
FromthisexperienceIlearnedthatIammuchmorecreativethanIthought.My
practicumteacherandthestudentsreallyenjoyedmybulletinboardandtheextraeffortof
addingVelcroandcreatingthebodycoveringsamplesmadethebulletinboardsomuchmore
effective.IknowthatIamgrowingasteacherbymakingtheobservationthatonelittlechange
wouldofallowedmetoreusethisboardforfuturelessonstocome.IlearnedthatIunderstand
howimportantitistoreachallthedifferenttypesoflearnersandImadesureIdidthisthrough
mybulletinboardbyfeelingthesamplesforthekinestheticlearners,thepicturesforthevisual
learners,andthediscussionformyauditorylearners.
JordanLee
BulletinBoardPictures