Yet another BTDT Life Science Question

[Peggy in Va]

Last night while I was working on lesson plans for the life science we will be doing in the fall, I found myself quietly complaining about the order in which the topics are covered. Mind you, I understand completely why they are taught in this order (lower life up); but I find it a bit inconvenient. Inconvenient in the sense that we would be covering plants and animals in the dead of winter as opposed to spring when these things come to life.

So, I'm looking for reassurance that the world as we know it is not going to end if I switch the order of the topics. In other words, instead of the order being plants - animals - humans, after covering cells, classifying organisms/six kingdoms/bacteria/protists and fungi; change it to humans - plants - animals or humans - animals - plants?

I realize this is a bit like teaching history backwards, but is it a completely crazy idea?

TIA

[Cindy in WA]

ABeka Biology chooses to change the order of presentation by starting with the big things and moving to the smaller. I actually prefer this. Take the students from what they can see to what they can't. Makes more sense to my brain.

Besides, I don't think there are Life Science police who will ticket you. Teach what makes sense to you.
HTH
CIndy

[LoriM]

I know exactly what you mean. It was frustrating to "waste" warm weather and potential plant-growing projects the first month of school, and to start talking about plants in the dead of winter. :) Now, we didn't get to animals until the spring, so that worked out, but still...

I think it's perfectly appropriate to start with the visible and move to the "invisible." Most kids already have a sense of wonder about plants and animals (animals even more than plants). Start with topics that excite them, and move forward.

OTOH, as a classroom teacher, I have to go "in order" mainly because I need to develop good lab practice before I give them a scapel and let them go on a frog specimen. :) I need to build that sense of investigation and reasoning to get to the more advanced species.

I think I'm going to have a greenhouse field trip during plants...which will be a nice break in the winter. Plus I'm installing growing lights in my lab. :)

Lori

[Peggy in Va]

Besides, I don't think there are Life Science police who will ticket you. Teach what makes sense to you.
HTH
CIndy

:lol:It's not the "police" I'm worried about, I just don't want the earths axis to straighten and the planets to become out of alignment.

Thanks

[Peggy in Va]

[quote=LoriM;1053163]OTOH, as a classroom teacher, I have to go "in order" mainly because I need to develop good lab practice before I give them a scapel and let them go on a frog specimen. :) I need to build that sense of investigation and reasoning to get to the more advanced species.

So I guess the idea of letting them practice on humans before moving to frogs is out of the questions? ;)

I see what you're saying. Do you think human, plants, animals would be too confusing? Obviously we would still cover cells, classifying organisms/six kingdoms/bacteria/protists and fungi first.

Thanks