| A one semester high school botany course was revised with a focus on student involvement. The premise of the unit was three fold: First, this unit was developed to increase student appreciation of plants. Secondly, to teach students that plants are living organisms that respire, consume stored reserves (eat), release substances (excrete), grow, reproduce, respond to stimuli, and adapt. Students were greatly encouraged to develop the laboratory activities and class discussion centered on student ideas. Lastly, this unit was taught to help students apply what they have learned about plants and environment to their own lives.; Alternative assessments were used including journal writing, oral interviews, essay writing, laboratory exercises, group work, and observations. Student retention rose tremendously with this unit versus botany units of the past. Students were able to recall details of the plants with evidence of learning from laboratory experiences. Statistical analysis of pre and post tests displayed an increase in learning. Students reported an increase in content details, classroom cooperation, laboratory techniques, and the love for botany. |
