Contents
1.
INTRODUCTION............................................................................................................................... 1
1.1 WHY A FIELD TRIP? ................................................................................................................. 1
1.2 SO WHY THE SINGAPORE BOTANIC GARDENS? .................................................................... 2
2.
LESSON DETAILS.............................................................................................................................. 3
3.
PREPARATION ................................................................................................................................. 4
3.1 RECONNAISSANCE .................................................................................................................. 4
3.2 LOGISTICS................................................................................................................................ 4
3.3 SAFETY .................................................................................................................................... 6
3.4 WET WEATHER PLANS ............................................................................................................ 8
4.
CONDUCT OF EVENT ....................................................................................................................... 9
4.1 PRE-ACTIVITY .......................................................................................................................... 9
4.2 EXECUTION ........................................................................................................................... 10
5.
PEDAGOGY .................................................................................................................................... 22
5.1 OVERVIEW ............................................................................................................................ 22
5.2 STATION PEDAGOGY ............................................................................................................ 23
6.
PERSONAL REFLECTIONS .............................................................................................................. 26
7.
REFERENCES .................................................................................................................................. 32
8.
APPENDIX ...................................................................................................................................... 33
8.1 MAP OF SBG ......................................................................................................................... 33
8.2 PRE-ACTIVITY HANDOUT ...................................................................................................... 34
8.3 BRYOPHYTES STATION HANDOUT ....................................................................................... 35
8.4 PTERIDOPHYTES STATION HANDOUT .................................................................................. 36
8.5 STUDENT FEEDBACK FORM .................................................................................................. 37
i
1. INTRODUCTION
1.1
WHY A FIELD TRIP?
A field trip is often a much dreaded event for many teachers because of the hassle involved in
organizing one and the fear of possible dangers that the students might be exposed to.
However, these should not deter teachers from organizing one for their students because of the
potential benefits that they may offer to our students.
Firstly, field trips provide opportunities for students to experience science in their natural
settings (Connolly et al, 2006). In our education system where the science has been removed
from its natural environment (nature) and taught in an artificial setting (classroom), students
are often unable to perceive what happens around an observed phenomenon (Zoldosova &
Prokop, 2006). Furthermore, as our science syllabus can only cover a limited amount of facts, a
field trip is thus a must let our students understand that there are much more things beyond
the texts and allow them to find out more for themselves.
Second, the classroom presents a limited learning setting unlike a field trip. As such, students
do not get many opportunities for scientific inquiry as they would in a field trip (Connolly et al,
2006). A field trip in a natural environment can be the main source of information for learning
activities whereby process skills such as observation, analyzing and creating hypothesis can take
place. Places such as Zoos or museum are special informal settings that each presents unique
opportunities, resources and rules to the students. In addition, field trips can arouse a sense of
wonder, interest, enthusiasm, motivation and eagerness to learn, unlike in typical classroom
settings (Eshach, 2007). Students can also become engaged when they are allowed to make
important decisions with regards to what they would like to look at and when given multiple
streams of data (Prensky, 2005). Field trips can thus motivate students who are not receptive to
the traditional style of rote learning, and thus reduce risk of losing them (Warren, 2008).
Third, field trips can help develop student attitudes. In a study by Jarvin and Pell (2005), it was
found that out-of-school learning can improve student’s attitude to science and inculcate in
them the passion to learn more about science. It has been well recognized that there is a strong
link between attitudes towards science and a child’s performance in the science class as a more
positive attitude towards science can lead to an increase in attentiveness to classroom
instructions and also increased participation in science activities (Eshach, 2007). Such out-ofschool learning can not only increase the appreciation and understanding of subjects taught in
the classroom, but are crucial in making young people who are independent, confident and selfreliant (BBC).
Fourth, field trips can create lasting and vivid memories. According to Connolly et al (2006),
field trips are often activities that are best remembered by students even long after they have
graduated. A study by Falk & Dierking (1997) that was done on the impact of field trips showed
that almost all individuals could at least recall one thing that they had learnt during an
elementary school field trip. This can be explained by the fact that when young people
experience memorable events during the course of their education, they not only remember
the exciting moments of the event itself, but also all the learning that went with it (BBC).
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With much for our students to benefit from, field trips should become an integral part of the
education, and not merely a form of reward. For students learning biology, this is especially true
as field trips can make good support to what is taught in class through the exploration of the
environment around us.
1.2
SO WHY THE SINGAPORE BOTANIC GARDENS?
The Botanic Garden offers a diverse plant collection of worldwide significance. The numerous
plant species includes many rare specimens that reflect the Singapore Botanic Gardens' richness
and diversity of plant life. In addition, the Botanic Garden also has many mini gardens such as
the Ginger garden, Evolution garden and the National Orchid Garden where plants are grouped
according to a specific theme. In fact, the National Orchid garden boasts of the largest collection
of tropical orchids in world, which is why it is a must for everyone to visit the place at least once
in their lifetime.
Guided nature tours are also available for those who would like help in exploring the garden. For
schools that would like to organize enrichment programmes for their students at the Botanic
Gardens, the Botanic Garden offers many educational tours and workshop for students from as
young as K1 to as old as JC2. For those who prefer to explore on their own, there are plenty of
information panels and signs for visitors to read and understand more about the plants that they
are looking at.
Another attractive point would be that the admission to the main garden is free, except for the
National Orchid Garden where the entry fee is $1 for students. However, the sprawling orchid
displays, water features, and exotic bromeliad collection in the Orchid Garden promises to make
that dollar very much worthwhile.
As students are taught about reproduction in flowering plants in the ‘O’ Level Biology syllabus, a
visit to the National Orchid Garden would also be very appropriate in getting students to
understand the diversity of flowering plants apart from those that they come across in the
textbooks.
In addition, we would like to leverage on their knowledge in this area and get them to explore
the world of non-flowering plants as well. As the Botanic Gardens houses and maintains all these
non-flowering plants within one of its thematic gardens, the Evolution Garden, teachers can thus
bring their students to explore the place without worrying about having to walk long distances
within the Botanic Gardens to look at the different non-flowering plants. Furthermore, the
journey through the Evolution Garden is grouped according to the four main groups of plants,
and thus students can be kept focused as they walk through the garden.
With so much greenery and scenery to offer, the Singapore Botanic Garden is thus one of the
best places for teachers to conduct a Biology field trip because it allows students to look at a
variety plants in their natural habitat all within one garden.
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2. LESSON DETAILS
Subject:
Topic:
Target Learners:
Duration of Lesson:
Venues:
Teacher:student Ratio
Specific Instructional Objectives:
Biology
Plant Sexual Reproduction
High Ability, Secondary 4, ‘O’-Level students
4-hour lesson
Singapore Botanic Gardens (SBG)
1:20
At the end of the lesson, students should be able to:
i)
Describe characteristics from each of the four plant
groups, namely, the Bryophytes, the Pteridophytes,
the Gymnosperms and the Angiosperms.
ii)
Identify the characteristics of insect pollinated
flowering plants.
iii)
Describe at least three methods by which flowering
plants (or angiosperms) ensure that their flowers
are pollinated.
iv)
Describe symbiotic relationships between these
plants and their pollinators
v)
Identify reproductive structures such as sporangia,
male and female cycad cones and stamen and
pistils.
vi)
Predict the shape, size and colours of hybrid orchids
as a product of inter-generic orchid crosses.
vii)
Compare and contrast the features in the life cycles
of the four plant groups mentioned above.
Students’ Prior Knowledge:
Prior to the conduct of this lesson, students are assumed
to have acquired the following knowledge or skills:
i)
Have already been introduced to sexual and asexual
reproduction in plants.
ii)
Students would also have been introduced earlier to
the concepts of evolution by natural selection,
genotypic and phenotypic variations, mutations.
3
3. PREPARATION
Rationale and objectives of the field trip are identified when we visit the place to get ideas for
the field trip before bringing students there. After which, the coordinator of the botanic gardens
will be contacted to inform them of the date and time of the proposed trip. Pre-trip information
will be obtained. The address of the place, contact personnel, phone numbers and email address
will be noted. Detailed directions of how to get to the place should be researched on, in case the
bus driver does not know the way. Arrangement will be made for students who cannot attend
the field trip, for example, sitting in for another teacher’s class. A list of students attending the
field trip will be forwarded to other teachers to inform them, in case students are involved in
other activities like CCA. A list of all the students’ names and home number or parents’ contact
number will be created in case of an emergency.
3.1
RECONNAISSANCE
At least two trips will be made prior to bringing students for the trip. Reconnaissance is
mandatory in planning for a field trip. Teachers will identify possible risks during the
reconnaissance and do a complete risk assessment for the field trip. Teachers will also plan
appropriate activities for students while keeping in mind the physical constraints of the area, for
example, certain parts of the garden may be too small to conduct activities that require
excessive movement. The route that is to be taken by the various groups will also be mapped out;
this is to avoid having too many groups at each station at any one time. Besides, constructing the
activities for the students, teachers will look out for amenities such as washrooms. The route
taken by each group would be planned in way that includes timely breaks in between for
students to visit the washroom. Just one or two days before the actual field trip, teachers will
make a trip down to the botanic gardens again. This is to ensure that the plants that the teachers
planned to show the students are still in place. However, it is a good idea to bring some pictures
of the plants as back-up.
3.2
LOGISTICS
Consent forms
Consent forms will be printed and given out to students 2 months before the field trip to seek
consent from their parents. Consent forms will be collected back within one week. Teacher will
do a count of the number of students going and make necessary arrangement for the trip.
Consent forms should include the following:
 Date and location of the field trip and transportation arrangements
 Educational purpose of the field trip
 Provision for special needs students
 Cost
 Clothing for the trip
 Lunch arrangement
 Amount of money needed
 Trip schedule
 Reminder to bring medication if needed
4

Parent’s signature
Transport
After confirming the students’ attendance, the appropriate number of buses will be booked.
Recommended bus service:
XingSheng Tansport Service has been providing bus services to local and international schools
since 1984. Their drivers are well trained and experienced. Buses have to be booked 3 working
days in advance.
Contact Details:
Mobile Phone: 9023-0917
Fax: 6483-5219
Office Number: 6481-4013 & 6481-4529
Office: 34 Jalan Tari Piring, Singapore 799187
Email: longlim@starhub.net.sg
To-bring list (For students)
 Water
 Umbrella/Poncho
 Cap
 Sunscreen
 Medications (If applicable)
 Writing materials
 Camera /Hand phone (not mandatory)
Students will be briefed on what to bring one week before actual date of field trip.
Students are not allowed to bring valuables like MP3 players or excessive money to the Botanic
Gardens. They will be briefed to carry light, as there would be a lot of walking. Teachers have to
prepare extra bottles of water and umbrella in case students did not bring.
Attire
Students will be required to wear their physical education attire for the trip. They are allowed
to wear sports shoes for the trip. Teachers will also be expected to wear comfortable clothing
for the trip.
Duration
The targeted duration of the trip will be 4 hours, the buses will wait for 4 hours, after which
students and teachers will be sent back to school. Teachers may want to have a short discussion
with the students after the trip to consolidate their learning.
Liaising
Entrance to the botanic gardens is free. However entrance to the national orchid garden within
the botanic gardens costs $1 per student. Tickets would have to be bought before the trip itself,
5
so that time is not wasted queuing to get the tickets on the actual day. Teacher will liaise with
the personnel in charge to make necessary arrangement. The coordinator of botanic gardens
should also be informed of the proposed field trip, as we would be bringing large number of
students there.
Budget
Logistics
Printing of Consent forms and worksheets
Booking of buses (Two way trip, 49 seater)
First Aid Kit
Entrance Fees
Total
Cost ($)
0
150
31.25
40 × 1
221.25
The estimated cost of the trip is $221.25 per class. Bulk of the cost is due to the chartering of
the bus. If the school however, has its own school bus, cost will be significantly reduced. The
first aid kit can be borrowed from the school’s science laboratory. In that case, the cost of the
trip will only be $1, which is the entrance fee to the national orchid garden.
3.3
SAFETY
The table below illustrates the risk assessment of potential hazards that may occur
during the trip. Risks are assessed on a scale of 1 (for low risk activities) to 10 (for high
risk activities). Precautions should be taken to minimize these hazards.
Categories
Potential Risks/
Hazards
Risk
Assessment
Precautions Taken
10
Per-trip safety briefing to warn
students that they should not touch or
ingest anything from the garden
10
Students will be told not to cause
disturbance to insects or animals that
they see in the garden. The first aid kit
will be carried along as a precaution.
Teachers will find out the emergency
number to call in case of accidents
(+65-9666 3717)
5
Students will be bringing their caps and
umbrellas along for the trip; this will
prevent direct exposure to sunlight.
Students will also be reminded to
consume water throughout the entire
trip. Teacher will also bring extra
bottles of water in case students did
Ingest/touch
Poisonous Herbs
Insects Stings
Health
Heat Injuries
6
not bring.
Minor Injuries
Getting lost
1
The paths at botanic gardens are well
paved and even. The chances of
tripping are low. As a precaution, the
first aid kit will be carried along.
1
The teacher to student’s ratio will be at
least 1:20. Students will be walking in
groups. They will be told to look out for
one another and report any missing
student immediately. As students will
be allowed to bring their cellphones
along, they would be able to call the
teacher or their classmates if they got
lost.
10
A pre trip assessment would be done.
Teacher will ask students and their
parents to find out whether the
students have any allergy. Antihistamine will be brought along just in
case. The emergency number will also
be kept handy.
1
The weather will be pre-empt before
the field trip. In case of rain, teachers
will lead students to the nearest
shelter. If students’ location is near the
car park, they may seek shelter in the
bus.
Travel
Pollen Allergy
Wet
Weather
Lightning Strikes
7
3.4
WET WEATHER PLANS
To pre-empt inclement weather conditions, the weather forecast will be obtained for
the proposed date. This is accessible from the National Environment Agency webpage at
http://app.nea.gov.sg/data/mss/docs/3dayotlk.htm.
The month of Singapore’s climate is affected by two main seasons. These are the Northeast monsoon season which lasts from late November to March, and the South-west
monsoon season from late May to September. Dry spells occur during the later part of
each monsoon season. July usually has the lowest month rainfall, while December is the
wettest, thus the field trip should be conducted on appropriate dates. Teachers should
schedule at least two alternative dates in addition to the proposed date.
If inclement weather occurs on the day of the learning journey despite all efforts to preempt it, actions should be taken in accordance to the stage of the event execution, as
illustrated in the table below.
Period of wet weather
Before departing for Singapore Botanic
Gardens
Action Taken
1) Teacher will wait for 30 minutes to see if
the rain subsides. If the rain stops, the trip
can be carried out as usual.
2) In the event that the rain perpetuates
after 30minutes, a Virtual Field Trip will
conducted in school instead (refer to next
sub-section).
1) Students will use their poncho or
umbrella to keep the rain out.
During Activities
2) During the reconnaissance, the nearest
shelter from each station would have
been noted. Teachers will lead students
to the shelter as soon as possible.
Virtual Field Trip
In the event when inclement weather occurs prior to students setting off for the learning
journey, or if no suitable replacement dates may be selected, a virtual field trip will be
conducted in school instead. The materials and resources that would form the bulk of
the content of the virtual field trip would have been collected during reconnaissance
trips. Teachers may have taken pictures and videos of the place as a back up to the
actual field trip. These videos and pictures can be used as resources to conduct the
virtual field trip. A sample of the virtual field trip may be found at this weblink:
http://www.youtube.com/watch?v=DARJ3wNwldQ
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4. CONDUCT OF EVENT
4.1
PRE-ACTIVITY
Pre-activity before the trip is to prepare students for the trip. The following things
should be done during the pre-activity.








The teacher should discuss the purpose of the field trip and how it is related to the
current chapter the students are learning
Teacher should impart visual observational, data collection and recording skills
Teacher should go through some terms or definitions that would be used during
the trip so that students will not feel lost
Teacher can show some photographs or a website about botanic gardens, so that
students know what to expect
Teacher should brief the students on their roles and what they are expected to do
Teacher should brief students on the safety issues
Teacher can brainstorm together with the class, a set of ground rules to be
followed during the trip. By brainstorming with the students, it promotes a sense
of ownership and students are thus more likely to behave
Teacher should give students an overview of the field trip
The handout prepared for the field trip can be given to students one week before the
field trip (refer to Section 8.2), so that students can read up on related information. They
would be more familiar with the task on hand, and would be able to clarify any doubts
before the trip. By briefing the students before the actual field trip, students will know
what is expected of them, there would be fewer misdemeanours. By ensuring that
students what to do, they would be more on task. During the trip, students would then
able to embark on the task immediately. Students are also given time to brainstorm
about how they can go about completing the task during the field trip. Teacher may
encourage students to research and read up on certain sections of the topics and have a
peer-teaching session outside class. This would promote collaborative learning.
9
4.2
EXECUTION
Overview
The lesson begins with the students arriving at the Visitor Centre accessible via Cluny
Road, then through Rain Tree Drive (refer to map in the Appendix, Section 8.1). At the
Visitor Centre, students will first be briefed on the wet weather plans and safety of the
trip (described in Section 3.2 and 3.3 respectively). Two teachers will be present along
with 40 students. Each teacher will oversee the activities for 20 students. The 20
students will then be further subdivided into 5 groups of 4 students each. Both teachers
may conduct the activities independently.
The learning journey will be focused on four stations, each describing a specific group of
plant life, namely, the Bryophytes, the Pteridophytes, the Gymnosperms and the
Angiosperms. The first three plant groups may be found in the Evolution Garden, while
the Angiosperms station will be located in the National Orchid Garden. Teachers should
note that all except the Angiosperms do not form monophyletic clades, and are instead
grouped by common traits that were not derived from a common ancestor. Whether the
Gymnosperms constitute a natural group is at present controversial.
The recommended flow of station activities is as followed:
Students will spend approximately 30 to 40 minutes at each station. Each station
involves a two-part activity. First, students will be given a short introduction to the plant
group of interest by the teacher. This will be followed by a related task that they will
have to accomplish. Groups will compete with one another to accumulate points with
which they may receive an award at the end of the learning journey.
It is recommended that both teachers begin their journeys at separate stations; one at
Station 1 and the other at Station 3. For small class sizes, teachers may bring the whole
class through the stations in numerical order. This order follows the evolutionary history
of land plants. In the next section, we will elaborate the content covered and task details
for specific stations. Teachers should read this section and prepare themselves before
going on the trip.
10
Station 1 – The Bryophytes (Mosses, Liverworts and Hornworts)
The Introduction
At the first station in the Evolution Garden, students will come to meet the relatives of
the earliest of the land plants. These are the Bryophytes which comprises 3 subgroups of
plants, namely the mosses, liverworts and hornworts.
The key learning points for this station that should be mentioned to students are:
 Bryophytes are non-vascular plants. That is, they lack a transport system for
conducting fluids and circulating them efficiently. They rely primarily on
diffusion and osmosis for their nutrients uptake and waste removal.
 Bryophytes reproduce by spores. They do not bear seeds nor produce flowers.
Additional information that teachers may want to highlight to students are provided
below (refer also to figure in Section 8.3). Some of the information is more suited for
higher ability students.
 The dominant plant body of Bryophytes is haploid, with n number of
chromosomes. This is known as the gametophyte or the “gamete-bearing plant”.
The cells on this plant body divide by mitosis to produce male and female
gametes in little chambers known as the archegonium (which houses ova), and
the antheridium (which houses sperms).
 Fertilization of the egg takes place when water droplets splash onto these plants,
transporting the sperms into the archegonia. Upon fusion of the sperm and the
egg which are both haploid, a diploid zygote is formed. The zygote then divides b
mitosis and produces a tiny 2n plant body (known as a sporophyte) borne on the
gametophyte (n). Once matured, cells in the sporophyte will undergo meiosis
and produce spores with a haploid number of chromosomes. These will be then
released into the damp and moist environment.
Teachers may raise these questions during this part of the learning journey:
 The terrestrial environment is very harsh. What are some problems associated
with surviving on land?
Suggested answers include desiccation and high light intensity (plants may suffer
damages from photo-oxidation when there is excessive light).
 Could there be a reason why bryophytes are so small?
Suggested answer: Plant sizes may be limited by the lack of a vascular system.
 How might sexual reproduction in Bryophytes not be as efficient as other land
plants?
Suggested answer: Gametes require water in order to be dispersed. Hence sexual
reproduction may be efficient only if the environment is moist and wet.
The Task
Students are provided with scientific drawings and diagrams (refer to handout in Section
8.3) of the various organs of a Bryophyte. Each group is to quickly identify the actual
plant organs found in the park, and take a snapshot of those organs using their phone
cameras.
11
Station 2 – The Pteridophytes (Ferns and Fern Allies)
The Introduction
A short walk away from the Bryophytes station, students will encounter the
Pteridophytes. The Pteridophytes comprises of club mosses, spike mosses, quillworts,
horsetails, whisk ferns, adder’s tongues, grape ferns and the true ferns.
The key learning points for this station
that should be mentioned to students are:
 Pteridophytes are vascular plants.
They possess phloem and xylem
vessels that are responsible for
the transport and circulation of
food, nutrients and water.
 Like Bryophytes, Pteridophytes
reproduce by spores. They do
not bear seeds nor produce
flowers. The spores are packed in
sporangia (singular: sporangium),
which may be organized into
sorii (singular: sorus). Teachers
may point these features out as
they describe to students.
Interesting information that teachers may want to highlight to students are provided
below (refer also to figure above). Likewise, these are more technical and may be more
suited to higher ability students.
 Spores are haploid with n number of chromosomes. Once dispersed, they
undergo mitosis and develop into a green leafy mass of tissues, usually in the
shape of a heart. This heart-shaped “leaf” is known as the prothallus and is the
haploid gametophyte.
 The gametophyte produces eggs and ova in the antheridia and archegonia which
are both found on the prothallus. Sperms possess flagella which allow them to
swim to the ova and fertilize them.
 The resulting diploid zygote then divides by mitosis to form the first leaf frond of
the fern which will eventually develop into a mature sporophyte plant
possessing sporangia.
 Teachers may identify 3 kinds of fern leaf fronds: trophophyll, sporophyll,
brophophyll. Trophophylls are photosynthetic leaf fronds that will not produce
spores upon maturation. Sporophylls are spore-bearing leaf fronds that possess
sporangia but otherwise resembling a trophophyll in all other aspects.
Brophophylls are leaf fronds with an unusually large amounts of spores.
Teachers may instruct students to look out for these differences.
 Teachers may also highlight that ferns come in a great diversity of shapes and
sizes, and may introduce to students the Tree Ferns, Staghorn Fern, Elephant
Fern, Maidenhair Fern and Peacock Fern.
12
Teachers may raise these questions during this part of the learning journey:
 What is similar between the means by which a Bryophyte reproduces and that of
a Pteridophyte?
Suggested answers: Both require water to disperse their gametes.
 Why do you think Pteridophytes are so much larger in size as compared to
Bryophytes?
Suggested answer: The vascular system of a Pteridophyte provides mechanical
support and allows Pteridophytes to divorce themselves from being in constant
contact with moisture; they no longer rely on osmosis and diffusion for transport.
 Do you think the genetic make-up of the sperms and ova arising from a single
prothallus will be the same? If yes, do you think it is then necessary to
differentiate into gametes and undergo fertilization if the genetic make-up is
unlikely to change?
Suggested answer: They are likely to be very similar because they are produced
by mitosis from the gametophyte tissue. It is necessary to undergo differentiation
into gametes because only after fertilization can a diploid sporophyte be formed
although the genetic make-up is unlikely to be very different from the parent
prothallus. However, if the gametes are exchanged between different prothalli,
the genetic makeup may turn out quite different.
 Compare the sporophyte and gametophyte generations in the Bryophytes and
the Pteridophytes. Which is the more dominant generation (in terms of size and
the duration it exist in that form for a single lifetime) in the Bryophytes? What
about the Pteridophytes?
Suggested answer: The sporophyte is the dominant generation amongst
Pteridophytes, while the gametophyte is the dominant generation in the
Bryophytes.
The Task
Students are given an envelope containing specimens of the trophophyll leaf fronds of 5
different ferns. Each group are to identify from which parent fern were these leaf fronds
obtained from. Having done so, they are to search for the sporophyll leaf fronds and draw
the distribution of the sporangia for each of the 5 specimens. The first group to
accomplish this task and to identify and draw correctly wins the game.
13
Station 3 – The Gymnosperms (Cycads, Gnetales, The Gingko and Conifers)
In this station, students will encounter the Gymnosperms or “Naked Seeds”. The
Gymnosperms include the cycads, ginkgo, gnetales and conifers. Students will spend
more time discussing about cycads before briefly examining some conifers. This
arrangement was made because the park has a much larger and more varied collection
of cycads.
The key learning points for this station that should be mentioned to students are:
 Gymnosperms are vascular plants.
 Gymnosperms reproduce by seeds. These seeds, when formed, are exposed.
That is, they are not protected within a fruit.
 The male and female gametes of gymnosperms are protected in reproductive
structures known as cones. Gymnosperms do not produce flowers or fruits.
 Male gametes (sperm) are produced from male gametophytes known as pollen
grains, while female gametes (ovum) are produced within the female
gametophyte known as ovule.
The description of the life cycle of a
typical Gymnosperm is provided
below.
 The dominant generation
of gymnosperms is the
diploid sporophyte. This
may often take the form of
trees or shrubs.
 Mature
Gymnosperms
produces sporophylls that
resemble scales in most
species. These scales are
arranged to resemble a
cone-like structure. There
may be two types of scales.
Scales which bear male
reproductive
structures
will divide by meiosis to
form haploid pollen grains.
Similarly, scales bearing female reproductive structures will divide by meiosis to
form haploid ovules.
 Fertilization takes place when the pollen grains are transported to the ovules.
The diploid zygote formed develops into an embryo protected within a seed. The
seeds are found expose on the scales of the female cones.
 Seeds will then germinate and grow into the adult sporophyte plant and
completes the cycle.
14
Some interesting information on other Gymnosperms is provided below:
 Ginkgo biloba is the last surviving member of its genus of Gymnosperms.
Teachers may bring along a few Ginkgo nuts and perform a show-and-tell to
their students that the “Bai Guo” (白果) found in Chinese desserts are the seeds
of this plant.
 Ginkgo biloba trees are very tall with heights up to 50m, and they are also very
long-lived. Some may have been around for 2500 - 3000 years.
 One Gnetales found in Southeast Asia is the Gnetum gnemon. Teachers may
provide the “Emping” crackers to students and explain that the bitter-tasting
crackers are an Indonesian cuisine (and many would have eaten before) made
from flour grounded from the Gnetum seeds. Teachers may add that the seeds
are also used in a popular local dish “Sayur Asam”.
 Pine cones may actually close or open in response to temperature or humidity
changes. Teachers may demonstrate how a cone may open up under heat.
Interesting information specifically on cycads are provided below.
 The earliest cycad fossils were dated back to 310 million years ago. Their prime
occurred during the Jurassic. Today, only about 158 species of cycads are known,
and 44% of known cycad species are considered endangered.
 Several reasons may increase the cycads’ vulnerability to extinction. First, they
are mostly tropical plants, and deforestation has been encroaching into much of
their natural habitat. Second, they reproduce infrequently and are very slowgrowers. Third, they are actively poached and removed from their habitats.
 Cycads are known to produce heat and some even a pungent odour to attract
their pollinators. These are usually weevils or beetles.
 Cycads are known to host a cyanobacterium in their roots. This cyanobacterium
fixes nitrogen and provides cycads with nitrates but at the same time releases a
powerful neurotoxin known as β-methylamino L-alanine (BMAA). BMAA
accumulates in the seeds of the cycads and if eaten, produces Alzheimer’s
disease-like symptoms.
 The stems of cycads are rich in starch. Some indigenous people consume the
starch and others who consume without properly removing the toxin are known
to exhibit the symptoms of BMAA ingestion.
Teachers may raise these questions during this part of the learning journey:
 How is reproducing by seeds more advantageous than reproducing by spores?
Suggested answers include seeds possess endosperm which is a ready source of
food for the developing embryo.
 Most Gymnosperms rely on wind for pollination. Others such as cycads rely on
insect pollinators. How are these methods of pollination more advantageous
than the methods employed by the Bryophytes and the Pteridophytes?
Suggested answer: Insect and wind pollination may occur over dry conditions and
thus need to rely on seasonal rainfalls or moisture for dispersal of the male
gametes.
15

Gymnosperms such as the cycads and the Ginkgo biloba are dioecious, that is,
they have male and female parts on separate plants. How do you think this
might be advantageous?
Suggested answer: This ensures that the population of gymnosperms maintains
genetic diversity. In the case of monoecious plants, the daughter plants produced
by selfing may also have diverse phenotypes because genes were mixed and
randomly assorted into new genetic backgrounds through meiosis. This however
does not lead to diversity in the gene pool but does increase phenotypic variation.
The Task
The task at this station is relatively simple but not necessarily easy. Having been
introduced to the Gymnosperms and in particular, the cycads, students are to choose
from four structures found on cycads, and determine which of them is a seed. This task
though simple, requires that students make reasonable hypothesis after observing and
comparing reproductive structures of plants from the earlier groups and the
Gymnosperms. The group that correctly identifies the seed and provide the closest
explanation for their choice will be awarded with the highest score for this round.
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Station 4 – The Angiosperms (All flowering plants)
Students will finally arrive at the National Orchid Garden. They will travel by foot from
the Gymnosperms station in the Evolution Garden. This will be a relatively long walk.
Teachers will begin introducing the Angiosperms or flowering plants to students and
identify some of these plants along the way.
The key learning points for this station that should be mentioned to students are:
 Angiosperms are vascular plants.
 Angiosperms reproduce by seeds and produces flowers.
 The seeds that are formed are usually encased in a fruit. Fruits are unique to
angiosperms and are not found in the earlier plant groups.
 Angiosperms may be further subdivided into two groups: Monocotyledonous
plants (or Monocots), or Dicotyledonous plants (or Dicots). This is based on the
number of seed leaves (or cotyledons) present when the seeds germinate.
 Monocots possess fibrous roots and have parallel venation. They usually
produce flowers with 3 or 6 tepals.
 Dicots possess tap roots and have branched venation. They usually produce
flowers with 4 or 5 tepals.
Below are some flowering plants that may be seen along the way:
 Frangipanis
 Fish Poison Tree or Putat Laut/Butun/Butong/Pertun (in Malay), Barringtonia
asiatica. The fruit of this small tree contains a poison saponin, and is pounded
and then released into freshwater streams to stun fishes by fishermen.
 Cannonball Tree, Couroupita guianensis,
 Members of Order Zingiberales, which include the gingers, Heliconia, banana.
Teachers may highlight the torch ginger flower, which is used as an ingredient in
Rojak.
 Members of the genus Ficus. Teachers may take the opportunity to explain the
symbiotic relationship between the fig wasps and the fig trees.
 Members of the family Arecaceae, or the palms.
 Bromeliads. Teachers may highlight that a common bromeliad that is eaten is
the pineapple. The pineapple is in fact not the fruit but the fused receptacle of
many small flowers.
Teachers may have students recall the life cycle of flowering plants during this part of
the journey. Students should be able to recall from the lesson that flowering plants
possess female reproductive structures known as carpels and male reproductive
structures known as stamens. They should be able to describe how pollen may be
transported to the stigma, and later fertilise the ovum in the ovule. They should also be
able to explain how the ovary or receptacle of a fertilised flower will eventually develop
into a fruit, while the ovule develops into a seed in the fruit, and the ovum, into the
embryo.
17
Interesting information specifically on orchids are provided below.
 The name “Orchid” was derived from the type genus Orchis, which means
“testicles” in Greek. This refers to the resemblance of the tuberoids to the male
testes found in plants from this genus.
 Orchids are the largest family of flowering plants, represented by 880 genera
and between 20,000 and 25,000 naturally occurring species of plants. In addition,
horticulturalists have produced more than 100,000 hybrids. One familiar orchid
genus that includes plants used for food flavouring is Vanilla.
 Orchids are monocots. They do not have tap roots but instead possess fibrous
aerial roots that are capable of photosynthesis and which possess a thick outer
covering known as the velamen that absorbs moisture from the air. This
adaptation arose from the epiphytic growth habits found in most orchids.
Teachers may ask students to recall and point out the monocot features of these
plants.
 Orchids are very distinctive because all members of this family share a set of
unique traits that are derived from a common ancestor (apomorphies) and often
not seen in other plants. This may perhaps be best seen in the structure of
orchid flowers. At this point, teachers may use a specimen in the National Orchid
Garden to illustrate the floral structures.
 Orchid flowers adopt bilateral symmetry (zygomorphic) instead of radial
symmetry. Each flower possesses three sepals and three petals. The medial petal
is highly modified and enlarged (in certain species this is diminished) to form a
labellum or lip. Often the labellum may serve as a landing platform for insects
and are usually colourful and attractive.
 A very unique feature of the orchid flower lies in the fusion of the stamen and
the styles to form a central cylindrical structure, known as the column. The
column is highly asymmetrical and forms a unique reproductive mechanism
which ensures that the pollinia (the pollen grains in orchids are packed into
unique structures known as pollinia), of one flower, will be delivered to the
stigma of another, and often correctly to the same orchid species. This is a highly
adaptive feature of orchids that ensures reproductive success. Teachers may
open the anther caps of some orchids to expose the pollinia and demonstrate
how it may be removed and inserted into the stigma located beneath the
column.
 Orchids have evolved a myriad of ingenious tactics in ensuring that their
pollinators deliver the pollen to the stigma. Some mimic female wasps sitting on
branches (Hammer Orchids of the genus Drakeae) attracting male wasps for a
false copulation, others mimicking female bees, with lips that produces hair-like
structures resembling those on the abdomens of these bees, and even
producing the female bee pheromones. Other orchids may be so specialized that
they are pollinated by only one species of insects. Examples include members of
the genus Angraeceum, which rely on hawk moths for pollination. Bucket
orchids also produce a fluid which drips and accumulates in a modified lip,
where bees may fall into and struggle out through a single exit, where the
pollinia may be attached to their backs.
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
Man has been fascinated by the variety in form and colours of orchid flowers
and realized that unlike animals, orchids may readily hybridize with plants
belonging to similar genera. As such, every year lots of new hybrids of orchids
were created and registered. Multigeneric hybrids of up to 5 genera are not
unusual.
Teachers may raise these questions during this part of the learning journey:
 How is insect pollination advantageous than wind pollination?
Suggested answer: One advantage is that insect pollination may be that genetic
material is delivered precisely to the target. This reduces wastage of the pollen
grain and ensures that genetic material is spread over a large area yet with high
success rates.
 Are all symbiotic relationships between the insect pollinators and the plant
advantageous to both organisms (mutualism)?
Suggested answer: No, in certain species, the insect pollinators may not receive
food for the task they have performed. This is a case where the plant has
outwitted its pollinator by not fulfilling its end of the deal. Such a scenario is
known as commensalism.
 Are all symbiotic relationships between the insect pollinators and the plant
advantageous to both organisms (mutualism)?
Suggested answer: No, in certain species, the insect pollinators may not receive
food for the task they have performed. This is a case where the plant has
outwitted its pollinator by not fulfilling its end of the deal. Such a scenario is
known as commensalism.
The Task
This task comprises two parts. First, students are to identify three naturally occurring
species or hybrid plants belonging to the same genus by roaming a specified area in the
garden and using their camera phones to take pictures of the flowers. They are to do this
for 2 genera specified by the teacher. These genera are Cattleya and Epidendrum. Both
are closely related and this leads to the second task. Having completed the first task,
students are to take a picture of a hybrid of the two genera. The group to accomplish
first gets the highest score for the station. The suggested answer is to take a picture of
any flower belonging to the genus Epicattleya (which is the intergeneric cross of Cattleya
and Epidendrum).
Returning to the Visitor Centre
The trip ends with the fourth station. Students may take a rest at the gift centre of the
National Orchid Garden, where there are restrooms and water dispensers. They will then
take a stroll back to the Visitor Centre where they may be picked up and return for
school. Before leaving, each station, they are to check for their belongings and ensure
that all equipment are returned.
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4.3
POST-ACTIVITY
E-learning Task
Navigation Tabs to Shuttle
Between Group Pages
HOMEPAGE
Search Field
easily located
Links to relevant ICT
Resources
Clear
Hyperlinks to
Group Pages
Learning
Objectives on
Homepage
Comment to
provide for
feedbacks
Guiding
Questions in
Group Pages
SAMPLE GROUP PAGE
The E-learning Task is a follow up activity for the student. It aims to widen the
knowledge of students on plants reproduction with ICT. Through online discussion and
commenting, students can further refine their knowledge learned from the fieldtrip.
Videos, pictures and relevant websites are found on the blog set up (accessible at
http://quintessence.edublogs.org/ ) and students can comment on the things they see.
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Through multimedia, they can go to places in other parts of the world and see for
themselves the diversity of plants. This acts as a supplement to their knowledge.
This webpage facilitates student’s self-reflections on the fieldtrip. They can jot down
their experiences and reflect on their learning before and after the field trip. Through
reflections, students can internalize the knowledge and improve on the areas which he
think he is lacking in. Reflections acts as a formative assessment for the teachers too,
and teacher can track the progress and understanding of the students.
4.4
LESSON EVALUATION/ STUDENT FEEDBACK
Getting students to feedback provides a channel for improvements to the lesson
planning. The teacher can analyze the strengths and weaknesses of the fieldtrip and do
better planning and execution the next time round.
Other than the lesson’s formative assessment of students, we have created a student’s
feedback form and the teacher’s self-evaluation form, which can be put inside the
portfolio for referencing.
Student’s feedback form (Appendix 8.5 )
This feedback mainly investigate the
1.
Dynamics of the groups from the student’s point of view. This is important as so
as to assess how different group member function within the group. This also
provides information for the teacher on grouping strategies to help create a more
inclusive learning environment
2.
Student’s feedback on the activities. This provides information on the perception
of the tasks assigned by the students. Teachers can evaluate whether it matches
the intended objectives and measure the effectiveness of the activities.
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5. PEDAGOGY
5.1
OVERVIEW
Pedagogy
Goal-based Scenario
Inquiry-based Learning
Rationale
One of the primary objectives of this field trip is to have
students develop science process skills such as recording
and gathering data. A goal-based scenario is hence the most
appropriate as it involves embedding a skill that is to be
learnt in an activity or task and is guided by a goal. A field
trip not only provides the learning environment, but also an
interesting context in which students can learn not just
process skills, but also gain knowledge through the
activities. With proper activities planned, students may thus
be focused on the objectives, be engaged and yet learn
much through a number of tasks.
Students will be expected to acquire such questioning skills
and attitudes that encourage them to continuously seek
answers from questions that they may be posed by the
teacher or themselves. By doing so, the curiosity to observe
and ask meaningful questions will be instilled in students.
Students can then obtained answers through data
collection, after which connections are made between their
prior knowledge and what they have discovered. This is thus
a very useful way in getting students to be actively involved
in building of their own knowledge and teach them how to
be independent thinkers who can synthesize new
information on their own through the inquiry based learning
cycle.
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5.2
STATION PEDAGOGY
In the four stations that we have set-up, purposeful pedagogical strategies are carefully
weaved into the activities. These strategies are employed to enhance their thinking skills
(fig 1- Eight Core Thinking Skills) and to raise their motivational level through
collaborative learning. In the following sections, strategies used and its rationales are
stated.
i.
Station 1 Bryophytes
Pedagogical aims: Students often take things as it is from the textbooks or notes
without linking it to the real world. This station is aiming at deconstructing the
knowledge of student and reconstructing them when the facts from the textbooks
are compared with real world objects.
Thinking skills: The thinking skills involved in this section is organization, information
gathering and evaluation skills.
Multiple Intelligences (MI): Visual, Kinesthetic
Predict, Observe and Explain (POE)
With the diagram in hand, the groups of students have to predict an image in their
minds what it looks like in real life.
Through collaborative searching on the life cycle of Bryophytes, students will
observe that what is drawn on the textbook might not be reflective on what is seen.
Through comparison, they will have to differentiate what are the differences (like
sizes, colors, shapes) between the ideal diagrams and the real bryophytes which
shows variations and deviations.
Evaluation skills are enhanced as students will be able to explain and comment on
why the differences exist. Exchange of ideas between group members refines each
other knowledge too.
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ii.
Station 2 Pteridophytes
Pedagogical aims: Singapore students are often good on papers but lack the skill
and motivation to search for things in the natural world. Moreover, they seldom feel
what the real artifact is like and therefore lacking in appreciation for nature. This
station encourages them to walk around, observe, and to search for answers, they
have to observe and feel what the real thing is like. This involves authentic learning
where students manipulate real objects in the world.
Science-Process skills: The thinking skills involved in this section is searching,
observation, analytical and drawing skills.
Multiple Intelligences (MI): Visual, Kinesthetic, Naturalist
Search, observe, feel and draw
Through searching and observing, it encourages students to develop a spirit of
exploration. With the sample in hand, they are able to feel the textures and make
comparisons with other species of ferns.
Lastly, through drawing, it develops their spatial-visual abilities and encourages them
to observe minute details. This will aid them in their practical too.
iii.
Station 3 Gymnosperms
Pedagogical aims: This station pedagogical aims are similar to that of station 1.
However, we focus more on the skill of hypothesizing when the group observes
something. Suggesting hypothesis is an important step in scientific research, and we
want to raise that interests in the students through the studies of Cycads.
Science-Process skills: Searching, observation, analytical, recall and evaluation skills.
Multiple Intelligences (MI): Visual, Kinesthetic, Naturalist, Interpersonal
iv.
Station 4 Angiosperm
Pedagogical aims: Generation and synthesis of ideas are important higher order
thinking skills in the bloom’s taxonomy. In this section, we aim to develop the
synthesis skills of the students.
Science-Process skills: Searching, observation, analytical, integration and synthesis
skills.
Multiple Intelligences (MI): Visual, Kinesthetic, Naturalist,
Synthesis
The focus here is for the student to synthesis new ideas after their collection of
pictures from 2 different genera of orchids. It probes them to take a closer look at
24
their sizes of the flowers, the colors, patterns and other flowering structures and
think of the characteristic when these two genera of orchids were to combine.
This is an important skill in the scientific research too, especially in biotechnology
where scientists try to identify good traits and combine them genetically. With this
activity, we hope to stir the interest of an inquiry mind in the students.
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6. PERSONAL REFLECTIONS
Jasmine Goh Poh Ling
In completing this project, I came to realize that it is not easy planning for a field trip. There are
a lot of things to be taken into consideration. Especially when the trip involves bringing students
out of the school compound, teachers must bear great responsibility for the safety of each and
every student.
The trip should be conducted at the appropriate time, could be while students are learning
about the topic or after they have completed the entire topic. A field trip should not be
conducted solely for entertainment; the field trip should be able to link what students read in
textbooks to the environment. A field trip presents an opportunity for authentic learning to take
place. The botanic gardens is a good place to bring the students when they are at the topic of
Nutrition in Plants, Transport in plants, reproduction in plants and even ecology.
In preparation for this report and presentation, our group went down to botanic gardens twice.
First time round, we went there to get a general idea of the place and thought about what
possible activities to be carried out there. During the first trip, I learnt a lot from Kai Yuan. He
has a very sound content knowledge of the different types of plants there, and how plants
evolved to what they are today. We went around botanic gardens sourcing different parts
where we may carry out activities. After obtaining a general idea of the place, we discussed
about the possible tasks that may be allocated to different stations. We have decided to stick to
4 stations due to time constraints and the restrictions due to the teacher to student ratio. The
tasks are designed such that students have something to do at each station instead of simply
walking around without assimilating anything.
During the second trip, we brought along video cameras and digital cameras to take video and
pictures of the place. The pictures and videos serves as resources for conducting a virtual field
trip if the actual trip cannot be carried out.
I learnt a lot from my group mates throughout the course of this project. Although it may be
time consuming; we spent one whole Sunday, consolidating the power point slides and
rehearsing the presentation at Diana’s place. It was fulfilling and time well spent. In fact, I
enjoyed spending time doing work with my group mates. I was in charge of section 3.1, 3.2, 3.3,
3.4 and 4.1 for this report. My group members help me proof read my section and gave me
ideas to add on, after which I made the necessary changes.
I worked well with my group mates, I feel that they are very supportive and understanding. I
would certainly wish to work with them again if there is a chance in future.
Goh Poh Ling Jasmine
081214F23
26
Elijah Ong Yitsin
Ever since I was a child, I enjoyed outing and in primary school, I was always looking forwards to
field trips. It motivated me so much that I organized my own ‘field trips’, bringing my friends to
science centers to learn more and I also once worked there as a young assistance. Therefore, I
actually enjoyed a lot in this practical session of organizing a fieldtrip.
Through this exercise, there are 3 main areas which I think I have learned a lot, namely the
pedagogical design in outing, collaboration with colleagues and exploring creatively.
Firstly, I realized that in all the activities done in the Botanic garden, other than having fun, the
most important element is to carefully weave in the pedagogical strategies to engage the
students in learning. When these strategies are properly employed, it will set the students in
thinking creatively and critically. Through these thinking skills, they are able to reflect on their
own learning and achieve higher order thinking skills. It is a chance for the students to see
things in whole new perspectives, allowing them to learn things not only for exams but for
personal interests.
Secondly, I think it is important to collaborate with other teaching colleagues to come out with
ideas and planning for the trips. It is very limited and time consuming for a single teacher to
come out with everything. But through collaboration, good ideas from different members can
be combined and it definitely boosted the learning experiences to a higher level.
Thirdly, it is important as a teacher to see things with a creative mind. The things seen in
botanic gardens might be very ‘boring’ but with a creative mind, many things can be
transformed into a teachable moment. The key is to lead the inquiry mind of the students in
looking at objects around them.
Lastly, one thing that I would want to know is the actual execution of the activity. Up till this
point, everything is still very ‘ideal’ even with the onsite reconnaissance and all the paper
planning. I think it is very hard to predict what the outcome will be on the actual execution. I am
very much interested in knowing the dynamics of the groups and how they actually interact
with each other.
Generally, I think I had an enjoyable experience working with my team members. I’ve learned a
lot from the different working styles and how they actually solve problems using different
approaches.
Elijah Ong Yit Sin
081631L23
27
Diana Ma Meijun
Working on this project has opened my eyes to the amount of planning and organizing that is
required before a field trip takes place. Preparing for a field trip not only involves a whole lot of
administrative and logistic matters, but also requires us to make sure that there activities that
can engage our students in learning beyond the text and enriching their minds. However, the
learning points for field trips cannot deviate too far away from the syllabus either or the
purpose of field trips as an enrichment to substantiate whatever has been taught in classrooms
would be lost.
In the early stages of conceptualizing, our group went down to the Botanic Gardens to check
out the place after deciding that it would the place where we would like to conduct the field
trip. During the trip, Kaiyuan and Elijah shared much of their knowledge on the plants with
Jasmine and I as we explored the place. As Jasmine and I could not offer much insight about the
plants, Jasmine made notes while I took photographs of the plants that we saw so that we could
look at them again and come up with ideas for possible activities that we could carry out for our
field trip. The trip to the Botanic Gardens gave us many ideas and possibilities of the different
teaching points that we could include in our field trip.
After the trip, we came together a few times to brainstorm on the different possible activities
that we could include in our field trip. However, due to the huge size of the gardens as well as
the many different thematic gardens, we found it hard to tie up all the interesting exhibits that
we would have loved to include in our field trip, much less make links back to the syllabus. At
first, our group had plans to use the evolution garden to introduce the evolution of plants from
the early times until present, but found out that another group had a similar concept as ours. I
thus suggested that we could focus on one aspect such as reproduction as it would tie in nicely
with the chapter of reproduction in plants in the ‘O’ Level syllabus and that the Botanic Gardens
would definitely be a great place to expose students to the different flowering plants apart from
those that they can only come across in their textbooks.
With the focus being decided upon, our group again came together to discuss what we would
want our students to look at. Using Kaiyuan’s knowledge of plants, our group decided that we
could look at how the reproduction of plants has evolved from the early ages when there was
no flowers to the present where plants can reproduce in many ways. I thought that it was a
great idea as students would have come across common non-flowering plants such as ferns in
their primary school science syllabus, and thus it would be great if we could tap on their prior
knowledge to bring them further into how these plants actually reproduces via spores. By
putting the reproduction of flowering and non flowering plants together, students can better
appreciate the evolution in plants with regards to the way they reproduce.
After deciding on the possible content, we split the four different groups of plants that we
would like to look at such that each of us would take charge of one group and read up more
about it. In this way, collaborative learning was taking place as we gained more knowledge
about a particular group of plants through our individual research and at the same time learn
more about other plants from our peers.
28
Armed with the knowledge of the plants, we then sat down to craft the tasks and activities for
our field trip through discussions. I have personally enjoyed these coming together to pool our
ideas as I never fail to learn new things through interacting with other members in my group.
The discussions have never failed to give me new knowledge, whether about facts of the plants,
or the possible ideas of activities that we can carry out for a field trip.
To sum things up, I feel that I have truly learnt a lot, not just from my own research, but also
from all my other group members. I enjoyed working with my group members and feel that our
group dynamics was excellent as we tapped on one another’s strength, provided help and
support to one another. I hope that we will have a chance to work together again in future.
Ma Meijun Diana
081501J23
29
Tan Kaiyuan
I have truly enjoyed working on this project because the process of developing it from scratch
to fruition was very enriching. I may summarize this process perhaps in a few stages, namely,
conceptualization, reconnaissance, planning, collection and production.
In the earliest phase, our group had gathered to conceptualize the field trip. We sat together to
identify a few guiding points. The primary consideration was to question how we may fully
exploit and maximize an outdoor experience that a classroom in school cannot provide. We
have decided that we wanted something that appeals to the senses, that is, to literally bring the
lesson to live. We want students to be able to see, smell, feel and hear (and on our own
reconnaissance trip, even tasted) the lesson. Such an experience will far surpass the diagrams
and pictures that are only too common a form of visual learning aid in Biology. A second beacon
was to ensure that the contents covered may stretch our students beyond the bounds of their
textbooks. Life is full of surprises and exceptions. Its forms are created (mostly) to the whims
and fancies of natural selection. We will like students to see how there are always exceptions in
Biology, and as such, what they have picked up in class are merely generalizations, and they
should keep their mind open to things that are unusual. A third consideration, is that the
activities should excite our students. We wanted to have activities that are engaging and agreed
that perhaps by embedding the activities in life history, we may provide a basis for “storytelling”. As a group, we thought that perhaps the Botanic Gardens will offer all these
dimensions that we have considered.
We then set off for reconnaissance during the
December term break of NIE. I believe we have
several purposes in mind on our initial trip. First,
we wanted to identify the possible activities that
our students may do, and how we may thread
them together to form a coherent and engaging
journey. Second, we were looking out for the
possible routes, and any unexpected road closures,
or hazards that we should be aware of. We were
also out looking for rest points, shelters, water
dispensers and restrooms. Third, we would just want to have fun in the park! Certainly, it was a
fun-filled reconnaissance trip because we had lots of learning opportunities from one another.
Most memorable was the instance when Elijah introduced a berry to us, known as the “Kudup
Kudup” (I hope I got it right). He said it was edible and popped a couple into his mouth. We
were at first hesitant perhaps the plant looked pretty dubious and inedible, but then, there
were lots of ants and birds coming to feed on it. I then followed suit and indeed it was really
refreshing. So that was something new that I learnt and I will recognize that plant for a long
time.
The third phase of our project was planning. This was the most intense phase because we need
to align the activities with what students will learn in their syllabus. We also need work out the
logistics, risk assessment matrix, plan for wet weather etc. When we plan, we also plan for the
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materials to be collected as resources for our students as well as the eventual presentation of
our field trip to our classmates in NIE. Upon reflection, I believe we had worked well in a team
to surface relevant issues pertaining to planning. I think I could not have covered all angles on
my own and am really glad that my peers had raised all the concerns that we need to handle to
ensure the smooth flowing of the activity.
Once our plans are concrete, we set off for a second trip. This time round, we had the sole
purpose of collecting the relevant information and photographs and videos that will culminate
in the production of the resource pack for the field trip. The nature of the second trip is very
different from the first because it was more of a filming trip. The film was to be produced in
event of wet weather so it serves as a virtual field trip. We realize then the difficulties we would
encounter if we were to produce a full-fledge virtual field trip. Filming a single segment would
take up to an hour or more. In fact, to prepare for any field trips, I believe the process of
gathering resources requires a great deal of effort and time. For us, it was a really fun activity,
but in practice, this could be hard because we would have other commitments in school.
Finally, we enter the production phase. We spent an entire day at one of our team member’s
residence. On retrospect, I think we have excellent team dynamics. We leverage on one
another’s strengths, and divided work accordingly but sat together to work in order to solicit
opinions. While Elijah worked on the video, I prepared the Powerpoint slides and worksheets.
Jasmine and Diana worked on the script for the presentation, as well as to weave the content
together seamlessly.
To sum this up, this is truly a great experience and I really enjoyed the great team dynamics we
had in producing this project. I have also learnt a lot from my fellow team members, both in
terms of content and skills. We had exchange interesting and indepth discussions and
collaborated very efficiently. Everyone was a team player and had a great contribution to the
success of this project. We also hope that this report may be of use in the future because I
believe that the details and structure was well-crafted. We also hope that suggestions can be
offered to us for improvements. During our class presentation, our peers have given us great
recommendations and suggestions to improve on the quality of the project such that we may
really use it and bring our students beyond the four walls of their classroom.
Tan Kaiyuan
081774L23
31
7. REFERENCES
1.
Connolly, R., Groome, M., Sheppard, K. & Stroud, N. Tips from the Field (2006) The Science
Teacher 73(1): 42-45
2.
Eshach, H. (2007) Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and
Informal Education Journal of Science Education and Technology 16(2): 171-190
3.
Falk, J. & Dierking, L. (1997) School field trips: assessing their long term impact. Curator
40(3): 211-218
4.
Jarvis, T., and Pell, A. (2005). Factors influencing elementary school children’s attitudes
toward science before, during and after a visit to the UK National Space Center. Journal of
Research in Science Teaching 42(1): 53–83.
5.
Prensky, M. (2005) Engage or enrage me Educause review
6.
Warren, G. In class learning no match for inspiring trips. The Times Educational Supplement.
London: Jan 4, 2008. p16
7.
Zoldosova, K. & Prokop, P. (2006) Education in the Field Influences Children’s Ideas and
Interest toward Science. Journal of Science Education and Technology 15(3): 304-313
8.
School trips ‘not optional extra’ BBC News
http://news.bbc.co.uk/1/hi/education/7646259.stm Retrieved on 17th February 2009
32
8. APPENDIX
8.1
MAP OF SBG
33
8.2
PRE-ACTIVITY HANDOUT
34
8.3
BRYOPHYTES STATION HANDOUT
Welcome to the Bryophytes Station! Below are diagrams depicting the life cycles of a
moss and a liverwort. On the diagrams are the structures labelled A to E. Your task is to
walk around this section of the park and using your camera phones, take pictures of
these 5 structures showing how they actually look like in vivo and in situ.
35
8.4
PTERIDOPHYTES STATION HANDOUT
Welcome to the Pteridophytes Station! Your task is to determine the positions and
distributions of the sporangia of the fern leaf frond specimens given to you. These
specimens are either the young leaves or the trophophylls, and hence do not possess
sporangia. Look around the park and identify the parent plant of these specimens. Once
you have identified the parent plant of the specimen from the park, look for those leaf
fronds with sporangia. Use a pen to draw circles on the leaf diagrams below, to indicate
the positions and distribution of the sporangia.
36
8.5
STUDENT FEEDBACK FORM
Student’s feedback
Name:
Group members:
4 being the best and 0 being the worse
Group’s co-operation
1. performed their assigned roles.
2. understood the purpose of the activity.
3. were able to answer the questions.
4. listened to each others’ ideas.
5. gave feedback to those who contributed ideas.
6. stayed on task.
7. assisted in preparing the work.
8. expressed their ideas to the group.
9. were willing to compromise when needed.
10. actively participated in the group.
4
4
4
4
4
4
4
4
4
4
3
3
3
3
3
3
3
3
3
3
2
2
2
2
2
2
2
2
2
2
1
1
1
1
1
1
1
1
1
1
0
0
0
0
0
0
0
0
0
0
I think the teacher…
Lesson Delivery
11. gave clear instructions in each station.
12. delivers good contents knowledge.
13. carried out the activities interestingly.
14. carried out the lesson at a comfortable pace.
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
0
0
0
0
Open Ended response
1. Which station do you like best? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________ _________________________
2. What is one thing that you would like to know more during the field trip?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
37