Types of Transfer

I am in a classroom of second grade students. My intent is to enrich their previous lesson on plants. In their science book, they read basic information about plants needing light, soil, and water. I think this lesson is too simple and I want them to learn more about plants.

Positive transfer of learning: I would discuss different uses for plants. I would show examples of using plants to build things (wood), to eat (apples, corn), for medicine, and to dye clothes (crush blueberries and dye cloth). The strategies are building on what students already know and using real world examples.

Near transfer of learning: Part of the lesson would include different parts of plants that we eat. I would discuss and show above ground food (orange, strawberry) and then roots (ginger, carrots, radishes). We would talk about tap roots and I would read a book on garden plants. Here, I use strategies such as building on what students already know and showing the connection of eating above ground food and below ground food (roots).

Far transfer of learning: I could discuss how we use plants for specific purposes, not just for food. We use plants for medicine, housing, clothes, and dye. Then I could ask students what people use animals for. They could break into small groups and use inference and brain storming as strategies. By using far transfer of learning, they should come up with the following reasons animals are useful to people: pets, workers, food (meat, milk), clothing (fur).

Prevent negative transfer of learning: I would bring in different spices, discuss what plants produce them and have students smell and touch the spices. Since many students are picky eaters and have had bad experiences with food, I could have a potluck and students could bring in vegetarian dishes. In a social atmosphere students may have more positive experiences trying new things. Therefore, learning about food and spices through the strategy of hands on experience (eating) could be a positive thing.