Title/Topic

:

Counting Seeds: Exploring The Life Cycle

Grade/Level: Related Content Standards/Objectives:

Second Grade

Strand 1: Inquiry Process Concept 1: O ser!ations" #uestions" and $ypotheses Perfor%ance O &ecti!e PO 1. Formulate relevant questions about the properties of objects, organisms, and events in the environment. (See M !"S!#1" 1$ Strand 1 : Inquiry Process Concept ' : Scientific Testing Perfor%ance O &ecti!e: PO () *ecord data fro% guided in!estigations in an organi+ed and appropriate for%at ,e)g)" la oo-" log" note oo-" chart paper.)

Related Technology Standards/Objectives:

Strand: 1 Creati!ity and Inno!ation Concept ( : Original /or-s Perfor%ance O &ecti!e PO 1: 0se digital creati!ity tools to create original 1or-s) Strand ': Co%%unication and Colla oration Concept 1: Effecti!e Co%%unications and 2igital Interactions Perfor%ance O &ecti!e PO 1: Co%%unicate 1ith others as a 1hole class or s%all group using digital tools)

Instructional Activity:

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Scientific Inquiry With Fruit Objective:
Let students practice scientific inquiry by exploring seeds in fruit looking for differences and similarities in several types of fruit they are familiar with.

Suggested time:
Three lessons (35 mins each)

Materials:
A copy of the process of scientific inquiry for each group An apple, orange, and a peach for each small group of three children Paper plates and plastic knives

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Scaffolding: Prior use of Ipad technology and Smartboard in the classroom. Continuing use of wordwall and vocabulary journal to support ELL students with language acquisition and content comprehension. Previous lessons on plant lifecycle with diagraming the parts of a plant. Introduction: Use Smartboard to introduce premade student accounts on ScribblePress application on student Ipads. Explain that during the following lessons experiments students will be creating a journal of their experiments with photos and videos to be presented to the class on the smartboard. Use the Smartboard to play the from seed to flower video to demonstrate the importance of seeds in the lifecycle of a plant. As a whole group introduce vocabulary that will be used during the lesson. Invite students to choose which words to add to the classroom word wall so that they are visible during the course of the lesson. Provide vocabulary sheets relevant to the lesson to the students to keep in their vocabulary journals. Modelling: Take an apple and use a plastic knife to cut the apple in half exposing the seeds of the apple. Explain to the students that each fruit has a number of seeds that are part of the plant lifecycle. Invite one of the students to take a photo of the half of an apple. Use the instructors Ipad to video the students as you ask each to guess how many seeds will be in the apple. Use the tip of the knife to remove the seeds from the apple. Ask one student to record the number of seeds as they are removed. Invite the students to come up with questions to be explored? Expalin how this is part of the scientific process. Split the class into small groups of three by heterogeneous language grouping. Explain to the whole group that during the following experiments students will, just like scientists, be using the technology of the Ipads and Scribble Press applications to document their findings and make a book with photos and videos of their experiments and results. Explain that the books will then be presented by the groups to the whole class on the Smartboard when the experiment is finished.

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Steps:
1. Have students take turns reading the steps involved in scientific inquiry. 2. Give each group an apple to hold. 3. Ask each group to record on their Ipad the answers to the questions. a. How many seeds do you think are in the apple? b. Do you think all apples have the same number of seeds? c. Do you think all seeds are the same color? d. Do you think all the seeds are the same size? 4. Have the groups then cut into the apple and record their answers to the questions on their Ipads. 5. Discuss this process of scientific inquiry — observation, hypothesis, experiment 6. Repeat the process with an orange. Ask the students if their experiments with the apples helped them with their hypothesis for the orange. 7. Repeat the experiment with a peach. Discuss the differences and similarities between the seeds found in different fruits or vegetables. 8. Have the students prepare a table of size color and number of seeds for the three different fruits on their Ipads. 9. Have the group video a summary of what they found in their experiment on the Ipad. 10. Have the students publish their Scribble Press books. 11. Groups will then take turns presenting their books to the class.

Assessment: • Casual observation of student participation in experiment and use of Ipad to record hypothesis and results as well as student presentation of findings to class. Evaluation of artifact/portfolio. Students will create a book of their explorations and observations using photos, journals and videos captured using the Ipads and the Ipad app ScribblePress.

Support or !iverse Learners:

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Students 2ould participate in suggesting 2ords to be added to the 2ord 2all 2hich 2ould then be 2ritten clearl% and in plain sight. +he 2ord 2all 2ould be updated as needed.

Almasi, J. F. (2003). Teaching strategic processes in reading. New York: Guilford Press. Brabham, E., & Villaume, S. (2001). Questions and answers — building walls of words. The Reading Teacher, 54, 700-703.
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Resources:

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6 Indi!idual Student Ipads used to do online research" docu%ent results of experi%ents through charting" ta-ing photographs" capturing !ideo and audio recordings of hypothesis and results)

6 S%art oard in classroo% for use y instructor during presentation of lesson and students during presentation of experi%ent findings)

6 ,hypothetical. Listing phone nu% er of school site and district tech support indi!iduals) Listing na%es and phone nu% ers of grade le!el tea% teachers 1ho can e called for trou le shooting tips outside of instructional ti%e)

Re erences:

3List reference infor%ation in <P< for%at for required citations in Instructional <cti!ity and Support for 2i!erse Learners sections)5

Almasi, J. F. (2003). Teaching strategic processes in reading. New York: Guilford Press. Brabham, E., & Villaume, S. (2001). Questions and answers — building walls of words. The Reading Teacher, 54, 700-703. Stone, C. A. (1998). The Metaphor of Scaffolding: Its utility for the field of learning disabilities. Journal of Learning Disabilities, 31 (1998), pp. 344 3!4

+his 0esson Plan +emplate 2as adapted from the template provided b% 3r. Stephen Mills in 0sing the Internet for <cti!e Teaching and Learning (! 4, p. 15"16$ and +as7Stream (http8992229tas7stream.com$.

#reated b% #%nthia #onn, &orthern 'ri(ona )niversit%, *ducational +echnolog% Program, ,anuar% -, !

., /evised ,ul% -, ! 1 .