DIXIE STATE UNIVERSITY - DEPARTMENT OF EDUCATION ELED 4300 SCIENCE LESSON PLAN TEMPLATE. assis) ‘Teacher Candidate Niccole Demke Grade Level _K_ Title. Pars of Plants CONTEXTUAL FACTORS (classroom factors). Contextual Factors: 21 Students 10 Boys NGirls Jordon ELL Jackson Speech ‘Garett~Speech/SPED/Behavior (Struggles to stay on task) CClassroum environment ‘The clasroom is setup tobe highly effective. There are 4 horseshoe tables setup inthe centr ofthe room. Each ofthe tables has 5 chairs that are color coordinated fr each table. Along the front of the rocm there is a ‘white beard that also has a smart board on it The students each havea tote along the fron row that has their ‘name on it. All of their uncompleted assignments go into them. Along the far side ofthe room isa pay area. It is setup wih a kitchen, building center, word work area andthe at table. The students also have cubbies for their backpack along this wal. The door othe bathroom is also on this wal. Along the back wallare the reading library and the teacher's desk. The wall along the last side ofthe classroom contains cupboards and counter space that is used for storing the teachers computer and ELMO. Infroat ofthis set of cupsoards there is alhorsesioe table where reading proups tke place. 'WALK-AWAY (As a result ofthis lesson, what do I want the students to know, understand, andbe able to] in an understanding of Life Science through the study of changes in g things. Objective 2: Deserbe the pats of living things. BB: Identify major pats of plants, eg. roots stem, lea, flower, trunk, branches. | content Watk-Away: | will identify the 4 major parts ofa plant. (SIOP 1) Language Walk-Avay: will label the 4 major parts of a plant. (SIOP 2) Vocabulry Root, flewer, stem, leaf. (SIOP 9) Science Crosscutting Concept: Structure and Function "SCIENCE CONTENT BACKGROUND INFORMATION: ‘© Roots: The part ofthe plant that grow mostly underground and take in water and nutrients from the sol Leaves: Make food forthe plant. To do this they need the water and nutrients from the soil ‘Stem: Is like a straw, it caries Water and nutrients through the plant and makes the leaves.Flower: Produces seeds which are used to create a new plant, In order for a plant to grow it needs to have 4 major pars Each part has a function to keep th plant alive ‘The plant needs to have each and every one of its pars functioning together for it to survive. Plants eannot live without sunlight and water. ‘A bud isa small shoot on a plant that grows into a flower ora leaf; buds grow from plant stems. Pollen: Tiny yellow grains made in flowers ‘The bind help spread the seeds when they eat berties. Th birds spread the seeds in their waste and it falls tothe ground. ‘© Shallow eactus roots soak up rain quickly. They store water forthe plant. ‘+ Large twee roots spread out under the soil. They search for water below. Resources: Ucn org/lessonplan/preview.cgi?LPid=28552 “Teacherspayteacherscom Firstschoolyeass.com/sciencefiving/interactive/growing-plants swf Seeds by Vijaya Khisty Bodach Roots by Vijaya Khisty Bodach Leaves by Vijeya Khisty Bodach Flowers by Vijaya Khisty Bodach i "ASSESSMENT EVIDENCE (What evidence do Tnced to show the students | Modifications/Accomods- hhave leamed the Walk-Away?) tions (ELL, IEP, GATE, etc) Formative Evidence (checking, for understanding throughout the lesson): ‘Garret: Pair up with Tayea ‘Observe students discussing with shoulder partners for activites. She will help to Listen for student's use of vocabulary words. keep him on task in the group activities. | Content Walk-Away Evidence (Summative): (SIOP 1) Jordon: Have a sheet of paper 1 will abel the 4 major pats ofa plant. ‘with ll ofthe words spelled out for him to cory. Language Walt-Away Evidence (Summative): (SIOP 2) Jackson: Call on for one ofthe will deseribe the function of one major art of@ plant, answers. Get him involved. ‘Approx. | ACTIVE LEARNING PLAN ‘Time | Approximate length of entire esson:35-40_ minutes. Teaching time: from 11:00 t0 11:35 10 | Activate(Building Backsround Knowledae minutes |" Pretest: (To be administered the week before) . 3: What are two differences between the two plants you have? In able groups, students will touch and view two separate plants. Students will find two differences about the plants. Teacher will walk around and observe students investigation, : will take place about the differences ofthe two plants. Ara class create a T chart with things that are the same and things that are different. Formative assessment: Leaming Goal ‘Success Criteria ‘Assessment Strategy ‘Stadents will find differences —|Tdentfy 2 differences in each | Observation, discussions plant. ‘MoilficationTaccommodations: (ELL, IEP, GATE, etc) Have Jordon work with his table forthe investigation. Have Cru partner up with him for the tlk and argumentation activity. Groups will be created by ables. (SIOP. 3,456.7 8.10,11,12,13,14,15,16,17,18,20,21,23,24,25,26,29)‘minutes ] Focus Lesson PTOI ‘© Walk-away/Objectiv: reviewed and posted, Vocabulary words introduced State inquiry Question: ? * Listen to song about parts of plans. Have student stn ose if they can figure out what the 4 major parts are. + Inroduce the pars of plants. Describe the STETHRERIEIGH ofeach pat. Lesson willbe sn interactive lesson ‘The four main parts ofa plant are the roots, leaves, stem and flower, Plants come from seeds tha are planted in the soil. Each seed can grow into a new plant. Seeds need soil, water, and warmth to grow. Seeds are spread around by birds, weather, and even people. Have you ever picked up a dandelion and blew the lite seeds around? This makes it so that those seds can go into the soil and new plants grow. When a seed is growing the stems grow up and te roots grow down into the soil. ‘The roots keep the plants from falling over. The roots take in water and nutrients from the soil. ‘Without roots the plans would not beable to survive, The stem is ikea straw it cares the water ‘and nutrients through the plant. If plants did not have a stem, everything we see would be low to the sound. Plants would not grow ver tal The tees would not be very tall either. Leaves grow from the stem of pants. Most leaves are green, The leaves make fod for he whole plant They use water, si, and sunlight to make the food. The leaves have to work with the roots to provide food forthe plant to grow and survive. Leaves give off oxygen when they make food. We use that oxygen to breathe. The flower buds grow from the stem of th plant. The buds open and flowers bloom. Flowers have pollen inside. Pollen helps the lower to make sods. n order forthe plant live and ‘20W it must have all 4 ofits major pats working together. A pant will nt survive tony has 3 ofthe 4 pars. Can anyone tell me why this is? Continue by separating plants into pile of the major pats. (SIOP | 3.45,6,10,11,12,13,14,15,16,17,18,20,21,22,23,24,25,26,29) Formative Assessment. Goal ‘Siaccess Criteria ‘Assessment Stratepy Tentify the 4 major parts ofa | Identify the 4 major pars of | Observation, question, plant. plant by separating into piles. | discussion. ‘Modification/accommodations: Some of the table groups might need some help idemifying the diference between the stem and roots. Make sure that all group members are participating in activites. Extend lesson by having groups explain why they separated the parts as they did. Also, ‘have them put the items into 2 groups instead of 4. Explain why they paired the items. Guided Instruction (“We do it") ‘© Use ifeeaG8iVe Gai to label the major parts ofa plant. ach student will be given a worksheet with a plant to label. Al ofthe words will be listed on the sheet for them to see. After a review withthe interactive game, students will return o their seats and asa class we will label the plans + Review of vocabulary words. (SIOP 3,4,5,6,10,11,12,13,14,15,16,17,18,20,21,22,23,24,25,26,27,28,29,30) Formative Assessment - Learning Goal Success Criteria ‘Assessment States Tabel the 4 major parts of | Correctly label the 4 major | Observation, discussion, WS plant. parts ofa plant“Modifcation/accommodations: Leave the vocabulary words onthe board forthe students to get the ‘core spellings. (Collaboratve/Cooperative “You do it together") + Studer will each be given a card with what part of the plant they are. Students will move around interacting with their peers until they are able to create a plant. At the end ofthe activity there will be 4 students in each group. Continue activity unl students have matched up with 3 different groups. (SIOP 3,45,6,10,11,12,13,14,15,16,17,18,20,21,22,23,24,25,26,29) Formative Assessment: Learning Goal Suscess Criteria ‘Assessment Strategy ‘Comprchend the parts ofa | Creating 4 different plants with | Observation plant _group members Modificaton/accommodations:Caré wil have the picture ofthe part ofthe plant as well asthe 30 _| name listed onthe card This les the tudents see and ead the part ofthe pan. | minutes i + Lab! plant wth pa ‘Summative Assessment: Creating and labelling a plant ou of construction gape. Each student must share their picture with 2 other students identifying the parts and explaining what the function of one partis. Modification/accommodations: Some students Will need help creating theit Tear Art plant. Others will need help finding a person to share it with, Teacher will help the students as needed, (SIOP 3,455,611 12,13,14,15,16,18,20,21,22,23,24,25,26,30) Closure/Review of walk-aways, vocabul ial questions S| ote: Closure includes student interactions, reflection, and/or demonstrations) minutes |"""+ Review of objective and Vocabulary words Review crosscutting concept (structure and function) 4 major parts of plants Each student tells shoulder partner one last time what the 4 major prs of a plant are. Postest Game asthe pre-test) (SIOP 27,28,29,30) ‘SLOP Indicators Preparation: I-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adapiation of content, 6-Meaningful activities Building Background: 7-Linked o background, 8-Linked to past learning, 9-Key vocabulary ‘Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Varity of techniques Strategies: 13-Students use eaming strategies, 14-Scaffolding, 15-Higher-order thinking, Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for Ll students Practice/Application: 20-Hands-on materials, 1-Activitis to apply contenVlanguage knowledge, 22- Language skills (reading, writing, listening, speaking) Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 5-Students engaged, 26- Pacing Review/Assessment: ‘vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment"TEACHING NOTES aaa What do I need to remember to da? Whi materials do Tneed 0 have ready? What is the approximate time needed for ths lesson? REFLECTION AFTER LESSON ‘How can 1 use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can T ‘transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What ‘goals can I set to improve my practice and student learning? fou must arrange to lave at lens 40Label the following parts on the plant below: Stem Flower — Roots LeavesELED 4300 ~ Science Lesson with Technology Scoring Rubric Student 2Ufegate Disakee— Science Topie Semester we Science Lend with Tehnology Sides vl cet a ntepatel ence ddloy tsa at wil cae ‘deparienta lesson components. Sceace content background information & resources wil be inloed inthe lesion ad must behighlghed in yellow in lesson plan. The lesson most be taught inthe accu class and mst be evaluated bya college supervisor using the department forma lesson evaluation frm. 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