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GENERAL INFORMATION Name Michelle Levine Lesson Title Intro to Plants Grade level(s)/Course 8th grade general biology Date taught March 1 INFORMATION ABOUT THE LESSON Content Standards: Use evidence to develop description, explanation and prediction. Think critically and logically to make the relationship between evidence and explanation.

Enduring Understanding and/or Essential Question: Everything on Earth is connected. What are plants? Instructional Objectives: The student will be able to identify and explain why something is or is not a plant with basic knowledge. Prior Learning/Prior Thinking Students see plants in there day to day life, so they have a basic knowledge of it. They use plants for food as well and are aware that plants produce oxygen because of prior science classes and elementary science. They have seen different parts of plants; however, they can be mistake on what defines each part of plant. The can also be mistaken on what allows plants live on land with its functions. LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge Today we are going to start covering plants, and I have a number of plants around the room. Now can you tell me what makes a plant a plant?

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Focus/Purpose Statement Today we are starting our lesson on plants, why and how are plants so special? Procedures The class will start with a short discussion that will last 10-15 minutes. Throughout discussion important ideas will be written on the board for students to write in there science notebooks. Discussion will start by me telling the students to look and examine the plants around the room. There will be herbaceous, woody and succulent plants. I will then ask them what makes these living things plants? (be sure to spend time talking about how succulents look nothing like herbaceous or woody plants and make sure the students start to think about why. Make sure to also talk about photosynthesis with plants and how it is the beginning of how energy enters the food chain. Ask students to state similarities and differences of the plants.) I will then ask what is the difference between these plants and algae? (algae need to live in water while plants just need water near them) What does a plant need to live on land? ( protection and support, reproduction, ability to obtain and retain resources) This will lead to the next part of the class.

The transition to lab will be done by asking the class, How do plants grow? Have students answer this question and will be followed by teacher saying why we dont test these ideas. This will start the watch a plant grow lab. Students will be in groups of two and each of them will plant 5 bean seeds into a small pot. The class will then decide what environments they want to put the seeds in and they will write a hypothesis on how they believe they will grow. Rubric for lab is attached to sheet. (25-30 minutes) Students will need to write on a sheet of paper the answer to the following questions: What did we cover today? What are plants? What questions do you have from today? (5 minutes) Differentiation Notes will remain on the board after discussion in order to allow students who are unable to listen and write at the same time to get the notes. Students who are at a higher level of understanding will be expected to take charge of this lab and direct everyone to the best way to complete it. While moving around classroom, I will be double checking that lower level students understand what is occurring. I will also be asking higher level students additional questions if it appears they are bored.

Closure At the end of class students will have to write and exit slip stating what we covered today, and say what they believe plants are now. Based off of answers material will be reviewed tomorrow.

DRAKE UNIVERSITY LESSON PLANNING TEMPLATE


Materials and Resources Lab: Pots, dirt, bean seeds, lamps/window with sun, lab sheets, water Discussion: white board, markers, herbaceous, woody, succulent and nonvascular plants Students; notebooks, paper, pen/pencil Textbook Glencoe Science Level Red by Glencoe McGraw Hill

Classroom Management/Democratic Practices One practice in my classroom is everyone must speak on discussion days, which today is. This means everyone must input there opinion at some point in time either during the what are plants discussion or talking about the lab. This classroom rule will be stated at the beginning of the year and will be on the wall under class rules. Students who are taking up the majority of the discussion will be informed that it is great that they have so many ideas; however, it would be wonderful if someone new could state what they believe plants are I will also say to students who feel the need to speak out randomly that its great that you have an opinion, but we need to let everyone speak. If the student continues, I will have a discussion afterwards with them where we will decide on what will happen if this behavior continues. ASSESSMENT Before the lesson I will have been with the students for over half of the school year at this point. I will have tried multiple teaching methods and I will have gotten to know the students. Throughout the material prior to this unit there will be a common theme that everything is connected. We will have mentioned things about plants that I will take note of throughout the year. I will also be using written formal assignments that have connections to this material to determine what there prior knowledge is and what the students are interested in. This will include homework assignments, discussion, quizzes and labs. During the lesson I will determine the students understanding of the lesson based off of their responses in the discussion as well as the looks on their faces. I will judge students level of understanding based off of how deep into the subject their answer is and if he/she can explain their reason. I will be responding to students comments such as thats great., youve got the basic idea but can someone go more in depth and nonverbal signs such as nodding my head or smiling at the student. Informal Formative Assessment I will be constantly questioning the students. I will be looking for the students paying attention. They are writing things down in their notebooks. The students are asking questions. The students

DRAKE UNIVERSITY LESSON PLANNING TEMPLATE


do well on the review questions. Formal Formative Assessment I will be giving the students homework assignments, lab reports and quizzes and test to help me keep track of their level of understanding based off of how they do on each section. At the end of the lesson The students will be turning in an exit slip which they will be answering a questions, and they will be writing down if there is anything they did not understand. If the students are asking about , For students who show difficulty in demonstrating what they learned I will talk to them during the 5 minutes, so I can have an interaction with them to make sure whether or not they understood. The questions are making sure that the student has learned the material that was covered that day and by answering it they show they understood.