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GENERAL INFORMATION Name Michelle Levine Lesson Title seeds and roots Grade level(s)/Course 8th grade general biology Day 5 INFORMATION ABOUT THE LESSON Content Standards: Understand and apply knowledge of the complementary nature of structure and function and commonalities of organisms. Enduring Understanding and/or Essential Question: Why are plants not simple? Instructional Objectives: After going over the different types of roots and seeds, students will be able to identify the type of root and what part of the seed is being identified with 100% accuracy. Prior Learning/Prior Thinking The students have seen plants in the environment they have grown up from the plants in the yard to the food in the kitchen. This interaction leads to students being aware of roots and seeds. Misconceptions include believe certain items are roots or seeds when they are not. An example is a potato is a tumor not a root. LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge You all planted your seeds earlier this week what did you notice about it and the roots coming from it? Focus/Purpose Statement Our lives depend on plants, so it is important to know how they sustain themselves and grow. Today we will be focusing on the importance of seeds and roots.

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Procedures The class will start with the students checking out their plants and seeing if there are any changes. They will make measurements if they have started to grow. Once they have completed this the students will sit down at their desks. (5minutes) The students will then talk to their neighbors and decide what does a plant need in order to survive? How do they obtain these resources? (2 minutes) The students will mention roots to collect the resources which will lead to the lecture. This lecture will be done through a power point presentation. It will show fibrous and tap roots, root hairs, seeds and the parts of seeds including seed coat. We will go over the benefit of each of these parts. The fibrous root hairs spread out more for gathering resources at the surface while taproots get resources down into the earth. The seed consists of protection, food and the new plant that will grow. The plant needed to develop all of these traits in order to be able to survive.(25 minutes) I will then ask the class where do we commonly see these parts of the plant? (kitchen) What plants do people often cook with that have these features? Select students and have them respond with plants that they know of. Make sure to comment that a potato is not a root. (5 minutes) Differentiation Students that are unable to listen and write at the same time will be given a notes sheet where they will need to fill in the blank as the class covers the topic. Students that are at a higher ability level will be expected to explain why can we consider things are not a root or a seed like the potato? They will be expected to answer this question. The different foods that are brought up will depend on the cultural knowledge of what do the students eat. I will give additional questions to students who are becoming board, and students who are behind I will come up and help there group think through the answer. Closure Students will talk and discuss roots and seeds they commonly see and use in their day to day life. Thus making a connection to these parts of the plant. Materials and Resources PowerPoint, projector, screen Science notebook, pen/pencil Color pencils White board, marker, eraser Textbook Glencoe Science Level Red by Glencoe McGraw Hill

Classroom Management/Democratic Practices I will have the system of making sure that my students are able to speak, but they must raise their hand first. I will call on these students as they raise their hand; however, I must monitor myself to

DRAKE UNIVERSITY LESSON PLANNING TEMPLATE

make sure I do not repeatedly call on the same students. I must keep a positive attitude and watch what I say because it would be bad if I deny students ideas. I will use those ideas instead to further the discussion. Classroom rules will clearly be posted on the wall. If a student speaks out of turn, I will turn to the student and say, _______ thank you for the input, but you know you know it is __________ turn to speak. So, please wait to be called on. If the student continues to talk one the lecture is over I will go up with them and discuss their behavior with them and make sure they know that this is not ok and if it continues there will be repercussions. ASSESSMENT Before the lesson I will be aware that the student has background knowledge based off of prior lessons, and his/her inputs on discussion and exit slips. I will have been with these students for over half the year already and during this time I will have tried multiple types of lessons and gotten to know the student and their background. I will also have started to cover different parts of the plants in previous units, so I will note anything mentioned that would state the students know more or less about roots and seeds. During the lesson I will be watching students expressions to see if it appears the information is going over their heads or if they are bored. I will also be listening to students questions and answers to see if they show an understanding of the material. I will also be looking to make sure students are taking notes they will have something to review later. I will also be monitoring my own behavior to make sure I am showing the correct verbal and nonverbal signs. I will acknowledge students who get the answer correct and help students who have a misconception, so they gave the wrong answer.How At the end of the lesson There is the class discussion at the end which I will be using to inform me of how much they learned. We will be talking about the xylem and phloem. I can differentiate this by leading lower level students through their thinking while for higher level students I will ask them harder questions that will involve more thinking.