Artifact 3A

Lesson Plan

GRADE LEVEL:        2/3                                  

DATE and TIME ALOTTMENT:      Friday April 11^th 2011                       1hour                   

SUBJECT AREA(S):                        Science

INTRODUCTION

LEARNING GOAL(S), ENDURING BIG IDEA:     

Through hands on activity, students will investigate the various parts of a flower/plant

UNDERSTANDINGS:

·         Students will understand the individual parts of a flower/plant.

·         Students will understand the basic functions of different parts of the flower/plant.

MA FRAMEWORKS:

            Biology (Grades 3-5)

2. Identify the structures in plants (leaves, roots, flowers, stem, bark, wood) that are responsible for food production, support, water transport, reproduction, growth, and protection.

OBJECTIVES TO BE ASSESSED:

·         Students are able to write/speak about X parts of the flower/plant.

·         Students are able to describe parts accurately and know the general location.

RATIONALE:

Students just completed a unit on honeybees. The unit wrapped with a lesson on pollination. These discussions on honeybees lead right into plants and flowers.

PLAN FOR LEARNING

PREQUIST KNOWLEDGE:

·         Students recognize flowers and plants as having individual parts.

ACTIVATE PRIOR KNOWLEDGE:

·         Open discussion

o   “What makes up a plant?”

o   “What makes up a flower?”

IMPLEMENTATION PROCEDURES:

1.       Activate Prior Knowledge             (5 minutes)

2.       “Pin the Label on the Flower”     (25 minutes)

a.       Teacher reads clues.

                                                               i.      Clues name and describe each flower/plant part (shape, color, function).

b.      Students will work in 2 teams.

                                                               i.      Each team will have their own flower poster and set of labels.

                                                             ii.      After the clue is read, the team will decide what part of the flower/plant is being described and stick the label appropriately.

3.       Journal Write:    (15-20 minutes)

a.       Choose X parts.

b.      Describe their shape.

c.       Challenge: Write what their basic function is.

4.       Wrap Up:             (5-10 minutes)

a.       Whole Class share.

                                                               i.      Students will share 1 piece of their journal writing.

MATERIALS:

·         2 Flower posters

·         2 Sets of flower labels

·         Flower clues

·         Student Journals

CONNECTING THEORY TO PRACTICE

DIFFERENTIATED INSTRUCTION:          

Students will be working together to figure out the clues read by the teacher. Text to speech connections will be made throughout lesson.

MODIFICATIONS/ACCOMMODATIONS & EXTENSIONS:

When students complete the Journal Write they will have the opportunity to express their knowledge in various ways (writing, drawing pictures) that suit them best. Adult guidance will also be available to those students in need. The “challenge” part of the Journal Write is for those students who completed the other tasks. The number of parts the students will write about also accommodate for easy extensions.

FOCUS CHILD STRATEGY: ·          Encourage Jeda to use headphones. ·          Plan for a follow up activity. ·          Discuss work effort, number of interuptions/distractions, quality…etc.

                Students of concern:

·         Chantal

·         Darius

·         Axel