KTIP Pilot Project Lesson Plan Format

KTIP Pilot Project Lesson Plan Format

Name:_ Cindy Massey_________________________ Date:_7/26/06 ______________ Age/Grade Level: P3___________

# of Students: ___25___ # of IEP Students: ___0______ # of GSSP Students: __0__ # of LEP Students: _0_____

Subject: _Science_______________ Major Content: ____Plant Structures____ Lesson Length:5 Days_____________

Unit Title: All About Plants_________ Lesson Number and Title: _1 Plant Structures_____________________

Context

This lesson teaches students that organisms have basic needs. This unit focuses on plants. Students will use this knowledge to continue to study about how environments affect plants and their structures. Students are building on previous knowledge from P2 about organisms and how their different parts insure survival and reproduction. Students will learn different parts of flowers and use technology sources to enhance learning. Students will use the internet and other computer resources to reinforce content. This will also help with creating a differentiated learning environment.

Objectives

Students will:

v Identify and describe the parts of a flowering plant.

v Differentiate between types of plants.

v Describe needs of plants.

Connections

Science P 19
Academic Expectations 2.2
Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.
2.3
Students identify and analyze systems and the ways their components work together or affect each other.
2.4
Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other characteristics that might be observed.
2.5
Students understand that under certain conditions nature tends to remain the same or move toward a balance.
2.6
Students understand how living and nonliving things change over time and the factors that influence the changes.

Program of Studies
S-P-LS-3
Students will understand that organisms have different structures that serve different functions. These structures are used to sort organisms into groups.

Core Content for Assessment
SC-E-3.1.1
Things in the environment are classified as living, nonliving, and once living. Living things differ from nonliving things. Organisms are classified into groups by using various characteristics (e.g., body coverings, body structures).
SC-E-3.1.3
Each plant or animal has structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking.

Resources, media, and technology

v “All About Plants Video” from DiscoverySchool.com

v Computer with Internet access

v Kidspiration Software

v Paper, pencils

v Markers, crayons

v Book “The Tiny Seed” by Eric Carle

v Chalk board or white board with chalk or markers

Procedures

v Day One: Read “The Tiny Seed” by Eric Carle

Discuss what plants need to survive.

Watch Video from DiscoverySchool.com entitled “All About Plants.”

Virtual Field Trip

v Day Two: Review video from previous day

Make a K-W-L chart during discussion

Students will then use Kidspiration to design a web to show what plants need to survive.

v Day Three: Begin lesson with vocabulary overview and discussion.

Watch power point to reinforce content

Brain Pop

v Day Four: Research on a specific flowering plant using web sites provided the by teacher.

Students will prepare to write a paragraph and draw a diagram of the flowering plant with specific parts as stated on the rubric.

v Day Five: Students will present their paragraphs and diagrams in small groups.

While in the small groups, students will compare and contrast their different flowers.

Assessment Plan

RubiStar

Rubric Made Using:

RubiStar ( http://rubistar.4teachers.org )

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Research Report : Flower Research

Teacher Name: Mrs. Massey

Student Name: ________________________________________

CATEGORY	4	3	2	1
Organization	Information is very organized with well-constructed paragraph.	Information is organized with well-constructed paragraph.	Information is organized, but paragraph are not well-constructed.	The information appears to be disorganized.
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples.	Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
Diagrams & Illustrations	Diagrams and illustrations are neat, correctly identified all parts of a flowering plant.	Diagrams and illustrations are accurate and correctly identified at least three parts of a flowering plant.	Diagrams and illustrations are neat and accurate and identified at least two parts of a flowering plant.	Diagrams and illustrations are not accurate and do not identify any parts of a flowering plant.
Internet Use	Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.	Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.	Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.	Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.

Date Created: Jul 24, 2006 01:17 pm (CDT)

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