Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Copy of Plants

No description
by

reynario jr ruiz

on 14 January 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Copy of Plants

LIFE SCIENCE Instructional Unit Created by Team A:
Cody Coffer
Annette Coffey
Pamela Roldan
& Sarah Dlouhy Grade Level: Third Grade
Content Area: Life Science
Content Standard:
(3)4.3 Investigate, compare, and contrast
life cycles of various living things. L.5.B.2 Students know living things
have predictable life cycles. Content Benchmark and our area of focus: Lesson on the Water Cycle Lesson on Plant Life Cycle Lesson on the
Tree Life Cycle Lesson on PHOTOSYNTHESIS
related to leaves Cody's Lesson
on the
'Water Cycle : Sarah's Lesson on
Photosynthesis Pamela's Lesson on the Life Cycle of a Tree ALL LESSONS FOLLOW THESE: Tree! During this lesson, students will learn about the different components of a tree and its bark.
Students will learn about these components through an informative video, where they will notate specific details and complete different activities in accordance with the video.
We will also be discovering ways to guess how old a tree is by going into nature and measuring different kinds of trees.
Through this assignment, students will create a birthday card that showcases his or her knowledge of the age of a tree but also the other components of a tree. SUMMARY Content Objectives 1.Students will be able to recognize the different parts of tree and its life cycle.
2.Students will be able to see how old a tree is and explain how they can tell the age of a tree. Language Objectives 4. Students will be able to draw what he or she discovered outside about the tree they measured (did they notice any roots, type of bark, leaves or no leaves, etc.), labeling their drawing using the daily vocabulary words. 2. Students will be able to investigate the age of tree by using measuring tape to determine its age by the circumference (inches on the tape). 1. Students will be able to label different parts of a tree and the different parts of the trunk on a graphic organizer. 3. Students will be able to design and create a birthday card for his or her tree, demonstrating its age with rings that show the trees age. ELL I. level II. level III. level IV. level Student will receive optimal seating (close to the screen and near teacher) During activity, student will work with teacher in measuring a tree and with groups to create card (card will be graded on drawing and not on any other factor), there will also be pictures of trees that student can have at his or her desk for reference. Student vocabulary will be illustrated but still needs to be added into science journal with a picture, utilize group projects versus individual work for his or her birthday card, reduced number of questions to be answered in science journal to one instead of two (will accept a picture and words instead of sentences), and definitions of vocabulary words will be discussed and gone over three times (before, during, and after the video). Reduced note taking during the video (students will be handed a graphic organizer with reduced blank spots for them to fill out while watching the video, they may work in partners for this as well), students will receive optimal seating (close to the screen and near teacher), During activity, student will work with teacher in measuring a tree and with groups to create card (card will be graded on drawing and one word descriptions, not on penmanship, punctuation, spelling), there will also be pictures of trees that student can have at his or her desk for reference. student vocabulary will be illustrated but students will still need to add these to science journals with a picture and with a one word description, and definitions of vocabulary words will be discussed and gone over three times (before, during, and after the video). working with partner or group when writing in science journal (will need to write based on two sentence starters but will not be graded on correct spelling, punctuation, or penmanship), reduced note taking during video (will be handed a fill in the blank that will have more blank spots to work on, instead of just writing down important facts, they will know what to listen for), student vocabulary will be illustrated but students will still need to add these to science journals with a picture and a few word descriptions, students will receive optimal seating (close to the screen, may be near a fluent student versus teacher), no reduction in note taking however will not be graded on correct spelling, penmanship or punctuation, working with partner or group when writing in science journal as needed (will be writing on two sentence starters, will be graded on correct spelling and punctuation, not on penmanship), During activity, student will work with his or her group in measuring a tree and with groups to create card (card will be graded on drawing and sentence descriptions, spelling, and punctuation, not penmanship), there will also be pictures of trees that student can have at his or her desk for reference. definitions of vocabulary words will be discussed and gone over three times (before, during, and after the video). no preferential seating (seating will be based on abilities and seating will occur based on group abilities/needs), During activity, student will work with his or her group in measuring a tree and with groups to create card (card will be graded on drawing, sentence descriptions, correct spelling, punctuation, and penmanship), there will also be pictures of trees that student can have at his or her desk for reference, if needed. definitions of vocabulary words will be discussed and gone over three times (before, during, and after the video). will work independently while writing in science journal and write about two sentence starters (will be graded on correct spelling, punctuation, and penmanship), no reduction in note taking (will be graded on correct spelling and punctuation, but not penmanship), Cooperative learning through Kagan Strategies:

blind sequencing
(teams will work together to put the parts of a tree and the different parts of a trunk in order on mini-white boards)

carousel feedback
(teams will rotate together to each table and discuss, observe, and give feedback about the birthday cards, one person will record feedback on paper for that group to see when they return to their group)

three-step interview
(students will interview each other on the vocabulary words in pairs, first one way and then the other). Learning Strategies: Each group will be given pictures of different tree rings. As a group, students will decide (based on the rings they see) how old the tree is. They will also discuss any other features that they see in the pictures regarding the bark, roots, etc. I will explain that the objective is to determine the age of the tree, which can be done through measuring versus cutting it down to look at the tree. I am also thinking of making a tree out of lots of construction paper, so that it has some width to the trunk and then measuring it as a class and using the circumference to determine its age. I will explain to the students that the circumference of a tree is its age and that the activity would then be to create a birthday card using the key components learned in the lesson and I will have one to model for them as well. Activity Overview Accommodations • Level 1 –
Students will be able to recall a plant’s parts and information orally that was learned through the video and plant construction.

• Level II –
Students will be able to restate facts and details of vocabulary as well as a plant’s life cycle that was learned during the video.

• Level III –
Students will then understand the beginnings of a plant’s life cycle through the germination project. Students will be able to restate facts and details in sequence of the plant and its life cycle.

• Level IV –
Students will able to relate their experiences learned in the environment to the projected outcome of the germination project. ELL Proficiency Standards: Content Objective: Students will be able to identify the components of the photosynthesis cycle in relation to leaves, plants, and the environment. Language Objectives: -Students will be able to identify the components of photosynthesis by completing a list of step by step procedures in a “recipe for photosynthesis” card using key vocabulary and their own words

-Students will understand the cycle of photosynthesis by participating in a TPR activity where they act out photosynthesis in groups. This lesson will teach about the process of photosynthesis as well as the components required to complete photosynthesis. Students will create recipe cards explaining photosynthesis, and will also be asked to act out the process of photosynthesis in a group presentation. Summary
Students will participate in Kagen Strategies such as Pair Share (multiple times), and SIOP models such as TPR (total physical response). Strategies that encourage motivation: These strategies create a low stress environment for EL students and allow them to feel supported by their peers and in a safe learning environment. There will be many visual aids and hands on activities for students to participate in. 1. level 2. 3. 4. level level level Student will be provided with close proximity to the teacher, white board, and projector as well as to someone who speaks their native language (if applicable). While participating in the group TPR activity they will be permitted the element of anything but the leaf (as the leaf has a lot of speaking and verbalizing to do). These students will also be allowed to work near someone in creating their recipe cards and will not be asked to complete the procedure part of the recipe card- as it needs complete and thorough directions. Instead of being provided with ONE photosynthesis diagram, they will be provided with 3 differing diagrams. (The purpose of 3 is that perhaps they may be confused by looking at only one, and having alternative diagrams to compare and contrast may be beneficial and helpful.) These students will be provided with exact copies of the power point in a graphic organizer style providing them with room to take their own notes if needed. ELL ACCOMMODATIONS Student will be provided with close proximity to the teacher, white board, and projector. While participating in the group TPR activity they will be permitted to be any element other than the leaf or the sun (as the sun is a very stagnant component, and these students should be more willing to be active and comfortable). These students will be allowed to work near someone while creating their recipe cards and will be required to complete all 3 components of recipe card. Instead of being provided with 1 photosynthesis diagram they will be provided with 3 differing diagrams. These students will be provided with exact copies of the power point in a graphic organizer style providing them to take notes if needed. Students will be provided with close proximity to the teacher, white board and projector. These students will be permitted to act as any element in the TPR activity. They will be asked to complete all 3 components of the recipe card and encouraged to work alone, but working with a partner will be accepted. These students will be provided with 3 differing photosynthesis diagrams to analyze and consider. These students will be provided with all copies of the power point presentation in a graphic organizer with room to take copious notes. While participating in the group TPR activity these students will be permitted any element, and encouraged to be the leaf. These students will be asked to complete all 3 components to the recipe card while working alone. These students will be provided with copies of the power point presentation in a graphic organizer with room to take notes if needed, but will be encouraged to take personal notes on the ONE diagram (though 3 will be provided if needed). These students will have no (intentional) close proximity to the teacher, white board and projector. Language Objectives: 1. Students will learn water cycle vocabulary through picture and word characterization by assessing each other in pairs.
2. Students will show their comprehension and spelling of vocabulary through speech
3. Students will see and learn how a water cycle works by creating a water cycle demonstration.
4. Students will be able to apply learned knowledge in the classroom to real-life mini water cycles Students will be a part of a conversation with the entire class, a small group and a partner. This will give students opportunities to practice the vocabulary words, their definitions and what they do.

Students will also be participating in a few different Kagen Strategies including Hand up pair up and Rally Robin. These are some strategies that will help students feel more comfortable while learning a new vocabulary. Student Motivation:
1. Students will be sat in a group with another student who speaks their native language.
2. Students group will be next to the teacher’s desk.
3. This student will have not only a blank copy of the water cycle during the video but will also have a copy of a completed water cycle as well. This way the student can look back at the completed chart to complete the blank chart during the movie. It is not meant to give the student the answers but a reference if he or she needs to look back at something.
4. Before the class wide conversation, the student will be given a list of the vocabulary words that will be discussed. This will make it easier for the student to look at if they hear a familiar word to recognize the meaning. LEVEL 1 ELL accommodations 1. Student will sit close to another student who speaks their native language.
2. Student will sit close to the teacher’s desk.
3. Student will receive the same blank copy of the water cycle that everyone else receives. These students will also receive a copy of the water cycle with certain areas already filled in, not completely but a few. (Precipitation and evaporation could already be filled in leaving the rest of the chart blank.)
4. Before the class discussion about weather and rain, the student will receive a list of some of the vocabulary words and definitions of the words. LEVEL 2 LEVEL 3 LEVEL 4 1. Student will sit seated near the teacher’s desk.
2. These students will no longer need to be sat closer to any one student who speaks their native language anymore but should still be kept closer to the teacher for any needed help.
3. The students will be provided with the same blank water cycles that everyone else is getting. However, these students will not be required to complete the chart until they have discussed the water cycle with their partner.
4. Before the class discussions begin the student will be given a list of definitions with no words. This still allows that student to look at the list and pick out which definition fits the word they hear during the conversation but does not give the student the answer. 1. Student should no longer need to sit anywhere special.
2. Students will be able to sit in any group that works with that student in any area of the classroom.
3. The student will be given the same blank water cycle chart. This student will also be given a word bank. This way the words are there and they will be heard during conversation and seen during the video, but the definitions will not be given to the student.
4. Prior to the classroom discussion the student will be given a sheet of paper with the vocabulary words on them. This paper is going to be used as a dictionary for the lesson and for the rest of the school year. The student will write down any definitions that he or she hears during the conversation, video and book. 1.Learn water cycle
2.Identify all steps of the water cycle
3.Understand why the water cycle is needed for survival
4.Explain how the water cycle is used in their life everyday
5.Put the steps of the water cycle in order properly Content Objectives: Students watch a video and listen to a book pertaining to the water cycle. Students will have hands on experience learning what the water cycle is by participating in an experiment that implements the water cycle. The experiment takes time to complete, so everyday students will be logging about the water cycle in their journals. During this activity prior knowledge, current knowledge, and questions will be touched upon thoroughly. Summary Activity making the water cycle
1. You will need:
a. A large bowl
b. A pitcher
c. Plastic wrap
d. A coffee mug
e. A large rubber band
f. Water 2. You need to: a. Put the bowl in a sunny place b. Pour water into the bowl about a quarter of the way full c .Place the mug in the middle of the bowl d. Cover the top of the bowl with plastic wrap e. Place the rubber band around the bowl to hold the plastic wrap tightly f. Watch the bowl and record observation Creating a SPIRAL CURRICULUM Spiraling curriculum is vital for EL students, as it provides them with a background knowledge and gives them the confidence to learn MORE! Topics such as the water cycle, life cycles, and photosynthesis will be taught at many different stages throughout a child's education. Creating a spiraling curriculum is crucial for deeper level understanding and knowledge. Spiraling curriculum provides students with the knowledge they need to understand a deeper complexity. Annette's lesson on the
Plant Life Cycle Strategies that encourage & motivate students This lesson starts with a video, which will immediately attract the students and create a comfort level. This video uses very simple language while simulating the growth of a plant. Students will easily relate to the video, not feeling overwhelmed or “lost.” Throughout the lesson, I will utilize the teacher-assisted strategy by modeling the activities, then staying involved in the class as they do them. A positive energy in the classroom will be created because of the many interactive and hands-on activities the students will participate in; including an outdoor and creation activity that will put the students’ newly gained knowledge to practice. 1. Students will learn plant vocabulary through video, book, and picture handout
2. Students will be able to identify plant parts; leaf, flower, roots, and stem (ELL through pictures)
3. Students will understand that all plants have the same life cycle, which includes sprouting, developing roots, stems, leaves, flowers, reproducing, and eventually dying
4. Students will be able to explain a plant’s function
5. Students will acknowledge the similarities and differences of various plants
6. Students will be able to accurately sequence the stages of plant life Content Objectives: (for levels 1, 2, 3, & 4)

1. Students will learn plant vocabulary through picture/word descriptions.
2. Students will be able to articulate learned plant vocabulary through verbal communications with their peers and teacher.
3. Students will create a plant’s life cycle through illustrations with written identifiers. Students will then understand the beginnings of a plant’s life cycle through the germination project. Students will be able to restate facts and details in sequence of the plant and its life cycle.
4. Students will be able to connect and apply learned knowledge in the classroom to real-life plant cycles in their environment Language Objectives: Learning/Lesson Interaction: Round Robin, Cooperative Learning, Whole Group Students will work in groups of four (numbered 1, 2, 3, 4) when coloring and gluing their plants in sequence.
When exploring outdoors, students will stay in these groups to create their own question and answer round robin.
When coming back in the classroom, these students will then switch to groups of all 1’s, all 2’s, all 3’s, all 4’s to participate in the germination project.
During the germination project, students will have the opportunity to work with their hands while interacting with each other. Learning
Strategies: The Zone of Proximity (ZPD), is the difference between the actual developmental level and the potential developmental level for our ELL’s.
This is the only place were scaffolding can truly occur.









Since working in the ZPD deals primarily with learning through social interaction, scaffolding enhances these learning processes because it is a collaborative effort.

'Therefore, catching these opportunities in the ZPD allows for a scaffolding curriculum to unfold and be the most successful, so that are learners have the best chance of mastery.

Especially, since we know how much students learn from one another, it is imperative to allow then to interact with each other as much as possible.

Scaffolding is pertinent to our unit because each lesson really maximizes on the ZPD and utilizes scaffolding through cooperative learning groups extensively. The Zone of Proximal Development & Scaffolding When learners are assisted by their peers, he or she will achieve more than they could have been able to alone. & Considerations
we made in our unit The students will do a minor activity, plant construction with labels. This activity will be done to better familiarize them to a plant's parts and its vocabulary.
The student's will then do an experimental project at the end of the class, the germination project. Process:
fold the paper towel in 1/4's
staple 5 staples 3inches from the top
pour water into the baggie
place 1 seed per staple
close baggie
and tape to a window You will need:
a paper towel
a baggie
a stapler
a 1/4 cup of water
and plant seeds Student Activity: Activity: Students will be broken up into groups of 6.
Each student will be assigned a component relevant to the process of photosynthesis.

One student will be the leaf (the center of the play). The leaf will read off a script (written by the group) as all of the other elements work to complete the photosynthesis process.

One student will be the Sun.
One student will act as water.
Another student will act as Carbon Dioxide.
After photosynthesis takes place one student will act as oxygen and another as glucose.
Students will be assessed on their participation and understanding of photosynthesis through their presentation. All students will have the opportunity to get up and move!
EL students will be assessed in a way other than a traditional worksheet or quiz assessment.
This implements the SIOP strategy of Total Physical Response.
EL students will have the opportunity to work together in a group and have the support of their peers, as well as act individually. Questions?
Full transcript