UNIVERSITY OF LA VERNE

SPECIAL EDUCATION LESSON PLAN

TEACHER Ms. Tina SDC School: Mountainview SUBJECT: Life Science Date: 10/15/13 GRADE: TK - 3 Site Support Provider: Mrs. White LESSON TITLE Parts of Plants LENGTH OF LESSON: 2 hours

CONTENT STANDARDS AND CONTENT OBJECTIVES IEP GOAL: Grade Level State Content Standard:
1 LS 2.e. Students know roots are associated with the intake of water and soil nutrients and green leaves are associated with making food from sunlight. 1IE 4.a. Draw pictures that portray some features of the thing being described. Instructional Strategies: Realia/Visual Aides Power Point Presentation Whole Group Flipbook Activity Brain Based Direct Instruction (BBDI)

When given a list of science vocabulary words, student will be able to read 10 words and describe its function with 60% accuracy in 4/5 trials as measured by teachercharted records. Instructional Objective: Students will be able to know that many plants have roots, stems, leaves, and flowers. They will be able to describe what these different parts do for the plant. Pre-Requisite skills: Identify what plants need (i.e. water, air, space, and sunlight).

ASSESSMENT
PRE ASSESSMENT: Teacher will show the students a real live plant and ask questions to assess background knowledge. CFU: 1. 2. 3. Q&A: What are the parts of a plant? Monitoring students work while moving around the classroom as they work on their flipbooks. Corrective feedback: Model using the diagram and listen to the students say the word as they point to the correct part.

FINAL ASSESSMENT: Students will use their completed flipbooks and diagram on the board to fill in a diagram of a plant and its parts. It will be used as a summative assessment.

LEARNING ENHANCEMENTS
Strategies for Universal Access and Differentiated Instruction: Visual aides/realia, power point presentation, and a modified flipbook activity. White board with BBDI icons highlighting the learning objectives. Whole group instruction with Para-educators to assist students. Materials, equipment and adaptive technology: Computer, projector, markers, construction papers, handouts, crayons, whiteboard, and visual aides/realia.

STEPS THROUGH THE LESSON

INTO: Before lunch, the teacher will hold up a plant and ask the students to identify what it is. She continues to ask questions and welcomes all answers to assess students background knowledge. The teacher engages the students in active learning by letting them touch the leaves and poke their fingers in the damp soil. She challenges them and asks why do you think the soil is moist? After activating prior knowledge, the teacher explains what they will be learning today. RATIONALE: The purpose of using realia is to assist with activating prior knowledge especially for ELL students. Letting students use their tactile senses will tap into students naturalistic modality and also foster active learning. Asking open-ended questions will allow student to expand their inquiry skills through the use of predicting,

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observing and inferring. Thus, promoting richer classroom discussions. Teacher states the objective of the lesson using the BBDI (Brain Based Direct Instruction) method. She points to the icons and explains to the students that many plants have roots, stems, leaves, and flowers. Then she will say today you will be able to describe what these different parts do for the plant. THROUGH: After lunch, teacher plays a YouTube video of the plant song. Teacher will explain to the students that they will be identifying the parts of a plant and its functions. She begins teaching by using a power point presentation about the parts of a plant. She then models by drawing a plant on the white board and describes each part as she labels them. She reads each part and explains first I say and then you say. Teacher points to each part as she says it. Then, students repeat each plant part. After modeling, the teacher will use guided practice to assist students in completing a plant flipbook activity. The aides will pass out paper and supplies. The teacher will do the first two flaps and ask the students to do as she does by following the diagram on the whiteboard. She will ask questions to check for understanding. Then she will instruct the students to continue to make the flipbook and look to the diagram on the whiteboard for guidance. During this time the aides will assist students in gluing and labeling the plant parts. The teacher will check for understanding and clarify any misconceptions by moving around the classroom. Finally, the students will color the plant and cut the flaps of the flipbook. After students have completed their flipbooks, the teacher will restate the learning objectives and have the students transition to small group rotations. (If students are not done with their flipbooks, they may take them to their groups to continue working on them.) BEYOND: In the first small group, students are given a diagram of a plant worksheet and asked to use their flipbooks and the diagram on the whiteboard to assist them in filling it out independently. This will be used as a summative assessment. In the second small group, students are instructed to make a plant book. Together they will color and label the plant parts and review what each part does. In the third small group, students will work out of their interactive science workbook to reinforce their learning of plant parts. RATIONALE: The purpose for the YouTube videos is to engage students through the use of technology. Pointing to each number and verbally saying the plant part will assist the students in executive functioning skills and retention.

The plant flipbook assists in building vocabulary for ELLs as a visual resource.

Monitoring the students put together their flipbooks will be used as an informal formative assessment to determine whether to continue with guided practice or to move on to independent practice.

It is best practice to close the lesson by restating the learning objectives.

RATIONALE: Small group will assist the teacher in differentiating instruction. For example, aides and the teacher can assist students through prompting and modify the students work. To modify the work sheet assignment, some students may need the words to be written in highlighter to assist them in tracing with a pencil. The plant worksheet and workbook pages will be used as a summative assessment to determine whether the teacher should reteach or move on to the next lesson about the life cycle of a pumpkin a thematic unit about pumpkins.

Para Professionals Role: They will assist students to sit and attend during whole group. In addition, they will also lead small group rotations and circulate around the classroom to assist specific students. Please see attached schedule for small group assignments. Reflection will be e-mailed tomorrow.

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Small Group Assignments

GREEN
Group leader - Tina
Donovan - Sheryl Will Baz Izrael Timothy - Kelsey plant diagram

RED
Group leader - Virginia
Chelsea Sebastian Jackson - Kristy

YELLOW
Group leader - Denise
Leah - Shirley Caloy Kamden Jack - Trish interactive workbook

plant book

Monitoring the students put together their flipbooks will be used as an informal formative assessment to determine whether to continue with guided practice or to move on to independent practice.

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