T & L Lesson Plan Understanding by Design (UbD) Template

(Adapted with permission from Understanding by Design Professional Development Workbook (p. 31), by J. McTighe and G. Wiggins, 2004, Alexandria, VA: Association for Supervision and Curriculum Development. Copyright 2004 by ASCD). All rights reserved.

Descriptive Data_________________________________________________________ Teacher: Britney Jo Block Lesson Topic: Parts of a Plant Grade Level: 2nd grade Teaching Date(s): December 9th, 2013 Stage 1 Desired Results__________________________________________________ Content Standards/Goals:
ND-TE.AG.8.1.2.1 > describe the physiology, reproduction, and growth of plants and animals NE.S.4.4.1.SD.2 ...Describe the various structures of plants and animals necessary for growth, survival, and reproduction.

Understandings: Students will understand that . . .

all the parts of a plant have a specific function. The roots are used by the plant for absorption of water and stability, the stem carries nutrients/water from roots to leaves and flower, the leaves absorb sunlight and aid in photosynthesis, the flower holds the seed, and the seed is used for reproduction-to produce more plants! plants need soil to grow in (holds the water and allows for the roots to grow), sunlight (to undergo photosynthesis) and water (to undergo photosynthesis)

Essential Questions:

What are the parts of a plant? What do plants need to survive? What are the functions of the parts of plants?

Knowledge: Students will know . . . Content: What key knowledge (concepts, vocabulary, content specifics) will students acquire as a result of this learning? Vocabulary; root (used by the plant for absorption of water and stability), Stem (carries nutrients/water from roots to leaves and flower), Leaves (absorbs sunlight and aids in photosynthesis), Flower (holds the seed), Seed (used for reproduction) Concepts; o photosynthesis-students will know that plants undergo photosynthesis to make their own food by using sunlight, water, and carbon dioxide to make usable energy. o parts/functions of a plant-students will know what the exterior parts of a plant are and their function in the life of a plant. 1 Skills: Students will be able to do . . .

Process: What key skills will students acquire as a result of this learning? Action descriptors describe what students are able to do from this learning. Students will be able to show and name the parts of a plant by doing a activity and discussing it together. Students will use their knowledge about the needs of a plant by doing a crossword assessment.

Stage 2 Assessment Evidence_____________________________________________ Performance Tasks: Through what authentic performance tasks will students demonstrate the desired understandings? Students will create their own plant and label the parts of the plant to show their understanding.

Students will complete a crossword puzzle asking questions about parts of a flower. Students will have to use their knowledge to finish the crossword puzzle

Other Evidence: Through what other evidence (written assessments, student artifacts, teacher observations) will students demonstrate understanding? How will students reflect upon and self-assess their learning? Students will demonstrate knowledge and understanding through class discussion. Students will share the pictures they make while exploring and elaborate on the picture by naming the parts of the plant and discussing its functions. Evaluative Criteria:

By what key criteria will performance of understanding be judged? Use of rubrics or evaluation standards.

Stage 3 Learning Plan___________________________________________________ Preparation Prior to Teaching Pre-Assessment:

Use of a K-W-L prior to exploration will give instructors knowledge on how informed students are prior to explanation

Differentiated Instruction: Consider how activities will be differentiated to accommodate for learners academic, interest, cultural, and linguistic abilities. Address how you can differentiate content (RtI or academic level), process (experiences the students engage in) and/or product (showing what they know) Product; students can make choices of how to demonstrate their knowledge on the parts of plant and essential needs of a plant Content; students that have solid prior knowledge about plant parts and essential needs can research photosynthesis on a deeper level using computers. Accommodations: Consider how activities will be include accommodations or adaptations needed to meet specific needs of all the diverse learners in the classroom, including students on IEPs or with special needs. Students who may need assistance while coloring their plant and making observations will be partnered with a peer mentor Technology: Describe how technology is used to support the learning and communication of ideas within your lesson. Students will watch a video on parts of plants.

Students will watch a PowerPoint and have a class discussion.

Extensions & Enrichment: Describe at least two other activities that would engage the students further on the topic. Students can explore the different parts of a plant seed. Once plants sprout students can transplant them into a larger container and continue to raise the plants to adulthood

Sources:

http://pbskids.org/zoom/activities/sci/biomeinabaggie.html http://www.brainpopjr.com/science/plants/partsofaplant/

Procedure for Teaching Step-by-Step Lesson Flow: Engage: When the lesson begins tell the students that we will be discussing the parts of plants. Once students settled and lesson begins, play a video to introduce plants to the students. http://www.brainpopjr.com/science/plants/partsofaplant/ Explore: After introducing to the students what the unit is going to be about the students will watch a PowerPoint to discuss what the video was on. They will have a class discussion on it to explore plants deeper. Explain: On the board a plant will be displayed. Have students volunteer by having them come up to the board and label the different parts of the plants. After all parts of the plant are labeled then discuss the role each part has and its importance to the plant. Once students have an understanding of the different parts of a plant then discuss the importance of the essential needs a plant must have in order to survive such as water, soil, and sunlight. Elaborate:

Next, use the discussion that took place during the explain stage and review what a plants essential needs are. Students will create their own plants on a piece of paper and label all parts. Evaluate: During the evaluation process the teacher will walk around and make sure that the plants that the students are making have all the essential parts to survive. Once the students are done making their plant they will do a crossword puzzle. The crossword puzzle has descriptions of essential elements and parts that a flower needs to survive. This will allow for them to use the knowledge they learned to complete the crossword puzzle.

Materials: For Teacher Computer Projector Large flower with parts separate to label Worksheets Powerpoint For Students Glue Scissors Pencil Markers or Crayons Reflection following Teaching All teachers reflect on their practice.

Prompts: