● Activity - Labeling a plant worksheet. Students will fill in the blanks after memorizing the parts of a plant ● Level Of Blooms - Level 1, remembering, because this activity only asks students to recall parts. ● TEKS - 2(B) ● SPED/ESL Accomodations - allow ESL students to use a translator, allow students to tell someone what to write down- give them hints. ● Technnology is not needed Topic - Growth of a living organism ● Activity - Making flashcards about each part of the plant. On the blank side, students will label the name of the part and then on the flip side write 3 functions/ purposes of that part. ● Level Of Blooms - Level 2, understanding, because students have memorized the parts, but now have to explain what they do. ● TEKS - 10(A) ● SPED/ESL Accomodations - Only make students write down one function ● Technology is not needed Topic - Growth of a living organism ● Activity - Fill out a venn diagram comparing the properties of a dying vs. healthy plant when given a word bank ● Level Of Blooms - Level 4, analysis, because students are comparing two types of an organism ● TEKS - 10(B) ● SPED/ESL Accomodations - Allow students to go to the learning lab ● Technology not needed Topic - Growth of a living organism ● Activity - Show a powerpoint full of slides comparing healthy vs. dying plants and their differences. The students will then go outside, with their venn diagrams from level 4, and use their knowledge and practice it by examining the real plants. They can make changes to their diagram if necessary. ● Level Of Blooms - Level 3, application, because the students are using their new found knowledge and applying to a real situation. ● TEKS - 2(C) ● SPED/ESL Accomodations - Give students a printed copy of the powerpoint and have them take it outside to compare to the actual plants. ● If the powerpoint does not load, pass around the made example Dayton Duffy 2nd Grade Science Blooms Taxonomy
Topic - Growth of a living organism
● Activity - Students will examine dirt samples and predict which type is better and why. Students will be asked to defend their postition. ● Level Of Blooms - Level 5, evaluation, because students are taking their knowledge and making a decision. They are judging the dirt samples and choosing which is better for the plants. ● TEKS - 9(A) ● SPED/ESL Accomodations - Allow students to skip the google survey or go to learning lab to complete it ● If the google survery can’t load, pass out a copy to each student Topic - Growth of a living organism ● Activity - Assign either a gummy bear or real plant to the students and explain the project. Students will keep a log of the growth - including height, amount of water and sun, color, etc. ● Level Of Blooms - Level 6, create, because students are constructing an experiment that may help them grasp information that a worksheet could not provide. ● TEKS - 9(B) ● SPED/ESL Accomodations - Do not doc points for spelling errors in the logs; allow students to go to the learning lab if they want help explaining their data to someone ● Technology not needed