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ED 505 su2
5E Lesson Plan
ALCOS Objective SCI.4.9.1: Identify the internal and external structures of plants (e.g.,
thorns, leaves, stems, roots, colored petals, xylem, phloem).
ISTE 1c.) Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
3a.) Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
Objectives:
The students will identify that thorns, leaves, stems, roots, colored petals, xylem, and
phloem are parts of a plant.
The students will observe and record parts of the plant.
The students will define the parts of the plant.
Differentiation Strategies
The students will create their one of a kind plant by adding all the parts of the plant:
http://www.virtualmuseum.ca/sgc-cms/expositions-
exhibitions/flora/english/game_create.html
Group members will examine the creations, discuss similarities, differences and
inquiries of their plants.
The students will individually complete the “Know” and “Want to Know” sections of
this diagram by using the KWL online chart from read, write, think at
http://www.readwritethink.org/files/resources/interactives/kwl_creator/
Each group will discuss their results and come up with two responses to each section to
share with the class. Items cannot be duplicated.
The teacher will display a KWL chart on the SmartBoard and each member will write
one entry (two citing what they already know about plant parts and 2 citing what they
want to know about plant parts).
EXPLORATION:
The teacher will bring in a rose plant for each table group to observe.
The students will watch the following youtube videos and discuss interesting facts
presented in each video, clarify and expound on the information found in the videos.
https://www.youtube.com/watch?v=t2XQPZNLx9k thorns
https://www.youtube.com/watch?v=xO8hrqDuMmY parts of a plant and their purposes
https://www.youtube.com/watch?v=DGpPHrLF-5M xylem, phloem and purpose of
each
The teacher will take a sample cutting of a rose plant and set it by the Hover Cam.
Using the Hover Cam hooked up to the SmartBoard, each heterogeneous group will take
turns magnifying and observing this cross-section of the plant, discussing what they see,
drawing and making notes in their Science journals.
Each heterogeneous group will divide the parts of a plant among each group member.
Using their chromebooks each student will accomplish further research on their
assignments and the group will collaborate to create a group presentation on Microsoft
Sway to present to the class.
The students will write the most significant information about each part of the plant in
their science journal. Then, share their notes with their group members.
EXPLANATION:
The teacher will display pictures and definitions of the parts of a plant using Microsoft
Sway. https://sway.com/suT8BxsDdK8TMX8A
Higher Order Questioning: The teacher will ask for students’ responses during the
presentation: (formative assessment)
1. Which part of the plant utilizes photosynthesis to create food for the plant?
2. How are plants symbiotic with humans?
3. Explain how the plant absorbs and carries water throughout the plant.
4. Describe the difference between Phloem and Xylem.
The students will add additional notes to their science journal.
The teacher will display the graphic organizer
http://www.webspirationclassroom.com/view/1783607a21894 on the SmartBoard to
help the students categorize and learn the parts of the plant.
The students will copy the graphic organizer into their science journal.
ELABORATION:
The students will do more research on the given parts of a plant and create a group Prezi
presentation.
Each area must be discussed in the presentation:
o Member’s Name
o Parts of the Plant
o Functions of the Plant’s Parts
o An interesting fact about each part
Student product:
EVALUATIONS:
The teacher will refer back to the KWL Chart on the SmartBoard. Each group will share
what they have Learned about plants and their parts.
http://www.readwritethink.org/files/resources/interactives/kwl_creator/
Rubric for Science journals (Drawings from Hover Cam):
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2701914&
Rubric for Prezi presentation:
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2701916&
Rubric for Technology Proficiency:
http://rubistar.4teachers.org/index.php?screen=PrintRubric&rubric_id=2742375&no_ret
urn=1&
Rubric for Wordle word cloud:
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2701915&
The students will complete the formative assessment created on Kahoot:
https://create.kahoot.it/#user/dbdfe634-ed2d-44aa-a6e5-d87c1f179a38/kahoots/created
The teacher will review the results and cover any areas that need to be retaught.
CATEGORY 4 3 2 1
Attractiveness Makes excellent use of font, Makes good use of font, Makes use of font, color, Use of font, co
color, graphics, effects, etc. color, graphics, effects, etc. graphics, effects, etc. but effects etc. but
to enhance the to enhance to presentation. occasionally these detract distract from th
presentation. from the presentation content.
4 content.
Originality Product shows a large Product shows some Uses other people's ideas Uses other peo
amount of original thought. original thought. Work (giving them credit), but but does not g
Ideas are creative and shows new ideas and there is little evidence of credit.
inventive. insights. original thinking.
4
Requirements All requirements are met All requirements are met. One requirement was not More than one
and exceeded. completely met. was not compl
Content Covers topic in-depth with Includes essential Includes essential Content is min
details and examples. knowledge about the topic. information about the topic are several fac
Subject knowledge is Subject knowledge appears but there are 1-2 factual
excellent. to be good. errors.
3
Mechanics No misspellings or Three or fewer misspellings Four misspellings and/or More than 4 er
grammatical errors. and/or mechanical errors. grammatical errors. spelling or gram
Organization Content is well organized Uses headings or bulleted Content is logically There was no
using headings or bulleted lists to organize, but the organized for the most part. logical organiz
lists to group related overall organization of structure, just l
material. topics appears flawed.
4
Technology product Product exceeds Product information includes Product information includes No evidence.
demonstrates expectations with fact(s) and function(s). fact(s) or function(s).
information that is included.
learning.
3
Student plans and Product exceeds Product shows effective Product demonstrates No evidence.
employs effective expectations in effective research strategies to locate minimal research strategies
research strategies to locate information. to locate information.
research strategies information.
to locate information.