Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13 *edTPA academic language
Molloy College Division of Education
Lesson Plan Format
Heading for Coursework
Student: Megan Hayes Professor: Prof Moroney Course EDU 521 Date: July 30, 2014 Grade:4 Topic: Life Cycle of a Plant Content Area: Science
Instructional Objective Students will be able to identify and explain the process of the life cycle of a plant.
Conditions- After the class discussion about the life cycle of a plant, students will be able to place life cycle picture in order while working in a small group and then write a small summary about what happens during that given cycle. Students will then work in those same groups in the computer room where they will make and present a PowerPoint presentation about the information they learned about the life cycle of a plant.
Performance Students will be able to identify and explain what happens in each stage of a plants life cycle.
Product-Students will then create a PowerPoint presentation that will be presented to the class about the information they learned about the life cycle of a plant.
Criterion-based on a teacher-constructed rubric, students will be assessed on the product and demonstration of their work achieving a score of at least 3 on a four point scale. Teacher will also be assessing students on their work during whole class instruction and group work.
SECONDARY INSTRUCTIONAL OBJECTIVES:
After reading and discussing the SMART Board presentation of the life cycle of plants, students will then be paired into groups of two where they will find a place in the room and each share three things that they learned or found interesting about a plants life cycle.
After sharing in what they learned with their partner, they will each receive a paper with a picture of each stage of the life cycle and next to each picture in the space given they will write a short summary about what is happening in each picture.
Once students have shown the teacher their completed worksheet they will go to the computer lab where they will work together to put a PowerPoint presentation together illustrating what they have learned from the entire lesson. Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11 Revised 8/7/13 *edTPA academic language
CCLS / +NYS STANDARDS & ISTE NETS for Students AND INDICATORS
ELA & Literacy Standard (CCS): Production and Distribution of Writing (R.4)
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience Indicator: This will be evident when students write and construct their writings about what happens during each stage of a plants life cycle.
English Language Arts Standard(CSS): Research to Build and Present Knowledge (SL.8)
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism Indicator:
This will be evident when students work collaboratively to research and collect data to construct their PowerPoint presentation.
ISTE NETS for Students
Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. b. Create original works as a means of personal or group expression.
Indicators: This will be evident when students present their PowerPoint presentation to the class. MOTIVATION
a brief excerpt from the YouTube clip- Bill Nye the Science Guy-Plants
MATERIALS
SMART Board, computers with Internet access, YouTube video, PowerPoint software, life cycle presentation, life cycle worksheet, instructor-created rubric
STRATEGIES
Direct instruction and group work
ADAPTATIONS
Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11 Revised 8/7/13 *edTPA academic language The student with a significant visual impairment will be given a reading pen with a printed out copy of the SMART Board presentation and life cycle worksheet The student who is an English language learner will be provided with a text reader formatted into their native language.
DIFFERENTIATION OF INSTRUCTION
Students will be placed into a one high student with lower level reading groups when completing the life cycle worksheet. Students will then be matched with a different partner to complete the PowerPoint presentation.
DEVELOPMENTAL PROCEDURES
Activities- Students will join the teacher to review and look over the SMART Board presentation on the life cycle of plants. Students will be called up to complete each activity on the SMART Board. Once the presentation is done students will be paired into groups of two where they will complete the life cycle of a plant worksheet and write a small summary about what is happening in each picture. After each group has shown their work to the teacher, students will be matched with a new partner where they will complete their PowerPoint presentation on their knowledge of each stage of the plant life cycle. Key Questions o What clues in each stage tells you the chronological order of a plants life cycle? o What is the key factor in the life cycle of a plant that restarts the cycle? o How many stages are there in a plants cycle? o What elements are needed to continue a healthy plant life cycle?
Students will use the plant life cycle worksheet to discuss each stage? (How many stages are their in a plant life cycle? What is the key factor of a plants life cycle that restarts the cycle.) Students will the construct a PowerPoint to show what they learned about the plant life cycle. (What have you found to be the most important element in the cycle?)
ASSESSMENT
Student participation during the SMART Board activities and review. Students will work cooperatively with their partner to complete the life cycle worksheet. Students will accurately make a PowerPoint presentation containing all necessary elements that outline a plants life cycle.
INDEPENDENT PRACTICE
Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11 Revised 8/7/13 *edTPA academic language Following the lesson on the life cycle of a plant, students will explore the Weebly website about the life cycle of plants and will complete the assigned homework and assignments under the indicated tabs
FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT
Direct Teacher Intervention: The student, under direct intervention with the teacher, will complete a timeline game where they will have to match what is happening in the life cycle to the correct picture. The teacher and student will, together to create a study guide outline to ensure student is studying and understanding the correct material.
Academic Enrichment: Students will have to write a scenario about the elements that are important to a plants life cycle and are possible things that would interfere with that cycle.
Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11 Revised 8/7/13 *edTPA academic language TEACHER REFERENCES
Bill Nye The Science Guy - Life Cycle (Full Episode). (n.d.). YouTube. Retrieved July 27, 2014, from https://www.youtube.com/watch?v=LlDK1co0CQo
C&I. (n.d.). NYS Learning Standards:CI&IT:NYSED. Retrieved July 27, 2014, from http://www.p12.nysed.gov/ciai/standards.html
Life Cycle of a Plant. (2012, January 1). Retrieved July 25, 2014, from http://exchange.smarttech.com/search.html?q=life+cycle+of+a+plant
Hayes, M., & Ryan, E. (n.d.). 4th Grade science: Life cycles. 4th Grade science: Life cycles. Retrieved July 27, 2014, from http://4thgradesciencelifecycles.weebly.com/
Hayes, M. (2014, July 23). PowerPoint presentation rubric . . Retrieved July 27, 2014, from http://rubistar.4teachers.org
Plant Life Cycle Test and Plant Parts. (n.d.). Teachers Pay Teachers. Retrieved July 25, 2014, from http://www.teacherspayteachers.com/Product/Plant-Life-Cycle-Test-and-Plant- Parts-191968
Journal of Chemical Education Volume 82 Issue 12 2005 (Doi 10.1021/ed082p1880.2) Zielinski, Theresa Julia Harvey, Erica Sweeney, Robert Hanson - Quantum States of Atoms and Molecules PDF