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Aisha'sPlants unit lesson plan

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Aisha'sPlants unit lesson plan Powered By Docstoc
					1
                               Unit Objectives
Students will be able to:

   1.   Measure and compare data by (non-standard unit)
   2.   Iidentify what do the plants need to grow up and to be healthy
   3.   Explain the function of each part of the plant
   4.   Retell stories
   5.   Draw and color each of the growing steps of the plant they observed.

Qatar Curriculum Standards:

Science
   1- 6.2 Know that the green plants have roots, stems and leaves and need water and
light.
    1- 4.1 Describe how the appearance of some common organisms changes over
   time.

   1- 2.2 Use pictorial means to record observation and data collected.

Mathematics
  1- 8.1 compare the length, weight or capacity of two or more everyday objects by
  using direct compression or non- standard units.

English
1- 8.3 Retell stories using Arabic and some English words while tracing the story
out line in the right direction.




                                           2
                                The Tiny Seed
Objectives:
The students will be able to:
      Retell stories
Qatar Standard:
English:
  8.3 Retell stories using Arabic and some English words while tracing the story
  out line in the right direction.

Description of Activity:

 Read The Tiny Seed by Eric Carle (Poetic but simple text and lovely collage
pictures dramatize the life cycle of all plants, as one tiny seed grows into an
enormous sunflower, which then produces more seeds in its turn).After sharing the
Tiny Seed book with class, teacher traces three different types of flowers about three
feet in diameter. Have the children decorate their flowers using different material
such as sponge paints, crayons, glitter, sunflower seeds, and cupcake liners. Hung
them up on the bulletin board and with the children add stems and leaves. Create
your own giant garden of flowers. After finishing the garden have children sing a
song: This is my garden. I’ll rake it with care, and then some flower seeds, I’ll plant
there. The sun will shine and the rain will fall. And my garden will blossom and grow
straight and tall.

Assessment

 1. Each one of the student will share reading a part of the story loudly
 2. Students will sing the song. They will retell The Tiny seed story on their own and
correctly.




                                          3
                                 Garden Gloves
Objectives:
Students will be able to

   1. Describe how the plants grow up from seeds to full plant.
   2. Measure and compare data by (non-standard unit).

Qatar standards:
Science
   4.1Describe how the appearance of some common organisms changes over time.
   .
Mathematic
  1- 8.1 compare the length, weight or capacity of two or more everyday objects by
  using direct compression or non- standard units.

Description of activity:
Teacher needs a plastic glove (food service glove -- not latex), 5 different types of
fast growing seeds, and cotton balls. The children dampen 5 cotton balls and put a
seed on each cotton ball. They put a cotton ball and seed in each finger of the glove.
Teacher tape the glove to the students' desks and let them observe the changes. They
can see the seed crack open and the sprout grow. Through this activity, children can
see the changes of growing plants quickly. Keep a journal for each child's plant. Then
have them measure its growth and note down their observation in a table for each
student. They will keep daily records of the plants' progress. (Ex: date planted, date
sprouted, daily height of plant).

Assessment:
Students will complete their observations journal of the changes which happen to the
plant during it growing up. They will complete their table of measuring the plants
growth by using non-standard units of measurement. They will keep daily records of
the plants' progress. (Ex: date planted, date sprouted, daily height of plant, etc.)
Students submit their journals of daily Observations.


Student Name:…………………………………………..

Date of planted:…………………………                     Date of sprouted:……………………

 daily height of      Day -1      Day -2        Day - 3       Day - 4       Day - 5
      plant



                                           4
                                     Plants parts
Objectives:

Students will be able t
      identify the function of each part of the plant

Qatar Standards:
Science
6.2 Know that the green plants have roots, stems and leaves and need water and
   light.

Description of Activity:

Teacher brings in real plant, introduce plant, point to all the plant parts, and explain
different functions. Teacher has cut out plant’s parts out of order and involves the
students-review, locate and put all the parts that have been discussed in the correct
order on the work sheets of plant’s parts. Help the students to make mobiles of
plant’s parts to hang on ceiling. For each plant part, have each child color, cut and
write an explanation or definition of each plant part on the back of each part. Point to
different parts and ask children to explain what each part does. Let them read and
repeat altogether plants parts function.
    1. Stem - carries water and food from root to all the parts of a plant.
    2. Roots- absorb water and mineral from the soil.
    3. Flower- grows fruit and seeds for new plants.
    4. Leaf- makes food with help from sun.

Assessment:
Students will be assessed based on their mobile the parts of the plants correctly with
an explanation or identification. Their rearranging of the parts of plants incorrect
order.




                                           5
              What do plants need to live?
Objectives:
Students will be able to
   Identify what the plants need to grow up and to be healthy

Qatar Standards:
Life science
6.2 Know that the green plants have roots, stems and leaves and need water and light.

Science inquiry:
2.2 Use pictorial means to record observation and data collected.

Description of activity:
Discuss the green plants need of water, light and food to grow. Have the students
create experiments around these "requirements”. Plant bean (or other fast growing
seeds) in several clear plastic cups. Deprive each cup of one thing a plant needs to
grow - one gets no water, one gets no light, one is planted in sand so it gets no food,
one is placed in the refrigerator so it gets no warmth. Have students predict what will
happen to each cup. Be sure to have a "control" cup that gets everything it needs. Let
students observe the changes which will happen to each of these plants during one
week period. Distribute a Yes/No check list and have them record their observation.

Assessment:
1. Students will record their observation correctly in the chart by writing yes / No.

                                       Grow healthy       Grow week        Don’t grow
       Plant with no water
       Plant with no light
       Plant with no food
    Plant placed in the fridge
   Plant get every thing it need

2. Students will identify what the plants need to grow healthy.

a……………….. b. ………………c. ……………………. d. ………………….. .

3. Students will draw and colour each of growing step of the plants they observed.




                                           6
                              The Plant Poster
Objective:
Students will be able to:

   1.   Measure and compare data by (non-standard unit)
   2.   Iidentify what do the plants need to grow up and to be healthy
   3.   Identify the function of each part of the plant
   4.   Retell stories

Qatar Curriculum Standards:
Life science
1- 6.2 Know that the green plants have roots, stems and leaves and need water and
light.

Science inquiry
1- 2.2 Use pictorial means to record observation and data collected.

Mathematics
  1- 8.1 Compare the length, weight or capacity of two or more everyday objects by
using direct compression or non- standard units.

English
1- 8.3 Retell stories using Arabic and some English words while tracing the story
out line in the right direction.

Description of Activity:
Let each student create a giant flower similar to the one in The Tiny Seed story book.
Then attach a picture of each child to the centre of a small paper plate, let each of
them write his name, measure and make table of his height, weight and age and to
write it under the picture. Let each child cut out petals and glue them to the plate.
Then let them use sunflower seeds to “frame” their picture. While the flower drying,
let the children make 4 large green leaves and let them write sentences on the leaves.
The first leaf is about the name and the identification of the main parts of plant. On
the second leaf they will relate plant parts to their function, the third leaf will be
about explanation of major factor effect plants growth. Then they will measure using
non - standard units and record the growing in plants life cycle from their observation
during garden glove activity then they will draw the steps of plant life cycle. On the
last leaf they will write The Tiny seed story as they remember and can retell. Give
each child a long strip of bulletin board paper to attach the leaves and flowers.
Assessment:
Students will be assessed based on the poster of the giant flower which each of them
created depending on their own knowledge which they learned from the plant unit.


                                            7
                                                         Poster’s Evaluation Rubric
Student Name: …………………………………………………….


CATEGORY                        4                                  3                                2                               1                 Score

                Title is cantered, and larger        Title is larger than other      Title is and cantered. Most        The title is incomplete and
Title, Labels   than other text. Every item          text. Almost all items (90%)    items (75-89%) that need to        small. Less than 75% of
and general     that needs to be identified has a    that need to be identified      be identified have labels. The     the items that need to be
Formatting      label. The drawing is large          have labels. The drawing is     drawing is a little too large or   identified have labels. The
                enough to be clear. Student          large enough to be clear.       a little too small. Student        drawing is much too small
                name, class, and date are in the     Student name, class, and        name, class, and date are in       or much too large.
                lower left corner. . Overall, the    date are in the lower left      the lower left corner. Overall,    Overall, the quality of the
                quality of the drawing is            corner. . Overall, the          the quality of the drawing is      drawing is poor.
                excellent.                           drawing is good.                fair.



                95% or more of the assigned          94-85% of the assigned          94-85% of the assigned             Less than 85% of the
 Accuracy       structures are drawn accurately      structures are drawn            structures are drawn               assigned structures are
                and are recognizable.                accurately and are              accurately and are                 drawn AND/OR labelled
                                                     recognizable                    recognizable.                      accurately.


 Identifies     Able to name all main plant          Able to name most main          Able to name one or two main       Unable to name main
 the main       parts and go further e.g. name       plant parts e.g. roots, stem,   plant parts e.g. flower, leaf.     plant parts / makes no
  parts of      other plant parts e.g. petals,       leaf, flower, bud, and fruit.                                      attempt to name plant
  plant by      pollen, and seeds.                                                                                      parts.
   name.
                Relates all major plant parts to     Able to describe the            Able to describe the function      Unable to describe what
                their function and is able to        function of most plant parts    of some parts of the plant e.g.    any part of the plant does
  Relates       identify that some parts have        e.g. roots take in water,       roots take in water                makes no attempt to
plant parts     more than one role e.g. roots        stem holds the leaves up,                                          describe what plant parts
  to their      take in water and support the        leaves make food for the                                           do.
 function.      plant in the soil, flowers attract   plant, and flowers make
                bees and make seeds.                 seeds.
                                                                                8
                  Describes all major needs for       Able to describe most major   Able to describe one or two     Unable to say what things
     Identifies   growth e.g. soil, water, light,     factors affecting plant       things that hurt or help a      hurt or help a plant’s
       major      air, warmth and is able to          growth e.g. plants need       plant’s growth e.g. plants      growth. Makes no attempt
      factors     identify ‘extra’ factors e.g. too   water to grow, plants need    need water to grow, plants      to say what things help or
     affecting    much water is not good for          to grow in good soil to do    don’t grow well in sand.        hurt a plant’s growth.
      plant’s     plants, some compost will help      well, plants need sunlight.
      growth.     make the soil better for the
                  plant.
                  Recording date of planted,          Recording date of planted     Recording date of planted,      Recording date of
  Measure,        sprouted are available. And         and sprouted are available.   sprouted are available. And     planted, sprouted isn’t
 and record       Measuring daily growing up of       Measuring daily growing up    Measuring daily growing up      available. Or Measuring
 growing in       the plant are complete, clear       of the plant is clear and     of the plant are complete but   daily growing up of the
 plant’s life     and understandable.                 understandable. But not       not clear or understandable.    plant aren’t complete and
    cycle                                             complete.                                                     not clear or
                                                                                                                    understandable.

                  Demonstrate comprehension by        Comprehends most of what      Comprehends some                Is unable to talk about
 Comprehens       retelling what he just read with    he has read when prompted     information, but is unable to   what he has just read,
    ion           few errors in understanding or      with guiding questions.       retell key concept, even when   demonstrating a lack of
                  prompt from teacher.                                              prompted by the teacher.        comprehension.



Evaluation Scores of the Poster:                                                                                     Score: ………………

2.     If the student scored 20-28 he is processing proficiency. He should be challenged with advanced work.
3.     If the student scored 13-19 he is processing well. He can be improved by doing additional practice in reading, writing and
       working more on inquiry activities.
4.     If the student scored 9-12 he is still developing as a reader, writer and during the inquiry activity. He needs extra guide and
       help to master the key concept and skill.




                                                                              9
Resources:
http://www.proteacher.org/c/64_Plants.html
http://www.libsci.sc.edu/miller/Seasons.htm

Additional Materials:

http://www.sproutonlone.com/sprout/games/details.aspx?id=43ded255-370f-4a8b-89d6-99c100909547

http://www.ngfi-

http://cymru.org.uk/vtc/factors_plant_growth/eng/Infroduction/defau




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posted:4/23/2011
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