1. Topic-
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Parts of a Plant and their jobs |
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2. Content-
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Roots, Stem, Leaves, Flower, Seeds and the jobs of each part |
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3. Goals: Aims/Outcomes-
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1.Students will work in a whole group lesson to contribute ideas
to a Thinking Map, called A BRACE MAP
2.Students will use the information to label and write in their Parts
of a Plant layered booklets.
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4. Objectives-
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1.Students will use "listening skills" and "turn and talk" strategies
to contribute ideas to the Brace Map.
2.Students will work in small groups to add information to their Brace
Map.
3.Students will label the parts of a plant in their booklets in which
each part is on a layered page, so as when it is closed all the parts
of a plant show and the "reader" of their book can turn to the section
they want to find out more about.
4.Students will use their ideas to write phonetically along with correctly
spelled sight words to write a sentence about the job of each part
of the plant |
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5. Materials and Aids-
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*Prepared Brace Map on chart paper
*Large, colorful parts of a plant prepared by teacher on construction
paper (brace map is designed to fit alongside the construction paper
parts of the plant
*Prepared "layered booklets"
*Student friendly Brace Maps + worksheet of pictures/terms/words to
add to their Parts of a Plant Brace Map |
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6. Procedures/Methods-
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A. Introduction-
1.Read From Seed to Plant by Gail Gibbons
2.Watch Learn About Plants-Different Parts (On You Tube)
3.Share a real flower with the students to work on parts identification
4. Sing- Oh, Do You Know the Parts of Plants (very specifically tells
what each plant part does) |
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B. Development-
1.After singing the parts of a plant song, introduce the Brace Map
prepared on chart paper.
2.Explain that a Brace Map helps us organize our ideas when something
has a "whole" idea, "parts" and "subparts" - (ideas that are broken
down into smaller ideas).
3. Have volunteers come choose the large construction paper parts
of the plant to first put the plant in order.
4.Write "Parts of Plant" in the large section designated for the "whole"
5. Start at the roots and write "Roots" on the section for a "part"
6. Share ideas about the jobs of the roots and write these ideas on
the Brace Map areas for "subparts"
7. Continue this strategy for Stem, Leaves, Flower, and Seeds, recording
information onto the Brace Map, reemphasizing that all the smaller
pieces of information stem from the initial "big idea" , "parts of
a plant". |
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C. Practice-
1. Divide students into groups of 4.
2. Provide students a "student friendly" copy of a bridge map which
includes a picture of a the parts of a plant
3. Give students a worksheet that includes words to cut out and label
the 5 parts of a plant.
4. Students will glue these words onto the correct spots on their
Brace Map.
5. Provide a VERY simply worded "subpart" of information for the job
of each part.
6. Students work together to read the "subpart- jobs" and glue these
onto the correct part of the Brace Map.
7. Teacher/Assistant will walk around room to monitor students' group
work, offer suggestions and help with reading the terms. |
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D. Independent Practice-
1. Upon completion of the groups' Brace Maps, students will work
on transferring ideas from information gained from their Brace Maps
into their provided pre-illustrated "Parts of a Plant" layered booklets
2. If students have a good grasp of the concepts from the strategies
utilized, they will be able to use phonetic spelling along with correctly
spelled sight words to fill in the information on each page of their
layered booklets.
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E. Accommodations (Differentiated Instruction)-
1. Pre-determined groups including various abilities to help with
the organization, reading and follow-through of the small group activity.
2. Teacher Assistant to help with the groups as needed.
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F. Checking for understanding-
1.Informal assessments will be done as students are working on their
Brace Maps in their groups.
2. Teacher will intervene as needed and will question students as
she moves from group to group.
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G. Closure-
Students from each group will be asked to read a page of their booklets
to the class
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7. Evaluation-
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Students' completion of their layered booklets will also be used
for assessment
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8. Teacher Reflection-
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Using the Brace Map to help organize the students' thoughts greatly
helped with retention and understanding of the information needed
to complete their small group brace maps, as well as their individual
layered booklets. I have tried this lesson before by simply sharing
the information, reading the books and talking about what we had learned.
But, when it came time to write in their layered booklets, many children
couldn't remember information needed for each part. Utilizing the
Brace Map and providing the hands on experiences greatly aided all
students in developing a solid grasp of the concepts. The students
really enjoyed all parts of the lesson. They liked being "chosen"
to use the large parts of a plant to help begin the Brace Map and
they really responded well to the small group responsibility of putting
information into their Brace Maps. The were also very proud of their
finished product, the Parts Of a Plant layered booklets. I definitely
plan to use this lesson again. |
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