1. Topic-
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2. Content-
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Parts of a plant. What plants need to grow. Vocabulary: bean, seed,
pod, root, sprout, germinate, stem, leaves, soil. |
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3. Goals: Aims/Outcomes-
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1. Students will ask questions about plant growth and carry out
an experiment about how beans grow with and without sunlight.
2. Students will learn about the parts of a plant and how they develop
as the plant grows.
3. Students will begin to learn about a plant's life cycle stages. |
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4. Objectives-
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1. Given a bean exposed to sunlight and a bean kept in darkness,
students will: 1) observe, measure, and record changes in the beans
daily for ten days (five-day increments separated by one weekend)
and 2) draw pictures of the beans on Days 1, 4, 7, and 9.
2. Given data on the growth of beans exposed to sunlight and beans
kept in darkness, students will compare the growth of the two groups
of beans, write what they conclude from the data, and write their
predictions for future growth under similar conditions.
3. Given a graphic organizer with three blank spaces, students will
draw and describe in writing the first three stages of a plant's life
cycle: 1) bean; 2) sprouting roots; and 3) stem and leaf growth. |
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5. Materials and Aids-
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- Whiteboard and marker for plant picture, KWL chart, and instructions
- Potted lima bean plant with pod
- Science journals and pencils
- 16 lima beans
- 16 plastic baggies numbered using permanent marker
- Paper napkins
- Spray bottle and water
- Tape to attach baggies to window
- Window with sunlight
- Windowless room (e.g., closet) with door that closes
- Tape measures
- 8 bottoms of plastic bottles
- Potting soil |
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6. Procedures/Methods-
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A. Introduction-
1. Day 1: Show students potted lima bean plant with bean pod. Ask
what it is and what the parts are. State that plants have hidden parts.
Ask what's inside the pod. Open pod and show students seeds. Then
ask what's beneath the stem in the soil. Gently remove plant from
soil to show roots. As elicit student input, draw and label picture
on whiteboard (plant, stem, leaves, pod, bean, seed, soil, roots).
2. Start KWL chart. Write what we know and what we wonder about plants
(e.g., parts of a plant, how they relate to one another, how plants
grow, what they need to grow).
3. Ask students to write their predictions in their science journals
about the difference between how a plant exposed to sunlight and a
plant without sunlight would grow. Then ask students to share answers
with the class. |
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B. Development-
1. Day 1 continued: Explain that students will work in groups of
three to try to grow two bean plants. One bean will be exposed to
sunlight and the other will be in the dark.
2. Refer students to steps for preparing beans on the board. Model
how each group will prepare its two beans: 1) place one bean in labeled
baggie; 2) spray napkin with water; 3) place napkin inside baggie
and press against bean; 4) seal baggie; 5) repeat with other bean;
6) tape one baggie to window; 7) tape other baggie inside closet.
Explain that will observe, measure, take notes, and draw the beans.
Show sample journal with columns already drawn. On right-hand page,
state that students will make columns with headings: 1) date, 2) length,
and 3) observations. Show how to measure length of bean, roots, and
stem in centimeters. Model taking notes in columns. On left-hand page,
state that students will write date and draw pictures of two beans
side by side on Days 1, 4, 7, and 9. Model drawing pictures.
3. Days 4, 7, and 9 (further explanation): Discuss changes observed
as beans progress from one stage to the next. Discuss the purpose
of the bean's parts. Explain each stage with relevant vocabulary and
conceptual knowledge. |
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C. Practice-
1. Day 1: Assign groups and ask one student in each group to get
materials. Refer students to steps on board. Roam among groups to
determine if they are preparing beans correctly. Ask groups to observe,
measure, draw, and make baseline recordings. Guide students as needed.
2. Day 2: Ask each group to spray its beans. Guide whole class in
steps of observing, measuring, and recording observations about beans.
Roam among groups to monitor work. Check journals afterward.
3. Day 3: Address any issues in how groups or individual students
observed and recorded bean growth. Ask each group to spray, observe,
measure, and record observations of its beans. Check journals afterward
to determine if any needed corrections were made. |
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D. Independent Practice-
1. Days 3-10: Groups continue to observe, measure, and record observations
of their beans in their science journals
2. Days 4, 7, and 9: Groups draw beans in their science journals.
3. Day 5: Students write predictions in their science journals. |
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E. Accommodations (Differentiated Instruction)-
1. For students with learning disabilities, ensure that they have
opportunities to conduct hands-on activities in their groups. Touch
base frequently to check for understanding, probe thinking, and scaffold
as necessary. Provide graphic organizers for vocabulary.
2. For English language learners, provide reference sheet with vocabulary
words and pictures. Also pair with students with greater English proficiency.
3. Provide gifted and talented students with opportunities for independent
reading and research. |
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F. Checking for understanding-
1. Roam and check in with groups. Ask about what they observe.
2. Check science journals daily to monitor understanding. Check science
journals on Days 5 and 10 to determine if students demonstrate understanding
of concepts. Clarify misconceptions or confusion with the whole class
as needed.
3. Conduct conferences with individual students who are having difficulty
and appear to need additional scaffolding. |
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G. Closure-
1. On Day 5 (Friday), ask each group to report findings. Ask a group
member to record measurements on the board in a table (columns include:
1) group number; 2) length of bean in sunlight; 3) length of bean
in darkness). Ask students to compare the results for the beans under
the two conditions. Ask them to write in their journals what they
can conclude and what they predict will happen over the next week
under similar conditions.
2. On Day 10 (following Friday), ask each group to report findings
from second week. Facilitate discussion of findings and whether predictions
were confirmed. Record findings under "Learn"� section of KWL
chart. Plant sprouted beans in soil in cut-out bottoms of plastic
bottles so groups can continue to watch them grow. |
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7. Evaluation-
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1. Students will write the instructions for a make-believe seed
packet, which includes reference to sunlight, water, and soil.
2. Students will use a graphic organizer to draw and write about the
purpose of the following parts of a bean plant: 1) bean; 2) sprouting
roots; 3) stem and leaf growth. (If students study flowering and bean
pod growth, either in the classroom, in photos/video, or through a
computer-based laboratory, the graphic organizer can be extended to
include: 4) flower and 5) bean pod growth.) |
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8. Teacher Reflection-
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Were students able to carry out experiment smoothly? Did students
work together in groups effectively? Were students able to use data
to make predictions? Did they appear to acquire the relevant conceptual
knowledge? Were accommodations effective to support all students in
reaching curricular aims? What would I do differently next time? |
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