Teacher Candidate: Mary Beth Driver Grade: Sixth PM

Subject/EEDA/SSCA: Science Date and Time of Lesson: 2/13/2013 1:02

Learning Objective: Given pictures of plants, students will correctly label each as vascular or nonvascular and write two observations about each plant.

Alignment with Standards: Standard 6-2: The student will demonstrate an understanding of structures, processes, and responses of plants that allow them to survive and reproduce. (Life Science) Indicator 6-2.3 Compare the characteristic structures of various groups of plants (including vascular or nonvascular, seed or spore-producing, flowering or conebearing, and monocot or dicot). Math Common Core 6.SP.5 Statistics and Probability Summarize numerical data sets in relation to their context, such as by: 1. Reporting the number of observations. SC Dance Standard Standard 7: The student will make connections between dance and other arts disciplines, other content areas, and the world. D6-7.3 Create a brief movement phrase that demonstrates an understanding of a concept or idea from another discipline or everyday life (for example, symmetry, asymmetry). Developmental Appropriateness: In third grade, students began looking at different characteristics. In the fourth grade, students began learning to classify animals. They are able to classify based on similar characteristics. Students have classified plants in the fourth grade, so they should be able to classify these plants easily. Socially, students are about to communicate ideas with their partners and with the teacher. Cognitively, students are able to classify based on differing characteristics. Students are able to think critically about topics discussed. Emotionally, students are able to give critiques on ideas presented as well as take different critiques into account and adjust their thinking.

Assessment(s) of the Objectives: Pre Assessment: Students will be asked if all plants have roots. Students will talk to a partner about their thoughts and share their ideas with the class. Second assessment: Students will be asked what the purpose of a water hose is. Then students will make a prediction about how, they believe, plants and water hoses are alike. Why would we compare them in science class? Third Assessment: Students will be shown different plants on the Promethean board. Students are asked to write down what the plant appears to be and classify it as V (Vascular) and NV (Nonvascular). Students will also observe the plants and write two observations about the plants. Accommodations: Students will have ample time to copy all notes from the board. Based on prior observation, all students should be able to write down the notes provided. Students are also paired with a partner, so students are able to communicate their ideas with a fellow student. Early finishers will prepare for Draw Something. Slow learners are able to copy down notes and they are given the chance to create a dance for a different type of learning experience. Hopefully, this kinesthetic learning style will help them learn more easily. Most of the slower learners are visual/kinesthetic learners, so they will benefit from the dance. Two of my students have IEPs. They are able to take notes and participate in class. The only accommodation they need is more time to copy down their notes. If I see that these students need more time, then I will make sure that they have a copy of the PowerPoint so they are able to copy it all down. Materials: Students will need: Paper and pencils for note taking. Students also need colored pencils/markers for illustrations. The teacher will have: A PowerPoint and the online video activity for vascular plants. Use of Technology: I will be using a PowerPoint on the Promethean board for most of the lesson. If we have time at the end, we will play draw something on the Promethean board. Procedures: Since we are not in a lab setting, students will not be gathering data with instruments. If they were in a lab setting, I would be sure to go over safety procedures. These could include but are not limited to: No running Stay in your lab groups When working with chemicals or glassware, always wear goggles. Introduction: Weve been talking about plants all week. Yesterday, in our transpiration lab, you looked at different types of plants and you made qualitative and quantitative observations. One thing you all told me is that you saw roots when you were looking at your plants. Do all plants have roots? Turn and talk to a partner about what you think. Be ready to share

some ideas with the class. (Pre assessment) Take about five to ten minutes listening to each of the groups. We are going to learn another way of classifying plants. Take out your paper and pencils so we can start the ISN. (They are familiar with the term. ISN: Student Interactive Notes) -Go thru the PowerPoint. The note icon means they need to write it down. The tweet icon means that whatever is on the slide is just for fun. Its normally a joke that gives them a minute to laugh. The joke always has something to do with the topic. The one I have in this ISN has to do with Woody from Toy Story. *The PowerPoint is attached* Link Slide: When the link side is up, have students write down what the purpose of a water hose is. Then, ask the students to make a prediction about why we would compare a water hose to plants. What do they have in common? (2nd assessment) Finish going through the PowerPoint. Now, we are going to create a dance phrase to help you remember the difference in vascular and non vascular plants. I am going to show you the one that Mrs. Alford taught me and then you will get a chance to pair up with a partner and create your own dance. Give the students time to work with their partner to create a dance. When there is ten minutes left in class, allow a few groups to show their dance to the class. Classifying: We have discussed the differences in vascular and nonvascular plants. On the Promethean board, I am going to project some different plants. I want you to write down what the plant appears to be and then I want you to classify it as V or N. Also, I would like you to write down two observations about each plant. This will be a grade. References: Mrs. Alfords PowerPoint Activity Analysis: During the lesson, we will be creating a dance phrase that will help the students remember the difference in vascular and nonvascular plants. The lesson objective states that students should be able to communicate the differences in vascular and nonvascular plants. Hopefully, this dance will allow students to participate in an interactive and engaging environment. As a result of this, students are given more than just a definition to the words. They can connect the dance we do to the meaning. The students in my classes are interactive learners. They do not respond well to having to sit down and copy notes all day. Memorization is not the way to learn. I would rather my students create connections. I know, from experience, that these students interact well with each other. For this activity,

students will not need any type of technology. The only times we will use technology in the lesson is to look at the PowerPoint and take notes.