Lesson Plan Guide

Teacher Candidate: Latarius Brady Grade and Topic: Grade 3, Science Mentor Teacher: Kris King Date: February 9, 2014 Length of Lesson: 45 minutes for 2 days School: University of Memphis - IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA: The Plant Anatomy lesson is part of a unit plan on plant and animal cells. LESSON OBJECTIVE: Given a plant or model of an animal, the student will be able to identify its specific parts with 100% accuracy. Given a computer and word processing software, the student will be able to write one or two paragraphs that describes the functions of specific parts of a plant and animal with a score of three out of four on the rubric. Student Participation The goal of this lesson is for students to demonstrate a clear understanding of specific plant and animal body parts and describe their functions. Students provide visual representations of plant and animal parts. STANDARDS ADDRESSED: State/District Standards Standard 1 Cells ISTE Standard(s) 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media MATERIALS: Materials Used
Day 1: plants with flowers and leaves for each table group, plant anatomy worksheet, crayons/colored pencils, magnifying glasses, Internet access to Microsoft Clipart Gallery http://office.microsoft.com/clipart/default.aspx?lc=en-us Day Two: 3D model of a frog for each table group, frog anatomy worksheet, crayons/colored pencils, magnifying glasses, Internet access to Microsoft Clipart Gallery http://office.microsoft.com/clipart/default.aspx?lc=en-us

Technology Integration Students will use the website stated above as a resource for access to images. The Word processing software will be used to type and add images of the plant and animal to the Plant Anatomy activity. A
sample of what the students work should look like is included at the end of this lesson plan.

BACKGROUND and RATIONALE: Students will be able to demonstrate a clear understanding of the structures and functions of plants and animals.
Vocabulary associated with plants- stem, root, leaf, flower, and stalk. Vocabulary associated with animals- heart, intestines, lungs, bladder, brain, and liver. Academic Language is not addressed in IDT 3600. Prior to this lesson, students have already learned that plants and animals are made up of smaller parts. As we continue to explore the parts of plants and animals, we will also compare the basic structures of plant and animal cells. The lesson or technology use will be modified to meet the needs of diverse learners.

PROCEDURES AND TIMELINE: Introduction: Begin by displaying a plant and animal on a SMART board. Give the students a few minutes to silently name the parts of the plant and animal; then name the parts aloud instructing the class to repeat. Procedures:
Prior to the computer (45 minutes) Teacher Procedures - plant 1. After the Introduction, distribute the plant anatomy worksheets to students. Have the plants, crayons, colored pencils, and magnifying glasses already on the tables. Instruct students to observe the plant and label its part on their worksheets. Teacher Procedures animal 1. When the students complete the plant anatomy worksheets, distribute the frog anatomy worksheets to students. Instruct them to observe the 3D frog model and label its parts on their worksheets. Student Procedures - plant 1. Students complete their plant anatomy worksheets by observing the parts of the plant with their magnifying glasses. 2. They then label the parts of the plant on their worksheets and use the colored pencils to color them. Student Procedures - animal 1. Students complete their frog anatomy worksheets by observing the parts of the 3D model with their magnifying glasses. 2. They then label the parts of the frog on their worksheets and use the colored pencils to color them. Student Procedures plant and animal 1. Open Microsoft Word and an Internet browser. 2. In Microsoft word, add the following title: Plant and Animal Anatomy. 3. Type two paragraphs, one about the plant and the other about the animal, briefly discussing their parts. 4. Go to the Microsoft Word Clipart website and use key words to locate an image of a plant. 5. Use pull-down menu to copy the image. 6. Go to the picture cell in the Word document. Paste the picture. 7. Repeat items 4-6 to locate an animal image. 8. Correct any spelling errors. Print a copy and attach anatomy worksheets.

At the computer (35 minutes) Teacher Procedures - plant and animal 1. Have students open both Microsoft Word and an Internet browser. 2. Direct students to the Microsoft Clipart Gallery Website. 3. Monitor an assist as needed.

After the computer (10 minutes) Teacher Procedures 1. Place students in groups of 3to 4 students. 2. Ask students to pass their Plant and Animal Anatomy work to the person on the right. 3. Students are to quietly review the work and take notes of the differences. 4. Give students 5-10 minutes to discuss their differences.

Student Procedures 1. While in a group, students review each others work and note differences between final documents. 2. Students discuss the different papers.

Closure: Students volunteer to read their paragraphs aloud. At the end of class, the teacher collects the assignment.

ASSESSMENT EVIDENCE:
Criteria Graphic images represent the parts of the plant and animal. 1 Only one or none of the chosen graphics represent the parts of the plant and animal. 2 Only a few of the chosen graphics clearly or somewhat clearly represent the parts of the plant and animal. The worksheets demonstrate a somewhat vague understanding of the location of the parts of the plant and animal. The paragraphs demonstrate a somewhat vague understanding of the parts of the plant and animal and its functions. 3 Almost all of the chosen graphics clearly represent the parts of the plant and animal. The worksheets demonstrate a somewhat clear understanding of the location of the parts of the plant and animal. The paragraphs demonstrate a somewhat clear understanding of the parts of the plant and animal and its functions. 4 All of the chosen graphics very clearly represent the parts of the plant and animal.

Anatomy Worksheets

The worksheets do not demonstrate an understanding of the location of the parts of the plant and animal. The paragraphs do not demonstrate an understanding of the parts of the plant and animal and its functions.

The worksheets demonstrate a very clear understanding of the location of the parts of the plant and animal. The paragraphs demonstrate a clear understanding of the parts of the plant and animal and its functions.

Anatomy Paragraphs

MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and for those ready for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.

STUDENT SAMPLE: Plant Anatomy Roots are underground and absorb water and nutrients from the soil so it can grow. The stem supports the plant and sends water and nutrients from the roots to the rest of the plant. The leaves grow from the stem and convert energy from the sun into nutrients. The flower stalk supports the flower. The flower has seeds and pollen which are used to grow new plants.