1LESSON SCIENCE / 4TH GRADE BLUEPRINTS CURRICULUM FRAMEWORK

PLANS:

Teacher: Brittany Guy Date(s): 09/29-30

Investigating Investigating Investigating the Investigating Investigating Investigating Investigating the

Plant Anatomy Ecosystems Weather Motion Electricity Natural Sun-Earth-Moon
& Life Processes Resources Systems

4.1 4.4 4.1 4.5 4.1 4.6 4.1 4.2 4.1 4.3 4.1 4.8 4.1 4.7

Objective:

4.4 The student will investigate and understand basic plant anatomy and life processes. Key concepts
include

a) the structures of typical plants (leaves, stems, roots, and flowers);

b) processes and structures involved with reproduction (pollination, stamen, pistil, sepal, embryo, spore, and
seed);
c) photosynthesis (sunlight, chlorophyll, water, carbon dioxide, oxygen, and sugar)
THE STUDENT WILL-

Knowledge/ X Comprehension/ X Application/ X Analysis/ X Synthesis/ X Evaluation/ X

Remember Understand Apply Analyze Create Evaluate

ESSENTIAL KNOWLEDGE, SKILLS, AND UNDERSTANDING

The students should be able to:

‘ analyze a common plant, identifying the roots, stems, leaves, and flowers and explaining the function of
each;
‘ compare and contrast different ways plants are pollinated;
‘ explain the process of photosynthesis, using the following terminology: sunlight, chlorophyll, water, carbon
dioxide, oxygen, and sugar;

THE TEACHER WILL USE-

Identify similarities x Summarizing x Reinforcing effort & x Homework x Pictures, x Cooperative x

& differences & note taking provide recognition & practice Graphs, Charts Learning

Generating & Manipulatives x Setting objectives & x Real life Ques., cues, & x Differentiation x
testing hypothesis providing feedback application adv. organizers

Always in use:
-Classroom Website and Wiki: provides information about assignments and announcements as well as supplemental information on classroom topics in
the form of student work, podcasts, text, pictures, videos, and diagrams.
-Classroom Edmodo and Skype: used to provide additional methods of communication with parents and students about topics covered in class and
assignments as well as their child’s progress

IMPLEMENTATION
These activities will require the use of mp3 players and will occur over the period of two days. They will serve to provide extra instruction on parts of a
plant for those students who are behind and a solid introduction to photosynthesis and pollination for more advanced students. We will cover these two
topics further in the days to come.

Day One:
Teacher will begin class by stating objective for the day and providing small introduction with directions on the SmartBoard.

Podcast Topics: Parts of a Plant, Photosynthesis, Pollination

Then, students will listen to their assigned podcast on their individual mp3 players. While listening, they will complete their interactive worksheet on
their topic to provide a guide for their learning.

Once they have listened and completed their sheet, they will get into small groups to discuss what they have heard and learned.
As a group, they will choose a question to base their podcast on. Students will be given a rubric of what their podcast should include. They will decide
which information from their sheet should be included as important when answering their question. Choosing their own topic will be a method of
differentiating instruction. However, all students will be held to the same grading standards in the rubric.

Options for Questions:

Parts of Plants-
Why do plants need parts?
Tell me what you think is the most important part of the plant and why.
What are the parts of a plant and what do they do?

Pollination-
How are bees involved in pollination?
Are bees required for pollination?
What is pollination and how does it work?

Photosynthesis-
What is photosynthesis and how does it happen?
What ingredients are required for photosynthesis to take place?
How can I remember what photosynthesis means?

Once their answer is written out on paper, I will approve it and allow them to record.

Students will be assigned a Plant Parts diagram for homework to be labeled and returned tomorrow.

Day Two:

Teacher will begin class by reminding students of what they did the previous day. Then, she will explain the assignments for the day.

Teacher will ask all groups to listen to the Parts of a Plant podcast on their mp3 players. Then, it will be played from the classroom wiki on the
SmartBoard and discussed as a group.

This will be repeated for the Photosynthesis and Pollination podcasts, which will allow all students a glimpse into what the other students learned the
previous day.

The day will end with each student writing two sentences about what they learned in each topic today. Several of these sentences will be chosen to be
added to the classroom wiki for future instruction and to be viewed by administration and parents.

ASSESSMENTS: IMPLEMENTATION ASSESSMENTS: IMPLEMENTATION

Student interviews Teacher will observe and Journaling Students will make podcast in small
conference with students in small groups answering a question posed to
Exit slips groups about their topic studied x Presentations them by the teacher.
and the podcast being made.
x Dialogue Bell Ringers

Paper & pencil Other

RELEASED SOL TEST ITEMS