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Intel® Teach Program

Essentials Course

Unit Plan Template

Unit Author
First and Last Name Rosalinda O. Dejan
Ana Lorraine Idong

School District Talomo District


School Name DRAHNS
School Address Matina, Davao City
Unit Overview
Unit Title
“Discovering Plants”
Unit Summary
In this topic, the teacher will discuss on how plants grow. Let the students bring the different
types of plants. They will group and act as a scientist. Let them discover the parts and if how
they grow and multiply. Each group must have a representative to discussed what they have
done.

Subject Area
Science- science in everyday use

Grade Level
Grade four
Approximate Time Needed
60 minutes/ day, 3 weeks
Unit Foundation
Targeted Content Standards and Benchmarks
1. Relate the growing plants from seeds with sexual reproduction in plants.
1.1 identify the important parts of flower needed for the development of seeds
1.2 explain the role of pollination in sexual reproduction
1.3 describe the process of fertilization in flowers leading to the development of seeds
1.4 identify the parts of the flower that develops into fruits and seeds
2. Describe the changes in germinating seed
2.1 identify the parts of a seed
2.2 observe the changes in a germinating seed
2.3 explain the function of each part of the seed by observing a germinating seed
3. Identify the factors needed in seed germination

Student Objectives/Learning Outcomes


At the end of the unit, the students will be able to:

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Intel® Teach Program
Essentials Course

To know the parts of the plants.


Know how plants grow and multiply.
Know the changes in germinating seeds.
Give reaction of what they have discussed and what they have observed.
Examine the different parts of the seed.
Make a journal about different types of plants with their specific function and
classification according to the types of the seed.

Curriculum-Framing Questions
Essential
How do we interact with each other?

Question
How plants grow and multiply?
Unit What are the factors in seed germination?
Questions What are the contributions of plant to our environment and to us?

What are the parts of a flower that are involve in the production of seeds?
What is pollination?
What are the two kinds of pollination?
What is fertilization?
Content
What is the role of fertilization in the production of seeds?
What are the parts of the seed?

Questions
What are the classifications of seed?
How seed germinate?
How leaf form?
What are the contribution of plants into our environment?

Assessment Plan

Assessment Timeline

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Intel® Teach Program
Essentials Course

Before project work Students work on After project work is


begins projects and complete completed
tasks

Discussion Interactive Observation Peer Experiment Reflecti


Brainstormi Quiz PPT Rubric Evaluation Rubric on
ng Experiment PPT Teach PPT
Observation Checklist er’s Rubri
Project Plan confer c
ence
(PPT)

Assessment Summary
Before the project begins, the teacher will discuss through powerpoint presentation to give
students an idea about the discovering plants. Conduct the oral presentation before the group
project the students look for the references (books and websites). At the end of topic discussion,
teacher show a powerpoint presentation to the students to make it sure that students will
understand their topic. After that, the teacher group their students then they will have an
experiment the plants based on what the teacher show through powerpoint. Teacher also ask
question to the students on how to develop plants and students answer based on what they have
learned. To make it sure that students understand, the teacher told their students to practice first
before they will start the experiment Ask students to find a group for the brief discussion and
share it in front of their classmates to give the feedback form or peer evaluation about their
sharing discussion. Students also use the checklist to help them prepare for a successful
project. Teacher conducts teacher’s conference after each activity the students have. This is to
assess students understanding, critical thinking, collaboration, and the research process.
Conferences allow time for feedback, clarifying misunderstandings, or providing additional
lessons as necessary. As they go over with their project, teacher shows the rubric to remind

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Intel® Teach Program
Essentials Course

students of what they need to include in their discussion while they are working their project. The
students use the checklist for them to know if their projects are doing well. When the checklist is
completed and shared, learners write reflection in which they can relate it in the real situation or
real world.Teacher induces students to reflect on how to make a project and it will also help them
understand in the society.

Unit Details
Prerequisite Skills
Before students go over with the entire unit, they must possess all the
following skills;
Basic macro-skills
Books and websites
Higher order thinking skills (HOTS)
Interpersonal skills(Reflection)
Internet Searching

Instructional Procedures
Introduction of the Unit

Prepare for a PowerPoint presentation that will give an overview about the
topic if what is it all about and what are the things to discover as they go through
the topic. How important really it is in our environment. Encourage them to share
ideas about what they’ve seen and understand from the PowerPoint. Subsequently,
introduce and discuss the Essential Question that will be used throughout the unit,
‘How do plants help in our environment? Entail students to think individually about
the question and talk about their ideas to each other. Ask one of them to share
ideas within the whole class.
Introduce the unit question, ‘How does plants grow and multiply? Explain
to students that they will be exploring this question throughout the discussion
and project.

Week 1 to 3

Week 1:

Day 1- The teacher will discussed about the topic.

Day 2- Divide the class into two groups and divide the topics.

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Intel® Teach Program
Essentials Course

Day 3-Collaboration with the group.

Day 4 -Make a PowerPoint.

Day 5- Teacher will monitor the PowerPoint presentation output.

Week 2:

Day 1 – Give feedback about the progress of their output. Remind them also a rubric.

Day 2 – Finalize everything.

Day 3 – First group presentation. (In front of the class.)

Day 4 – Continuation of the first group discussion.

Day 5 – Checking the targeted competencies. Make a reflection.

Week 3:

Day 1 – Second group presentation (in front of the class)

Day 2 – Continuation of the discussion.

Day 3 – Checking of the targeted competencies. Quiz (given by the teacher)

Day 4 – Make a reflection.

Day 5 – Teacher’s time.

Anecdotal Record

Students Monday Tuesday Wednesday Thursday Friday


Ana She is
participative

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Intel® Teach Program
Essentials Course

Angelica She is just


passive
Carlo He is silent
Roy He is
talkative

Parts of the Plants(Group 1)


Importance of the Plants(Group 2)

Prior to discussion the teacher will group the class into two groups. The teacher
will discuss about the topic. After the discussion, the teacher will let the students
make a PowerPoint presentation. Show them a scoring guide for them to know what
to follow before they present their PowerPoint presentation. Allow the student ask
question for more clarification.

After discussing the student what to do, allow the student practice. Then the teacher
will observe and give them feedback. Present them checklist to follow the targeted
competencies. Rate them based on the rubric given.

Accommodations for Differentiated Instruction


List specific resources for the students to know
where to find information about the topic.
Special
Explore the learners in adoptive technology then give the
Needs
specific site where to wire information.
Students
Reduce assignments and tasks or allow more time as needed.
Allow group work and recognize their strengths and
correct their weaknesses.

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Intel® Teach Program
Essentials Course

Coordinate with the assigned ESL teachers to make dictionary terms in


native and English language to aid the vocabulary and translation
development.
Nonnative The students present the magazine entries to the assigned ESL teacher.
Speakers The teacher may help assess the students learning well.
During the class, the students must speak in English so that they will
practice their speaking skills in preparation for the presentation.

Use technology and multimedia (e.g, software such as


inspiration books on tape, etc) and graphic organizer.
Equipment Published or electronic bilingual dictionary ( a synonym
/materials dictionary, without definition, in the students native language).
Enhance their skills to be a good user in the technology.

Materials and Resources Required For Unit


Technology – Hardware (Click boxes of all equipment needed)
Camera Laser Disk VCR
Computer(s) Printer Video Camera
Digital Camera Projection System Video Conferencing Equip.
DVD Player Scanner Other
Internet Connection Television
Technology – Software (Click boxes of all software needed.)
Image Processing Web Page Development
Database/Spreadsheet
Internet Web Word Processing

Desktop Publishing Browser Other


E-mail Software Multimedia

Encyclopedia on CD-
ROM

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Intel® Teach Program
Essentials Course

Printed topic handouts, and rubrics, checklists, and templates.


Materials
Internet
Resources
Other
Resources

Programs of the Intel® Education Initiative are funded by the


Intel Foundation and Intel Corporation.
Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel
logo, Intel Education Initiative, and Intel Teach Program are trademarks of
Intel Corporation in the U.S. and other countries. *Other names and brands
may be claimed as the property of others.

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